Psychologist's client card sample. Approximate form of an individual client card

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Metaphorical maps are psychological pictures that depict people, events and abstractions that evoke their own associations in each person. Working with metaphorical associative cards belongs to projective techniques, since it helps to reveal the client’s individual mental contents through transfer to cards. In identical pictures, one person thinks positively, is in good mood, may see celebration, joy, delight, happiness and other positive contents, while another, having internal problems, will transfer them to cards and see some kind of tension, resistance, war, anxiety. A person projects his subconscious onto the picture without realizing it - it is this unconsciousness that in reality does not allow him to solve his problem.

Metaphorical associative cards are good because they are a translator of the unconscious to the level. The unconscious operates with images and pictures, while consciousness thinks in units of speech - words, phrases. Unconscious processes are, however, the largest part of the mental iceberg; only a small part remains for consciousness, which no longer solves, but only explains, unconscious impulses.

As a rule, birth and childhood traumas are hidden, which create prohibitions in a person on certain actions. A person may desire something, but the unconscious, following its goal of preserving life and mental balance, does not allow it, since a certain trauma occurred here. Even another person could encounter danger, which can remain in the subconscious and will prevent the repetition of a possibly negative experience. With the help of pictures you can extract what prevents you from achieving your goals.

Metaphorical cards - a guide for a psychologist

How do metaphorical mind maps work? The person describes the picture that he pulled out at his request, the barrier is quietly removed. He is not talking about himself, and therefore relaxes; working with metaphorical associative cards releases painful blocked experiences that a person cannot raise in the usual way. Through cards, pain can be detected, pulled out and worked through until complete healing.

Clients love interacting with metaphorical pictures because most of the time they need to relax and play, even this has a beneficial effect on the emotional state. If the client does not always take work with projective cards seriously, during the professional work of a psychologist, colossal work can be carried out with deep internal changes that the client cannot help but notice in himself.

There are many different configurations, card layout methods, and sets. For example, the “Persona” deck is used when working with personal aspects and in constellations. When consulting with her, the psychologist asks the client to find a face that matches the current state, then the desired one, the problematic one, or one that no one has seen of the client. The client lays out and talks about the cards, then the psychologist offers to move them, if there is such a desire. There is also a children's version of the deck - “Personita”.

“Oh” cards contain not only pictures, but also frames for them with words. First, a frame is laid out, and a picture is placed on it, and the psychologist asks the client a question what they mean. The client is trying to understand this metaphor. However, there are no strict rules here; if the picture and the word for it do not connect or resonate in any way, the material does not work - you can replace the picture.

There are sets of cards for working specifically with traumatic experiences, for finding resources, even blank sets when you can draw what you want yourself. Many card sets also have a digital option that allows you to consult remotely while capturing the entire process in a presentation. It can be transferred to the client, he can continue to interact with it, consolidating the results of the work.

Metaphorical associative cards even allow you to conduct an independent session, and you can use the cards very creatively, deviating from the instructions. By laying out and interpreting the cards, a person with experience begins to realize his current internal state, experiences, and attitudes.

The meaning of metaphorical cards

The law of metaphorical cards - the card itself does not mean anything, it contains what the client sees. Methodologically, metaphorical cards are related to the Rorschach test, in which the subject must examine an image in ink blots. Of course, each person begins to talk about himself, seeing what worries him. Over time, the direction has developed into a whole class of projective techniques that easily bypass the client’s resistance and solve the problem of verbalizing the problem.

Metaphorical cards help to work when a person does not even find what to say about his own, is unfocused, cannot understand why he feels bad. Describing card by card, for example, using the six card technique, when you need to describe each image in connection with the word laid out for it, the client usually understands by the sixth card what his problem is, what he needs to work on, what his main topic is. Since the technique is projective, working with metaphorical cards has a big advantage - there is no re-traumatization. A person always talks about a map as a certain object that is outside; he does not need to immerse himself in his experiences. Do not confuse metaphorical cards with fortune telling, Tarot cards and other esoteric techniques.

Metaphorical cards themselves do not reveal anything other than what is contained in the unconscious of the person himself, and therefore they can help in questions about finding internal solutions and resources, but cannot answer whether something from the outside will come true without the intervention of the subject and his mental powers. To eliminate the association with Tarot cards, some psychologists even began to call metaphorical cards projective cards.

Metaphorical cards are also rarely used for psychodiagnostics due to compliance with the law that a metaphorical card itself does not carry any meaning other than what the client sees in it.

How to work with metaphorical cards?

During the work, the psychologist, as a facilitator, asks leading questions, the client answers, describes the picture, verbalizing and then realizing his own mental contents transferred to it. For example, a client asked to find his purpose. The psychologist invites him to say his question and draw one picture from the “Persona” set. The client turns it over and sees a person with ambiguous emotions. The psychologist asks to describe who he sees on the map, to tell what this person is like. After that, the psychologist invites the client to analyze how much the description of the person in the picture corresponds to the client’s personality, what is the similarity.

If he saw something very unpleasant for himself in the picture, causing discomfort, he can immediately work through this problem and find a resource for it. For example, the client associated black hair with a difficult character, then the psychologist invites him to choose another card from the next “Person” deck to solve this problem, having previously expressed out loud the desire to find a resource that can most fully help. For example, it turns out to be a card with a man covering his face with his hands. The client describes him as playing hide and seek, leading the game now, in a state of concentration, anticipation, that we all experienced as children.

If this was not enough for the client, he can choose other pictures openly. For example, for self-confidence, he stops at the image of a man diving against the backdrop of the sun and beautiful weather. He is focused, his body radiates strength and relaxation, he feels good and enjoys his body. The card can even be placed on top of a previously drawn card, causing discomfort, as if blocking it.

