Psychocorrection. Current methods of psychological assistance

With children with rhinolalia

There are several methods. Methodology A.G. Ipollitova provides for starting classes with children in the preoperative period: a combination of articulation and breathing exercises and consistent practice of sounds. The work is carried out based on the child’s preserved sounds. The methodology includes several sections:

1) speech breathing is formed during differentiated exhalation and inhalation;

2) a long exhalation is formed through the mouth, and articulomes of vowels and voiceless consonants are pronounced without voice;

3) differentiated short and long exhalations are produced through the mouth and nose during the formation of sonorants and affricates;

4) soft sounds are formed.

Methodology I.I. Ermakova involves step-by-step correction of voice and sound pronunciation. Special attention is paid to the postoperative period and the use of techniques to develop mobility of the soft palate.

Great importance is attached to the psychological state of the child.

The system of correctional work includes the development of movements of the soft palate, the elimination of nasal connotations in speech, the production of sounds and the development of phonemic perception.

At the first stage, much attention is paid to massage of the soft palate. For this, a speech therapy probe for sound [s] is used. The speech therapist carefully moves it back and forth across the hard palate. The massage lasts about 2 minutes and is performed 2 times a day throughout the year.

Additionally, classes are conducted to activate the soft palate. This is a special gymnastics for the palate, which includes exercises such as swallowing water in small portions, which causes the greatest elevation of the soft palate; gargling with warm water in small portions; random coughing; exaggerated pronunciation of vowel sounds. These exercises are useful both preoperatively and postoperatively.

Working on breathing is carried out using the following exercises: inhaling and exhaling through the nose; inhale through the nose and exhale through the mouth; inhale through the mouth and exhale through the nose; inhale and exhale through the mouth. The child needs to be constantly monitored, because... it is still difficult for him to feel how air passes through his nose. You can bring cotton wool or strips of paper closer to the nasal passages so that the child sees that air is coming through the nose, and because of this, the cotton wool or paper is deflected.

Simultaneously and additionally, exercises and classes are conducted to develop speech motor skills. Gymnastics are performed for the lips, cheeks, and tongue.

In gymnastics for the lips and cheeks, you can use the following exercises: puffing out the cheeks alternately or together, retracting the cheeks, “Smile”, “Proboscis”, raising and lowering the upper lip, vibrating the lips, holding an object with the lips, etc.

Tongue gymnastics involves the same exercises as for dyslalia: “Spatula”, “Needle”, “Slide”, “Mushroom”, “Swing”, “Tasty Jam”, “Cup”, “Tube”, “Drummer” and others.

First, the vowels “a”, “u”, “o”, “e” are used. At first, the child pronounces one vowel at a time, then gradually increases their number. Subsequently, these vowels are pronounced in twos and threes: “au”, “ao”, “aoe”. During these exercises, you must constantly monitor the direction of the air stream. Sometimes the speech therapist may pinch the child's nose to make sounds more clear.

Of the consonant sounds, the first is [f], which is pronounced first in isolation, then in reverse syllables, then in forward syllables. After this, the sound [p] is set, then the sound [t]. When making the sound [t], the main thing is to draw the child’s attention to the correct oral exhalation, during which the tip of the tongue is pressed against the upper teeth.

The sound [k] can be placed by imitation or mechanically from the sound [t].

All exercises are repeated in the postoperative period. Additionally, massage is used to develop the mobility of the soft palate.

Children with rhinolalia usually attend special kindergartens and schools, where they receive group and individual speech therapy classes.

The speech therapist must cooperate with the child’s family, explain, and show various exercises so that the child can constantly exercise at home. All this contributes to better correction of the child’s speech.

Closed rhinolalia - this type of rhinolalia is formed if the child has a physiologically reduced nasal resonance. Nasal sounds [m], [n] are pronounced as [b], [d]. in the child’s speech there is no opposition “nasal - non-nasal”. Speech becomes unintelligible, vowel sounds sound disturbed.

The cause of closed rhinolalia is usually organic changes in the nasal space or violations of the velopharyngeal closure.

M. Zeeman distinguishes two types of closed rhinolalia: anterior and posterior.

With anterior closed rhinolalia, obstruction of the nasal cavities occurs due to polyps of the nasal cavity, hypertrophy of the nasal mucosa, and curvature of the nasal septum.

With posterior closed rhinolalia, the nasopharyngeal cavity decreases due to the proliferation of adenoids and nasopharyngeal tumors.

Functional closed rhinolalia is not always correctly recognized in children. It can occur with good nasal patency, nasal breathing may not be impaired. But when pronouncing nasal consonants and vowels, the timbre may be disrupted. The soft palate rises higher and blocks access to the air stream to the nasopharynx.

