One of the modern challenges of school psychological services is the prevention and correction of school exclusion. From his studies, a child comes with a certain family psychological "baggage", which is projected to school life and determines the degree of adaptation of the student, especially in the early stages. Inclusion into the work of the school psychologist couples "parent-child" can greatly optimize the psychological help, because the "soul" of the psychologist has 900 students, and more, teachers and parents.
Couples counseling, perhaps, still "exotic" form of psychotherapy practice, especially in the arsenal of the school psychologist. In the literature there are examples of work with a pair of F. Perls, Gestalt continues to develop in working with couples and families C. Nevis (Cleveland). This involves not only the interactions within the group: the focus is on "private system" and their contact with the world. Pair is considered as a single organism (group as a person). This allows you to apply to its operation cycle metaphor contact violations at the interface (introjection, projection, retroflection, confluence, defleksiya) generally applicable to the individual in the process of therapy. It is also useful to get acquainted with the practices of family physicians as V. Satir, C. Whitaker, etc. [1, 2, 4, 5, 7, 8].
The purpose of this article is to demonstrate the capabilities of the consultation process a pair of "mother-child" in the work of the school psychologist, the wording of the basic principles of counseling.
The reason for the consultation (therapy) can serve as test results (performance anxiety in children's drawings), and crises associated with learning and behavior ( Tanya, 2 class - pages torn from "2" of the diary.)
Given that initiated the meetings are usually parents, school counselor, or the school, work in pairs to create a equal chance for a student who often does not even know "what brought him here," which is not too far from the truth. Therefore, such a meeting with a couple allows the student to be the subject of relationships, not the object of educational impact and correction.
Working with a pair of "here and now" makes it possible, using interactive methods to remove rigidity tensions "Fathers and Sons", identify abnormal communication patterns, to draw attention to the value of emotional contact.
When building a therapeutic relationship I rely on the principles and methods of Gestalt approach. This allows us to study a couple of from the point of view of the process, to fix attention on family interactions, for abuses and resistances at the interface, to emphasize the emotional experience and at the same time helps me not to lose yourself, to be attentive to their own reactions when dealing [3, 4, 5, 6]. The goal of therapy (in the school psychology service) - to teach the members of the couple to recognize each other's differences, to appreciate the differences and best express what they feel, what they want, what they think.
Gestalt therapy for this has a rich arsenal of both its own borrowed from other schools, "a continuous awareness," Working with polarities, role playing, sculpting, drawing, metaphor. [3] All this has both diagnostic and remedial function, helps to bring the system out of balance, which is regarded as a member of a couple "dead end." In troubled families closed equilibrium, once set and were once useful and functional, cease to be "here and now" . Open systems, according to V. Satir, have a choice of "balance", and if the position changes, changing roles participants can adapt again and again. [7] Speaking in Gestalt terms, this pair can form simple shapes and end the situation .