Having described the resource map, you can put it aside and look again at the first map that previously caused unpleasant associations. The psychologist asks the client to see what has changed on her. Surprisingly, what I didn’t like seems to soften - ugly hair becomes quite attractive, the prickly look becomes kinder. The client already reports that the person on the map has gained confidence, he is going in the right direction.

Often during sessions the picture changes literally before our eyes. If the client saw a tense facial expression, his eyes sadly closed, then after interacting with the card, adding strength and resources, and other states, the client sees calm, even some kind of joy, relaxation, and immediate changes for the better occur. As soon as he starts working with cards, it’s as if he gives a command to the subconscious, which perceives the images of the pictures and already on a conscious level returns the answer, as a result of which life changes.

Techniques for working with metaphorical cards

Metaphorical cards are a good working tool that, in an easy, relaxed form, reveals the deep contents of a person, which he could not even tell right away.

There are many techniques for using metaphorical cards; moreover, you can freely invent new ones and use several decks at the same time. For example, if a person has laid out a card of the current state, and with it a card of the ideal, you can invite him to find a card of a transition state that will allow him to achieve the desired. You can ask questions and take out cards at random, you can look at the cards, simply explaining what you see on them. Each metaphorical deck usually contains about 90 cards, so there are quite a lot of storylines that can be laid out. Having great experience working with different sets of cards, the psychologist can choose the most suitable deck for each client and his problem.

In classical consulting work, the psychologist usually asks the client leading questions for each card, and the questions must be open-ended and not lead the client to content that the psychologist himself might have put into the card. For example, if the map shows a mountain or a volcano, the psychologist only asks what kind of mountain, what kind of volcano, where they are, what is happening there. By listening to the client's content, in the end the psychologist finds out from the client whether he has anything else to say about it.

There are also techniques that are primarily based on play. For example, in the “Obstacles and Opportunities” technique, the psychologist acts as the leader and asks the players to choose 5 cards blindly, without even asking any questions or formulating requests beforehand. The game is associative, so there is no gain here, except, of course, the psychological benefit from the conclusions received. The psychologist asks the first player to look at the cards without showing them to others, and choose one that shows an obstacle or difficulty. For example, he selects and lays out a card with a house, saying that it is falling apart. The second player's task is to find among his cards and lay out the one that represents an opportunity to solve the problem. The first player to present a problem listens and accepts the proposed solution. If it turned out to be, as he considered, unsuitable or insufficient, he reports this, and the second player again offers an opportunity card. After the decision is made, the players change places.

After the game, the psychologist invites the players to analyze whether the game intersects with life, whether the participants discovered any personal problems, as well as solutions for them. The explanation is in front of other participants, so it doesn’t have to be detailed, it’s enough to understand the situation for yourself by voicing it a little. However, often before this, participants understand what determines their choice of cards.

The next technique is called “My Dream Place and Time.” The client is asked to choose one of the cards turned face up; before doing this, there is also no need to formulate a request. Looking at it, he must think about what country it is, what time, whether it’s ours, the past. What could he possibly need to stay at this time? The client can imagine himself in it, as if entering the world depicted on the card, and walk around in it, look, even mentally take a gift for himself or a loved one. The psychologist again asks leading questions, asking what useful things the client found for himself during this time, what resource he was able to replenish.

The Unstuck Technique is suitable for finding a way out of difficult situations and analyzing recurring problems that the client cannot solve. To determine the current deadlock situation, several cards are laid out open in front of the client, and he is asked to choose one that most accurately describes the current state of affairs. You should choose with your feelings, the card that attracts attention the most. Having chosen, the psychologist clarifies what catches the client on this card, where the eye is always drawn. Having turned his attention to this detail, the client should observe what emotions appear in him. Perhaps he will also find something on the map that he does not like, which causes rejection and reluctance to look at this element of the map. Next, the psychologist asks to talk about the situation depicted on the card and the hero of its plot.

The next layout in this technique is images of various doors as ways out of the situation. The client needs to select one and describe what the door is, whether it can help get out of a deadlock situation, whether it is difficult or easy to get through, whether it is open or closed for him. Then, perhaps, the client will be able to imagine what is behind the door, describing his feelings. If this door is not a way out for the client, then the psychologist clarifies where it can lead.

Then comes the layout of the cards on the issue that prevents you from getting out of the deadlock. Here the client can choose up to three cards, those that describe fears and blocks. The psychologist clarifies what the client himself means in each selected card, what perhaps frightens the client or prevents him from finding a way out, asks to tell the story of each card, about the characters depicted on it, in order to maximally reveal what is blocking the client and preventing him from getting out of a difficult situation. situations. Often the client’s secondary benefits are also found on the cards; the psychologist asks him to think about what benefit he gets from remaining in this dead end, from which fear may be protecting him, what even worse things could happen in life if he decides to change. By becoming aware of their fears, blocks and secondary benefits, the client can move on and has a chance to overcome the impasse.

The last alignment is resource-based. Again, the client has several cards in front of him with things that can help him get out of the deadlock and make changes. The psychologist asks him to choose those that are support and resource for the client, which he can rely on, and having chosen, describe each one. The client tells what is most interesting and positive for him on the card, what attracts attention, causes a surge of energy, and gives strength. The psychologist suggests considering which of the depicted resources the client already has and which ones can be attracted, thinking about how the resource can be used, and what can be done in the near future. The more detailed the client answers the questions, describing the map, the more meaningful the result he will get, the more interesting discoveries he will receive about his dead end, why he is in it, why he needs the dead end. This can be a point from which the client can even change his worldview.

With the help of associative metaphorical cards you can also work with the Shadow. The psychologist then asks the client to create a mental intention, and then from a deck of cards with faces to choose himself, how the client now sees and accepts himself, then - his opposite. The gender and age of the person depicted on the card does not matter, only his emotions are important. If the client finds it difficult to choose only one card for each of the hypostases, he can choose two or even several.