With organic closed rhinolalia, the cause of obstruction in the nasal cavity is eliminated, and the defect goes away on its own. If pronunciation remains impaired, then the same methods are used as for functional rhinolalia. First, it is important to teach the child to distinguish the nasal timbre from the usual one. Then breathing exercises are carried out to differentiate nasal and oral inhalation and exhalation. After this, children learn to pronounce exaggerated sounds [n], [m]. During this, vibration is felt on the wings of the nose. Then there are exercises with vowel sounds before nasal consonants, after which the pronunciation of these sounds in words that are pronounced strongly and drawn-out is reinforced. At the final stage of the work, the sonority of vowel sounds is worked out and consonant sounds are contrasted on the basis of nasality - non-nasality.

Some authors distinguish mixed rhinolalia. With this disorder, there is reduced nasal resonance when pronouncing nasal sounds, and the voice has a nasalized tone. The reason for this is obstruction of the nasal cavity and insufficient velopharyngeal closure of an organic or functional nature. After a thorough examination, surgery may be indicated. If the operation has been performed, corrective techniques are used - the same as for open rhinolalia.

10. Tahilalia- pathologically accelerated rate of speech. Instead of 10-12 sounds per second, 20-30 sounds are pronounced, but speech is not distorted phonetically and syntactically. In this case, speech attention disorders, hesitations, repetitions, rearrangements of syllables, words, and the like are observed. If attention is drawn to the speaker’s speech, then patients restore speech, although its pace still remains fast.

External speech disorders are complemented by reading, writing and internal speech disorders. When writing and reading, there are substitutions and rearrangements of sounds, syllables, and words. Sometimes whole words can be replaced by others that are similar in spelling or sound.

Non-speech symptoms manifest themselves in disorders of general motor skills, mental processes, emotional-volitional sphere, or behavioral deviations.

In patients with tachylalia, movements are fast, rapid, these manifestations can be observed even in sleep; Their attention is unstable, the volume of visual, auditory and motor memory is reduced. In a child, the flow of thought is ahead of its articulation; children are quick-tempered and irritable.

Tachylalia is often combined with other speech disorders, such as battarism and polternism.

Battarism is a speech disorder expressed in incorrect formulation of a phrase due to impaired speech attention or severe speech disorders. The causes can be considered somatic and psychogenic factors.

These can be supplemented by the predominance of the excitation process over the inhibition process, as a result of disorders of the central nervous system. Considering battarism from a linguistic point of view, it can be regarded as a syntactic disorder.

Poltern (stumbling) is a pathologically accelerated speech rate with a predominance of non-convulsive tempo disturbances. These include hesitations, pauses, and stumbles. General and speech motor skills are also impaired. Sometimes stumbling is confused with stuttering, but these disorders have their own differences: when stumbling, there is no awareness of their defect, but when stuttering, children become aware of it; when drawing attention to speech in children with tachylalia, speech noticeably improves, and when stuttering, speech, on the contrary, worsens; in a casual conversation, the speech of children with tachylalia worsens, and with stuttering it improves; writing with tachylalia is hasty, the handwriting is unclear, but with stuttering, on the contrary, the writing has condensed forms, it is inhibited.

When stumbling, speech is unclear in terms of semantic statements and is abstract in nature. Agrammatisms and syntax violations appear; speech is inexpressive, choking.

There are several groups of stumbling: the first group is combined with motor disorders. Accelerated speech with deviations in the articulation of sounds predominates. The second group is combined with sensory disorders. Children have difficulty finding the right words and have difficulties with auditory attention. The third group has difficulty formulating speech, although children have the necessary vocabulary. The fourth group is children with stumbling, in which some vowels are stretched or constant exclamations are inserted into speech, arising from existing difficulties in choosing words or general wording of speech.

With battarism and polternism, disturbances are observed in external, internal and written forms of speech. Oral speech is characterized by excessive haste, omission of sounds, syllables, and words. Sometimes entire sentences may disappear from speech. The sentences of these children are characterized by a lack of details; they are short and unrelated to each other. Additionally, there are breathing, diction, and voice disorders. Children both speak and read: they divide long phrases into shorter ones, which is why they lose the meaning of what they read and cannot remember the text they read. When writing, sudden stops, omissions, rearrangements of letters, and incorrect spellings are observed.

With these disorders, both sides of speech suffer - expressive and impressive, the tempo, rhythm of speech, and logical stress are impaired; the voice is weak, monotonous, sometimes with a nasal tint; speech breathing and speech motor skills are impaired; the lexical and grammatical side of speech suffers; Children find it difficult to find the right words to express their thoughts.

Non-speech symptoms in battarism and polternium manifest themselves in disorders of general motor skills, attention, and thinking. Speech may be accompanied by accompanying movements of the face, hands, and body. The attention of such children is unstable, it is difficult for them to listen to other people. Thinking is illogical. Children do not feel their defect.