Describing the first hypostasis, the client tells what he sees on the card, what feelings and emotions are present on it. If the person depicted on it, according to the client, is looking at someone, the psychologist asks him to choose from the deck the one he is looking at, which can be done behind closed doors, and then describe. Next, the psychologist takes the client to a description of the opposite card. Then he asks whether the cards are positioned correctly on the table in front of him, or whether the client wants to change their positions. Most often, the client pushes aside the opposite card, symbolizing his Shadow.

The psychologist asks the client to analyze the interaction of antipodal cards, asking whether one card sees the other. If so, how do the personalities depicted on them relate to each other, is a card of the opposite of the main card needed, can the main card thank its opposite for something, what negative things does the card of the opposite bring into the life of the main card if you want to push it aside.

If the cards do not see each other, what needs to be changed in the layout so that they can see each other. When the client changes the position of the cards, the psychologist finds out what has changed on the main card. When the client talks about the negative qualities of the antipode, the psychologist listens, then offers to transform these qualities, replacing them with positive synonyms, and summarizes, saying what positive grain was found, how the main card can integrate these qualities, how it will change after this, can he thank his the opposite and what feelings he experiences after gratitude.

After the work has been done, it will be excellent if the client, on behalf of the main card, expresses gratitude to the antipodean card for the transferred resource. Perhaps after that the client will again want to change the arrangement of the cards on the table or even replace one card with another from the deck.

This technique allows you to work out the shadow qualities of the personality, as a result the client can integrate and accept his shadow side. The psychologist asks what the client feels in connection with the work done, how his feelings have changed after reconciliation with his previously repressed part.

Speaker of the Medical and Psychological Center "PsychoMed"

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Metaphorical or associative cards are a set of pictures the size of a playing card or a postcard with realistic images (this could be a photograph of a house, road or river) or abstract images. Maps are a professional psychological tool, the use of which is based on working with visual metaphor.

When seeing a particular picture, each person has his own set of associations, memories and fantasies, which the psychologist then interprets.

Psychologies:

Metaphorical cards help to find out what is the true reason for the anxiety of a person who has turned to a psychologist?

Tatyana Ushakova:

Maps are not a diagnostic tool, but a way of observation. I will give you this metaphor: imagine that a boy enters the room holding a pink ball. He starts playing with it, throws it to us, kicks it, then hugs it and cries. Looking at his actions, we can draw some conclusions about the child’s condition. But the conclusions are still based on our observations, and the ball is just a tool.

“What can you do about your trauma? Just reprimand her." Sigmund Freud

Metaphorical cards are akin to this pink ball - they help us observe the client and come into contact with him. And the client is helped to interact with himself, different parts of his personality - to contact each other.

We see how a conventional boy handles the ball, we see his attitude towards the object. How are the cards handled? How do they help the therapist understand something about the client?

THAT.:

Here's an example. Yesterday a woman came to me about a difficult situation in her family - her relationship with her child, with her mother, with everyone at once had gone wrong. I gave her a typical exercise: choose from a deck of portraits of people who remind her of members of her family. Not externally reminiscent, but in essence. She chose for a long time, thoughtfully, then, at my request, she laid out these portraits on the table so that the distance between the cards corresponded to the degree of spiritual closeness of her relatives.

And suddenly, in the process, she discovered that she had not chosen herself, her portrait. “Where are you?” - I ask. “But I forgot about myself.” And suddenly she realized it: “So this is really about my life. I tend to care about everyone, but no one cares about me. And I don’t think about myself.” And her own conclusions are the most valuable for me.

The goal of working with metaphorical cards is not so much for me, the specialist, to understand the client’s situation, but to help the client see his situation - family, life - for himself, as if from above (in psychology this is called dissociation) and draw his own conclusions. By choosing cards and talking through what is happening in his life, a person begins to calm down. Freud also said: “What can you do about your trauma? Just reprimand her." Clients often admit: while I was talking, I understood everything about it myself. In general, it seems to me that awareness is one of the highest benefits available to a person.

What problems do cards help best with?

THAT.:

It's not about the cards, there is no secret in them. The secret is what the specialist can do and what approach he uses. The cards go well with different areas of work. They can be successfully used by psychodramatists, art therapists, and narrative consultants.

When a person looks at the cards and tells why he chose them and arranged them that way, in the process of telling the story he himself often finds the answer

Existential psychologists use them too. For example, helping a person with emotional burnout to regain the meaning of working further, a psychologist can suggest such an exercise. Asks the client to choose a card that characterizes his position at work, his role in the work process now. Then - choose a card that shows it as before, at the very beginning of the work. Then the psychologist invites the client to evaluate the difference and think: how does he see his future career?

When a person looks at the cards (and for 90% of us it is visual perception that predominates) and tells why he chose them and arranged them this way, then in the process of telling the story he himself often finds the answer. And then we can post it next steps from the cards, and the client understands what needs to be done to make the dream become a real, achievable goal.

What if a person has no dreams or any idea of his future?

THAT.:

Maps help you see it. I once worked with a 12-year-old boy, Seryozha, who successfully underwent chemotherapy, and the problem when he was discharged from the hospital was not so much his physical condition as his mental one. He had changed a lot in appearance: a handsome golden-haired boy had turned into a bald, plump man with a puffy, moon-shaped face. Seryozha was afraid to leave the hospital into the outside world, and it was necessary to somehow overcome his fear of returning to normal life.

Using special construction cards, we began to compile his portraits - how he sees himself in the past, before his illness, how he looks now and how he imagines himself in the future. While composing a self-portrait before his illness, he laughed and came up with something. The current portrait gave him difficult feelings, and the third portrait turned out to be extremely vague - he did not see himself in the future at all. Then, with the help of other cards, we made a plan for what he would do on the first day after leaving the hospital. Seryozha couldn’t formulate what he wanted here either. And I suggested pulling out a card blindly - the result, as always, was very unexpected. His sense of humor kicked in, and we broke down the whole week of his life after the hospital, day by day. He laughed heartily.

Maps are useless when working with younger children preschool age

And then we went back to his portrait from the future, and he was able to put it together. The portrait turned out to be lively, optimistic, and attractive. If at first Seryozha accepted himself only in the past, now he admitted that he also likes himself in the future. He left the hospital feeling confident. He spent the whole week exactly according to our plan, and he was comfortable. What happened here? Life frightened him with its uncertainty. And when Seryozha saw what events each day would be filled with, he felt good and calm. Maps helped make the future certain and attractive.

Are different cards suitable for different tasks and purposes?

THAT.:

In general, any metaphorical cards are suitable for solving any problems. But it's logical when we're talking about about progress, use maps depicting roads and paths. There is nothing irrational or magical in these cards. They are based on the traditional projection mechanism. They are launched when a person meets any object. But at the moment of thinking about moving through life, for example, maps depicting roads, forks, and paths will help to quickly start this process.

The therapist and his client may interpret the same card differently. Does it interfere with work?

THAT.:

Of course, when looking at a map, my client and I have different projections, and this is the main insidiousness of metaphorical maps. That is why you need to learn how to work with them. It is very important that the psychologist understands that his personal projections have nothing to do with the client’s projections. Some people see a cute girly bouquet in the picture, while others see a funeral wreath. And if the psychologist does not understand the meaning that the client gives to the card, if it somehow irritates him or hurts him, this is definitely not the client’s problem, and it’s time for the psychologist to get personal therapy. Therefore, sometimes it is better for a psychologist not to even look at the map, so as not to give his projections to the client and not confuse him. A misinterpretation can take your work in the wrong direction.

In what cases should cards not be used?

THAT.:

I do not use them when working with clients who have mental disorders, borderline conditions, or epilepsy. In this case, the specialist’s task is to return them to reality, to put them on the ground, and metaphors here will be harmful. Maps are useless when working with children of primary preschool age - they have a specific mindset, they see in the image on the map only what is drawn there. Imaginative, associative thinking develops closer to elementary school, and even then not for everyone. And among adult clients there are those who have poorly developed imaginative thinking and who do not perceive visual images.

About the expert:

Tatyana Ushakova is a clinical psychologist, head of the department of psychological and pedagogical assistance to the population of a social rehabilitation center for minors in Sergiev Posad. She has over 10 years of experience working with metaphorical maps.

Find out more

You can learn more about working with metaphorical cards at master classes and round tables Third Annual Conference “Metaphorical maps in the work of a psychologist”. It is addressed to specialists with basic psychological education.

Methodicalrecommendations

By compilation And maintaining psychological cards

Part 1. What is it psychological map and principles of its construction

A psychological card or psychological file is a set of documents (characteristics, completed forms of methods, conclusions, minutes of meetings, etc.) of a personal record of a client (patient), which contain the most complete information about the personality structure, the emotional state of a person and the results of correctional, advisory and other psychological work of a psychologist with him.

Depending on the organization in which a personal file or psychological record is maintained for a client, the following types of areas in which the psychologist works can be distinguished:

Social orientation - in this case the emphasis is on difficult life situation. The social sphere in Russia is extremely well developed, but is distinguished by a variety of needs (for example, working with the elderly, working with orphans, working with families in a socially dangerous situation, and so on), hence the lack of general standardization in the conduct of affairs of a psychologist and in At the same time, there is great scope for innovation in this area. The distinctive feature is helping people adapt, so the emphasis is on stabilization and improvement social status, then the essence of doing business in the social sphere will be described in detail.

Pedagogical orientation – we are talking about educational organizations, in which psychologists do not play a leading role, the emphasis is mainly on assistance in solving pedagogical problems (achievement and discipline) and adaptation to school. Rarely is work done on demand.

Professional (organizational) focus - consists of diagnostic measures during hiring, personnel selection and assistance in solving organizational issues (how to distribute people in a room for more productive work and other requests).

Medical focus - limited to a psychologist’s office or medical institution, unlike social sphere, medicine does not insist that the psychologist visit the family. Here diagnostics, training, development and correction are carried out, both verbally and by neuropsychological methods. The big plus is that people are often motivated, if you don’t take into account drug treatment clinics or psychoneurological dispensaries.

Advisory and psychotherapeutic orientation - this means both advisory Centers and the personal practice of psychologists and psychotherapists. In the latter case, there is no standardization at all, since it is up to the specialist to decide whether to carry it out or not. When it comes to the Center, things, on the contrary, are strictly standardized depending on the goals and objectives of the organization.

Legal orientation - strictly standardized cases and a clear system of work - is an undeniable advantage of working in such a system, because there is a clear structure of work. Another plus is computerized techniques for working with staffing, and with people in a legal situation.

Objectivity in the study of mental phenomena . This principle means that when studying mental phenomena one should always strive to establish the material causes of their occurrence. Because of this, this principle requires that any mental phenomena be considered in unity with those external reasons and the internal conditions in which they arise and manifest themselves. Constructing psychological research in accordance with the principle of objectivity means the practical implementation of one of the basic principles of psychology - the principle of determinism - the causality of mental phenomena.

The principle of objectivity also requires the study of a person in the process of his activity, since the mental characteristics of a person can only be judged by his real actions. Based on this principle, it is necessary to study mental phenomena both in the most typical and atypical conditions for a given person. Only in this case can you comprehensively characterize a person and not miss anything significant. All obtained facts, including those that contradict each other, must be subjected to a comprehensive analysis. Conflicting facts should attract especially close attention; in no case can they simply be discarded, but they must either find an explanation for them or conduct additional study.