The examination of such children is carried out comprehensively by doctors, teachers and psychologists. The presence of somatic and infectious diseases, various injuries, and brain tumors is determined. Additionally, the state of general and manual motor skills, facial expressions, the state of speech motor skills, the performance of various isolated movements, their tempo are studied; expressive speech is studied, namely, sound pronunciation, the ability to retell and narrate, ask and answer questions; the tempo, rhythm of speech, its intonation, voice, its strength and timbre are examined. Written speech is also analyzed: to what extent the child can copy text and write independently. Dictations are conducted on writing words, syllables, phrases, letters. The speed and quality of writing is noted.

Particular attention should be paid to the state of vocabulary, semantics and grammatical structure of speech.

Based on the comprehensive examination carried out, tachylalia is differentiated from other disorders and, on the basis of this, therapeutic and pedagogical intervention is carried out.

This influence is carried out based on connections between various analyzers, on the connection between external and internal speech.

Elements of psychotherapy can be used, for example, rational psychotherapy and autogenic training. Rational psychotherapy involves collective and individual conversations, and autogenic training is carried out when the first positive results appear during rational psychotherapy. First, patients are introduced to the concept of autogenic training, then they learn the basic techniques of self-regulation, relaxation, and self-hypnosis.

For tachylalia, gymnastics are performed aimed at developing inhibition, attention, and the ability to switch from one movement to another. All exercises are performed with counting, melodic music, calmly and at a smooth pace.

Overcoming tachylalia is facilitated by the development of slow, calm and smooth breathing; slow and rhythmic reading; calm, smooth speech; attention to the speech of others and the possibility of normal communication in a team in the process of communication, including speech.

The method of overcoming tachylalia involves going through several stages.

The first stage is silent mode. At this stage, the speech therapist gets acquainted with the peculiarities of children’s speech in collective classes and recommends that they limit their speech communication at home and outside of class as much as possible. Thanks to this technique, children calm down and tune in to classes with a speech therapist, which begin with simple speech material and include techniques of conjugate, reflected speech and answers to simple questions.

The second stage involves mastering a slow tempo of speech through loud reading. First, the speech therapist shows a speech sample, then the children read conjugately, reflectedly, or in turn. Independent subgroup or individual work of children is carried out. Children, under the guidance of one of the students, achieve continuous speech, which is pronounced and practiced at a slow pace. At the end of this stage, results are summed up in the group and at home.

The third stage of work involves editing statements. Exact retellings of what was read with or without a plan are used; children practice pronouncing the same phrase in different editions.

Fourth stage: at this stage, work on a collective story takes place. Children listen to the story of their friend; at any moment the speech therapist can interrupt the speaker and ask another child to continue the story. Slow reading to oneself is introduced, which disciplines children. You can use the techniques of conjugate reading, reading to the beat, recording and then listening to speech recorded on a tape recorder. At this time, additional training is carried out outside of class, on the street, in a store, where children learn to communicate with people at the right and slow pace. Children prepare speech material in advance and rehearse in class and at home.

The fifth stage is the final one and prepares children for public speaking. Speech material is selected strictly individually. The performance is practiced in individual and group lessons; the performance is recorded on a tape recorder, then listened to and analyzed for all its manifestations.

The course of treatment lasts 2-3 months. After its completion, the speech therapist gives instructions for independent consolidation of acquired speech skills.

When working with children of preschool and primary school age, methods that are used to eliminate stuttering are recommended, taking into account the characteristics of the manifestation of tachylalia.

Additionally, speech therapy rhythms are used, with rhythmic loads increasing gradually. Classes include breathing, voice exercises, exercises that improve motor memory, coordination of movements, and activate attention. Singing, listening to music, and playing exercises are used.

The course of speech therapy work with young children and preschoolers lasts somewhat longer and ranges from 6 months to 1 year.

Speech therapy work to overcome battarism and polternism involves, first of all, the formation of specific concepts and their correct verbal expression. To do this, it is recommended to work not on individual elements of speech, but on holistic speech products, namely, retellings, dialogues, prepared stories, reports. It is imperative to focus the child’s attention on speech. It is necessary to cultivate logical thinking in various tasks: arrange plot pictures in the right order, remove unnecessary ones, combine according to some criterion.

To overcome inner speech disorders, first the statement is made with the help of plot pictures, additional questions, and then independently. A retelling plan is drawn up, the text is written down, then read, and the child retells it from memory.

To develop auditory attention, tape recordings are used, when the child can listen to the text and read it at the same time.

In order to develop the correct tempo of speech, speech can be pronounced first in syllables or with rhythmic tapping. After correctional work, strengthening exercises at home must be carried out. Working to overcome battarism and polternism is often the prevention of stuttering.