Analytical-synthetic study of personality . In the mental appearance of each person there is something common, characteristic of all people of a given era. At the same time, people living in countries with different social systems, have specific features that reflect the social relations existing in a given society. Thus, we are specifically talking about the special appearance of the Soviet person, which developed under the conditions of developed socialism. At the same time, each person is a unique individual. The existence of the general, special and individual in the personality of each person makes it necessary to be guided by the analytical-synthetic principle when constructing research.

The study of mental phenomena in their development – an important principle for constructing psychological research. The objective world is in constant motion and change, and therefore its reflection cannot be frozen, motionless. The constant change in the psyche as a reflection of the changing reality requires the study of mental phenomena in their development. If mental phenomena are continuously changing and developing, then this must necessarily be taken into account when constructing any research aimed at their comprehensive study.

Part 2. Contentspsychological cards

This part briefly describes the general structure of the psychological map. Clarifications are provided in each paragraph.

First of all, at the very beginning there must befront page , on which the following information is briefly written: the client’s full name, date of birth (in some cases and place, including passport data and SNILS number), family composition, sometimes it is necessary to enter the date of application or admission (as in social institutions, for example), the names of the parents (if a child) or immediate relatives, contact information, sometimes complaints with a request are included. For example, when working with children who have physical illnesses and even disabilities, this should be indicated on the title page, since you cannot rely on personal memory. In orphanages, it is necessary to indicate the date of admission and the number of the group where the pupil is placed, his place of study, status and information on escapes, bad habits and propensity for illegal acts (the last three points should be encoded in color or in letters so that there is no misunderstanding on the part of colleagues and children who may accidentally see personal information), but personal information (how did you get there, life path, perhaps passport data, hobbies, and so on) it is not very correct to put it on the title page - it is better to indicate it on the next page or in the social-psychological-pedagogical description. It’s the same when working with families - you can indicate the composition of the family, employment, but not income, type of apartment, and so on.

Further, depending on personal preferences or the institution in which the psychologist works, you should eitherphotocopies of documents (characteristics from schools, kindergartens, Centers, from other specialists, etc., extracts from the medical record, conclusion of the PMPK and CMPC, individual development plans or plans to protect the rights of the child), or, in fact,characteristics that a psychologist does.

After comes "Psychological work plan » with dates and topics of classes, where after each lesson the psychologist puts his signature and a mark on completion. This is mandatory for almost all institutions, as it is the only proof that work was carried out. Unfortunately, in simple words no one believes, so a plan for working with a client (patient, student, recipient of services, etc.) is added to keeping a log of psychological work.

Minutes or recordings of meetings between a psychologist and a client are especially needed if counseling or so-called “preventive conversations” are carried out. In the first case, this is a very good “cheat sheet”, both for the person working with the psychologist and for the specialist himself, plus it is another proof that the psychologist is working and not just talking. In the second case, the protocol is a mandatory document of the meeting, a kind of result, where at the bottom there is always written a short decision that the client will implement. The guarantee of fulfillment is the signature of both the psychologist and his patient. In general, in both cases these two signatures are needed.

Results of methods, conclusions and products of the client’s activities – required material. Firstly, just like in meeting minutes, this is a reminder of what happened in the “previous series”, only with an emotional response from the client. Secondly, all this shows progress or regression, the direction where to go, and dead ends from which we urgently need to look for a way out. Thirdly, again, all this is proof that, again, the psychologist is working. Protocols of diagnostic examinations. They have a clear structure (date and time of the survey, where it was carried out and by whom, name of the methodology, purpose, stimulus material, progress of the study and its results). The protocol differs from the conclusion in a clearer structure and is more often used in the educational and legal sphere.

A separate point can be made“homework” and recommendations , which the psychologist gives to his ward or his parent. Regarding “homework”. The client receives direct assistance from a psychotherapist for only 1-2 hours a week, and the remaining 166-167 hours a week is left to himself. And at this time, his problems still affect him. Homework helps the client to be his own psychologist. If the client conscientiously approaches homework, he speeds up the correction process and achieves the desired changes faster. In this matter, the main thing is the process, not the result. There may not be a result (that is, the exercise may not work) - and this is still wonderful! Because, once again, the main thing is to try to do at least something. Recommendations are also important when recruiting personnel (where is it better to send a person to work – in shared office, or on traveling work, to a child care facility or to work in a boarding house for labor veterans). Recommendations are also important when enrolling a child in school to determine a class or curriculum. In the social and legal sphere, like a beacon - what actions to take so that a positive shift appears. In the medical field - how to help which specialist to contact and also indicating the vector of development and correction. Some recommendations can also be given in a psychological report, only in a shorter and reduced volume.

Part 3. Features of managementpsychological cards

First of all, you should pay attention to the rules of conduct:

Accuracy and literacy

Clarity of presentation of the material,

Structuring,

Cleanliness and tidiness.

Before describing special cases of document flow. It is necessary to give a generalized diagram of how to keep a psychological map.

First, at the beginning a general outline is established and, as some analysts say, “fish”. Before starting work not only with the client, but also in principle in the institution, the psychologist draws up an example of a personal file, prints out forms of methods and diagnostic examinations, title pages, and so on.

Next, the psychologist gets acquainted with the personal file, medical record or other documents that are available regarding the client. Although, there are supporters that you first need to get to know the client, and then the documents. The psychologist enters the information obtained from this documentation on the title page and, based on the request, prepares an examination model (forms and protocols).

After diagnosis, a individual plan psychological work with the client. Sometimes it includes group classes (for example, in the conditions of the Center for the Promotion of Family Education or when working with addicted people, or when working in a rehabilitation center). As mentioned above, such a plan is a table that is divided into several columns. The first is the date, the second is the name and structure of the lesson (can be filled out manually and includes interdepartmental interaction), the third is the signature and mark of completion. Sometimes the plan is drawn up before the initial diagnosis and includes diagnostics, the number and topic of meetings, complex classes, group classes, interdisciplinary interaction, but it is better to proceed from the request, familiarization with the documentation and primary diagnosis, and only after that draw up a plan for working with the client.

After the initial meeting, diagnosis and drawing up a plan, a preliminary conclusion can be drawn up; if necessary, additional diagnostics are carried out.

Descriptions (minutes) of each meeting are compiled separately, which should be signed after writing. The protocol of a lesson or meeting is the psychologist’s internal documentation; it cannot be copied and handed over to the client, unless it is a description of the session (sometimes this is needed as part of psychotherapy and clients even make audio recordings of meetings).

Each sheet written by a psychologist must be numbered so that there is no lost information. Personal psychological files should be kept in a locked cabinet or safe (as is done in the legal system) so that no client can view them.

Next, we will examine special cases. In progress practical psychologist there is special documentation - a special type of documentation that provides the substantive and procedural aspects of it professional activities. Special documentation includes: psychological reports: correction cards; protocols of diagnostic examinations, correctional classes, conversations, interviews, etc.; maps (history) of mental development; psychological characteristics; extracts from psychological reports and development maps.

Of the above documentation, three types are closed, namely: conclusions, correction cards and protocols. The three remaining types are free for access by persons interested in information. Moreover, their main goal is to familiarize themselves with the individual psychological characteristics of a particular person (of a particular group).

Extract counts appearance documentation and is prepared both at the request of individuals and at the official request government agencies. The main text of the extract is an adapted version of that part of the psychological report that reflects the main conclusions, distinctive features and problems, as well as general and specific recommendations. It should be noted that in the case of an official request, this document must have two signatures: the person who conducted the diagnostic examination and the administrative person of the institution. When a specific request is made, the statement must define the purpose and means of the psychological examination, and ultimately confirm or refute the fact of the request. In the case of extracts from psychological cards, documents are saved for registration with the only difference that they are produced exclusively upon official requests and are provided to persons competent in the field of psychology and legally responsible for these documents.

Psychological characteristics reflects another aspect of mental development and allows, upon familiarization, to draw up a psychological portrait of a person or age group generally. It is free in form and does not require the approval of administrative officials. We are talking about individual psychological characteristics of development, i.e. about the characteristics of his cognitive sphere, psychophysiological nuances, communication preferences, the presence of general or special abilities and much more. Psychological opinion is basic working documentation psychologist.

There are several options for psychological conclusions.

Option 1. Structured according to partial parameters of mental development. Such psychological conclusions most often contain separate indicators of motor coordination, identification writing skills, learning ability, motivational needs and intellectual maturity. This type psychological report can be used in partial psychological examinations.

Option 2. Structuring according to complex parameters, including indicators of psychophysical development, as well as assessment of its education. The disadvantage of this type of structuring is the lack of a single analytical space (psychological). In some cases, it is used to assess mental developmental deviations.

The psychological conclusion must be structured in accordance with the psychologist’s conceptual ideas about the process of mental development in relation to a certain age, where each age stage has its own specifics (new formations), quantitative and qualitative dynamics of development. Based on the polyconceptual principle, the psychological conclusion should reflect indicators of the cognitive, personal-emotional and communicative spheres, as well as psychophysiological and other features. In addition to recording the values of various indicators, the psychological conclusion includes an analysis of compliance with age levels and stages of mental development, as well as the need for corrective, developmental and educational interventions or work according to a certain program.

Application 1. Layout psychological conclusions

1. General characteristics mental development based on psychophysical, psychophysiological characteristics, adaptation and motor complexes.

2. Characteristic-Based Cognitive Development cognitive processes and speech function.

3. Personal and emotional development based on the characteristics of self-awareness, motivational-need, emotional, value spheres.

4. Communicative development based on the characteristics of means and positions of communication.

5. Professional competence based on the characteristics of the actualization and content of productive and procedural types of professional activity.

7. Features of mental development.

8. Problematic aspects.

9. Psychological development forecast.

Application 2. Exemplarycompoundpsychologicalcards ( forms)

NAME OF INSTITUTION

Psychological map

№____

_____________________________________________________

Full name baby

_____________________________________

date of birth

______________________________________________________

Full name parents (legal representatives)

Arrived (received): _____________________________________

Date of enrollment, enrollment order number: __________________

Group (class, office number, etc.): ________________________

Dropped out: ________________________________________________

Date of departure, order no.: __________________

Tendency to escape (by color – red – ran away, yellow – prone, green – normal)

Tendency to antisocial behavior (black - there have been attempts)

Bad habits (addictions) – (smoking – orange, alcohol – blue, drugs – brown)

Other

Psychodiagnostic examination protocol

Full name (subject): ______________________________________________

Full name (psychologist): _________________________________________________

Date: ______________________

Venue: ___________________________________________________

Request (from whom it comes, reason for request, stated problem):________

____________________________________________________________________________________________________________________________________

The purpose of the examination (study of cognitive processes, emotional-volitional sphere, etc.), justification for the choice of methods, methods of psychodiagnostic examination: _________________________________

____________________________________________________________________________________________________________________________________

Research methods, techniques, psychodiagnostic material: _________

__________________________________________________________________

Description of the study: _____________________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________

SCHEME FOR MONITORING A CHILD'S BEHAVIOR

Child's full name: _________________________________________________

Date of completion: ______________________

Filled out by: parent, psychologist, teacher _________________________________

And features of speech behavior

Does not use speech as a means of communication; when he speaks, the speech is not addressed to the interlocutor

Like pseudo-deafness

Does not fulfill the request, although he hears and understands the content of the requirements, does not respond to the transition from normal speech to whispered speech

And features of eye contact

Avoids looking the interlocutor in the face.

Goofiness

Reaction to a remark

Reacts with laughter to an adult's remark; praise or blame does not cause a significant change in behavior

In physical actions and facial expressions

Fooling around, imitating movements

indecisiveness

IN social relations with others

Avoids the situation of oral questioning in class, does not answer, although he knows the answer, refuses leading roles in games.

Manifests in speech

Uses words: “I don’t know”, “maybe”, “it’s hard to say”, the child does not answer the question, although he knows the answer

In physical actions

Afraid to jump from a hill

Reaction to novelty

In a situation of novelty, the child exhibits inhibitory reactions; in a new situation, behavior is less variable than in a familiar situation.

Starhi

Specific

Fear of a vacuum cleaner, a dog, the dark, gusts of wind

Reaction to novelty

Afraid to enter a new room

Social

Fear of new people in a new situation, fear public speaking, fear of being alone

anxiety

In facial expressions

Wandering, distant gaze

In speech

In movements

In relationships with others

Sleeps with parents, strives to be closer to adults

stiffness

In movements

Motor restricted

In speech

Stutters in speech

Reaction to novelty

lethargy

IN cognitive activity

Doesn't know what to do

In visual perception

Idlely looking around

In speech

Speaks too quietly

Reaction time

The pace of actions is slow, when performing actions on a signal there is a delay

Self-centeredness

How to treat yourself

In relationships

Believes that all the toys, all the candies are for him

In speech

Often uses the pronoun "I"

Avoidance of mental effort

In conditions of free activity

Doesn't watch cartoons

In organized classes

Quickly gets tired of age-appropriate mental tasks (comparing, generalizing, following a model)

Attention deficit

Concentration

Looking around during class

In the maintenance and assistance of the child

You have to repeat the task verbally several times; you need to combine the word with a demonstration of the method of action

In speech

Conditions for completing the task, etc.

Motor disinhibition

Features of action planning

Hastily plans his own actions

Excessive pace and number of actions

The pace of actions is accelerated, the number of actions is excessive (many unnecessary movements), it acts before the signal

Duration of control of hyperactivity

Gets up during the first half of class when other children are still sitting

Duration of mastery of the state

Quickly aroused and slow to calm down

Speech disinhibition

Speech volume

Speaks too loudly, cannot speak with normal voice strength

Speech rate

The pace of speech is accelerated, speech is excited

In social relationships

Talks over words in class despite an adult’s comments

Confused or misses the sequence of actions following verbal instructions

Failure to understand complex verbal instructions

Focuses on a clear example of an adult’s behavior or actions, rather than on an explanation of the task

Getting stuck

In movements

Draws repeating elements

In relationships

Intrusive when communicating, attracts attention to himself, repeats the same request

In speech

Repeats the same phrase over and over again

On feelings and emotions

Gets stuck on resentment

Switching difficulties

Difficulty shifting, etc.

Performance (mental)

Gets tired quickly from a task that requires mental activity, gets tired when reading a book, gets tired during the first part of an organized lesson

Performance (physical)

Gets tired quickly while walking, gets tired from physical activity, loses performance in the first third of an organized lesson, loses performance in the first third of an organized lesson, requires varying the complexity of a task that does not require mental effort, performance fluctuates throughout the day, alternating increased and decreased performance

Psychological characteristics No.______

on (pupil, convict, client, patient, etc.)

______

Methods of psychological examination used: _________________

______________________________________________________________________________________________________________________________________________________________________________________________________

Education: ______________________________________________________

At the time of the psychological examination, ___________________ has the following individual and psychological characteristics.

Individual characteristics personality (features of upbringing, significant

biographical factors): who he lives with, who is raising him, who he is friends with, who is a significant figure, whether there are people with addictions in the family, income, etc.

Features of relationships with relatives: _______________________

____________________________________________________________________________________________________________________________________

Features of higher mental functions (memory, attention, intelligence, speech, thinking, imagination, will): __________________________________

____________________________________________________________________________________________________________________________________

Features of the personal sphere (self-regulation, temperament, self-esteem, legal consciousness): _____________________________________________________

____________________________________________________________________________________________________________________________________

Emotional-volitional qualities: _____________________________________

______________________________________________________________________________________________________________________________________________________________________________________________________

Interaction style: ______________________________________________

____________________________________________________________________________________________________________________________________

Adaptation: ______________________________________________________________

__________________________________________________________________

Stressed: ______________________________________________________________

__________________________________________________________________

Attitude (to work, to social requirements, to study, to the current situation): _________________________________________________________

__________________________________________________________________

Plans and goals for the future: _____________________________________________________

____________________________________________________________________________________________________________________________________

Information about existing mental disorders and medical history: ________________

__________________________________________________________________

Level of psychological well-being: ______________________________

Bad habits: _________________________________________________

Conclusion: _______________________________________________________

__________________________________________________________________

____________________________________________________________________________________________________________________________________

Psychologist ______________/________________

"___"______________20___Full name Psychologist / painting

PROTOCOL

Individual (educational, preventive) conversation

From "__" ______ 20____

Full name of the interlocutor________________________________________________________________

Date of birth _______________

Purpose of the conversation_______________________________________________________________

__________________________________________________________________

Contents of the conversation_________________________________________________

________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

Offers_____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

The conversation was conducted by:

________________________________________________________

Signature of the interlocutor______________

Individual consultation protocol

Full name client:__________________________________________

Age:_____________

Target: _____________________________________________________________

__________________________________________________________________

Progress of the meeting:

Progress of the conversation

Analysis of the consultant's activities (note)

Preparatory stage.

Setup stage.

Diagnostic stage.

Control stage.

Conclusions: __________________________________________________________

____________________________________________________________________________________________________________________________________

Date:_________________________

Psychologist: _______________________/__________________

Today I will talk about the documentation of a psychologist.

It so happened historically that the psychologist does not have any documentation as such and this post can end. This happened because:

In our country there are no regulations on the work of psychologists (the only exception is education, where there are a lot of regulatory documents and various law enforcement agencies such as customs, the Ministry of Emergency Situations). In principle, Moscow has a law on psychological work, developed by the Moscow Psychological Assistance Service, but it seems to me that it was created for show. Everything else is based on adequacy job descriptions in the place where you work.

There is no single passport of a psychologist, or any other document that forces you to work in certain methods. Everything here relies on books, for example, when working in social media. protection, buy a book by a certain psychologist, a specialist in your field, and rely and refer to it.

Having accepted any psychological position (again, with the exception of the above-mentioned organizations), you will most likely have to write all future work from scratch. As a rule, after dismissal, a psychologist takes all his work with him, not because he is afraid that it will be stolen, but rather because he understands that conveying experience is a long and difficult task.

A completely diverse understanding of the issue of the result of a psychologist’s work. In some places, psychologists report for initial appointments, and in others for achieving the client’s request. And when it comes to children or families, everything becomes even more complicated.

However, I I will give a short list of documents that seem mandatory or desirable to me. But remember that the question is not to keep as many papers as possible, but to find some option that suits you (the golden mean). I divided the documentation into categories. Let's start with the tastiest:

Advisory work (face-to-face):

1) An application for consultation in your name or the director's name is a controversial point, and I do not use it. However, it can help novice psychologists, because if there are difficulties with the client in the future, you can always “raise” the application. It is easier to do it on a computer and allow people to enter their data and sign. By the way, never forget that consultations with a psychologist are always carried out on an application basis, that is, you cannot forcibly communicate with a psychologist. Also, you should not write a request in the application, but instead you can simply write a category in the paragraph - the reason for the application (for example, a person in a difficult life situation).

When working with difficult clients (depression, suicide, etc.), do not forget to take the phone number of the client’s closest relatives or organizations caring for the client.

2) Primary questionnaire - the most important and necessary questions that are related to the activities of your organization. For example, in education, the child’s academic performance will be important, and in social services. protection category of the applicant. In general, instead of remembering what I haven’t asked yet, just do a questionnaire that you will conduct at the first consultation. It could also include a depression questionnaire or something like that.

3) Consultation journal - everything is simple here. I keep a journal for the 2 departments in which I consult. In other departments I don't keep a journal because I'm lazy. The log shows in a structured form all consultations for the reporting period, with information about the client, reasons for contact and forms of work. Since I do not take applications, I simply ask for the client’s autograph in my journal at the first consultation. It's more convenient.

By the way, both the application and the journal and the questionnaire should be kept in a place accessible to your colleagues or superiors, so that based on these papers they can draw up a report during your absence. These 3 points relate to the elementary “reporting” documentation of a psychologist. The following points apply directly to you as a specialist.

Also, do not forget that there is now a law on non-disclosure of personal data. Which you should be familiarized with when applying for a job. And if, due to the fact that you keep the notes from the consultations open on your desk, someone uses the data received, then the claims will be against you. As a result, remember - you work with people who disclose data to you, and you can disclose the received data exclusively to colleagues during supervision at your own free will and in court (if you are pressed). No one else anywhere should know who comes to you and why. It is advisable to ask clients whether they would be in favor if you told their case during supervision in order to improve their work. If you don't remember when the principle of confidentiality may be violated, read about it in textbooks.

4) Your notes from consultations. Previously, I kept them in the form of 2 columns - verbal and non-verbal. Now I'm just recording important points. And if at the first consultations I write a lot, then starting around the fourth, I work more than I write. It is advisable to indicate in the records each time: the request, the start time of the consultation, the date, the person’s condition at the time of arrival and departure. Everything else you write is mostly related to the direction in which you are working. Also don't forget about your homework.

All consultation notes should be kept in a safe! A psychologist must have a safe!

Please note that if something happens to you (death, incapacity, dismissal) all your records must be transferred to your colleague psychologist. In this regard, it is worth writing a statement indicating where your records should be transferred in the event of your death or illness. This can be categorized as romance in psychology.

By the way, I make audio recordings all the time. It is these records that are the best guarantee of your peace of mind and on their basis it is best to analyze your work. And by the way, these are the ones that should be passed on first of all to your colleagues in the event of your death.

B. Psychological report on individual/group examination (protocol, conclusion)

Psychodiagnostic examination protocol

2. Age of the subject.

3. Date of the event.

5. The purpose of the examination (study of cognitive processes, emotional-volitional sphere, etc.), justification for the choice of methods and methods of psychodiagnostic examination.

6. Research methods, techniques, psychodiagnostic material.

7. Description of the research progress.

8. Conclusion based on the results of a psychodiagnostic study.

C. Conclusion based on the results of a psychodiagnostic study of a child/adult/group

· Purpose of the study, justification for the choice of methods and techniques for the examination.

· Interpretation of data (summarized research data, recommendations for further examination). Conclusions.

Appendix 10.

Psychological consultation report

2. Age, gender.

3. For adults: profession, place of work, marital status.

4. For a child: educational institution, family composition.

5. Date of application, client complaints upon application.

6. Situation of application (applied independently, referred by whom and for what reason, came accompanied, etc.).

7. Advisory request.

8. Anamnesis (basic information about the family, developmental characteristics, adaptation problems, stressful situations, fragments of personal history).

9. Information about the problem. When a problem arose, changes in what areas of life it brought about, how you dealt with this problem before, whether you sought professional help, what was the immediate reason for the appeal.

10. Mental status at the time of examination.

11. Additional examination data.

12. Conclusion on a psychological problem (assessment of psychological difficulties based on complaints, psychological history, mental status, additional diagnostic methods).

13. Consultative contract (joint agreement between the consulting psychologist and the client about the problem and ways to solve it).

14. Description of the consultation process.

Appendix 11.

The outline plan for the correctional and developmental lesson is drawn up on the basis of the topics provided for in the psychologist’s work program.