Chapter 6
RETARDED MENTAL DEVELOPMENT (RD)

The methods of therapeutic and pedagogical correction outlined in this and subsequent chapters are classified primarily into two large groups: pedagogical and psychotherapeutic.

Of course, each of the therapeutic and pedagogical methods is, to a certain extent, both pedagogical and psychotherapeutic. But for convenience of presentation, we will assign them to one group or another according to the principle of greater affiliation.

Pedagogical methods, in turn, are divided into the following sections.

I. Methods of general pedagogical influence, containing therapeutic and pedagogical instructions concerning all types of character defects, and sometimes all categories of children's exceptionalism.

1. Correction of active-volitional defects.

Medical and pedagogical correction of willpower deficiencies in children is as follows. Strengthening a weak, sick will should be carried out systematically. For this, first of all, it is necessary that someone around him has a strong will; The educator of a child with a weak will must serve as a source of will from which he draws reinforcement, since the will is induced and transmitted from one person to another. People with unstable will cannot develop a strong will.

2. Correction of fears.

Fear is an affect, and, as with any affect, the task of correction is to develop the art of self-control in the child. This benefits him for life.

3. Method of ignoring.

In correcting the character defects of hysterical children, the method of ignoring gives especially good results - their panache, theatricality, painful desire to attract attention in every possible way, when all the staff carry out this method in a friendly manner, very quickly lend themselves to first softening, and then disappearing, which in turn co-educates , co-regulates other character defects.

4. Method of culture of healthy laughter.

The influence of joy is especially strong in relation to exceptional children. For example, we can refer to children who are prone to solitude, withdrawal, and autism. Here, both the doctor and the teacher, along with other activities, should use the method of creating a joyful atmosphere around the child. Jokes, jokes, and riddles are also cheerful and amusing and therefore very useful in correcting a child who deviates from the norm.

5. Actions when the child is very excited.

The most important thing when a child is very excited is the mental influence of the surrounding adults on him. Any educator who knows how to influence children with the power of his personality will be able to cope with the formidable manifestation of affect.

6. Correction of absent-mindedness.

Absent-mindedness in children with exceptional character is due to various reasons, of which the most important are the following:

Constant distraction by countless receptions, tireless change of thoughts, emotions, desires.

Intense focus.

Experiencing fears.

neurosis and psychopathy, in particular sexual abnormalities.

physical illnesses, ailments and weakness.

7. Correction of shyness.

The task of correcting shyness is to train the shy child in communicating with people. For this purpose, we are creating a whole system of orders. A gently implemented system of instructions, carefully and without forcing, gives very good results.

8. Correction of obsessive thoughts and actions.

Corrective education of children with this character flaw requires tactics of a firm, confident and at the same time caring attitude.

9. Method of Professor P.G. Belsky.

Belsky designed a very interesting method of individual influence on a difficult child.

10. Correction of vagrancy.

A very productive method of character development in normal children is self-education. Only by selflessly working on ourselves and for others, we have success in our social life.

11. Self-correction.

It includes the positive and negative sides of the same act of education.

12. Game method.

Games shape the child’s need to influence the world, to explore the world. The game creates personality.

II. Special or private pedagogical methods that are aimed at correcting certain specific and clearly identified abnormalities and character defects.

1. Correction of tics.

Special gymnastics is a very good way to correct tics, as it teaches you to gain control over your body and movements.

2. Correction of childhood precocity.

To correct children's precocity, it is necessary to eliminate the indicated shortcomings in upbringing and babysit the child less, “educate” him less.

3. Correction of hysterical character.

Corrective education of hysterics must be done in such a way as to distract them from the illness and at the same time instill in them that they are responsible for all their actions and that their mistakes and actions do not arise from painful reasons.

4. Correction of behavioral deficiencies in only children.

Only children need social measures, e.g. in creating a healthy physical and mental environment around them, which would gradually lead their character to alignment, correction, and the nervous system to hardening and calming. In this matter, individual pedagogical influence and a psychohygienic regime are required, prescribed in each individual case.

5. Correction of nervous character.

In this case, physical health comes first, with which proper neuropsychic development is so closely connected.

6. Technique for dealing with abnormal reading.

Abundant reading, of a passionate and obsessive nature, which forces the child to violate his physiological needs and neglect the interests of his age, immense reading, completely absorbing and enslaving him - such reading leads to amazingly rapid, unnatural maturation - precocity and overmaturity of the child. In addition, it creates both general and neuropsychic exhaustion.

III. Method of correction through labor.

It is extremely important both for the general social education of a child with a difficult character, and for the correction of individual forms of his behavior.

IV. Method of correction through rational organization of children's teams.

The team serves as one of the sources of their overall development (it is understandable if it is superior to these children in mental development).

We divide psychotherapeutic methods into the following main types:

I. Suggestion and self-hypnosis.

II. Hypnosis.

III. Method of persuasion.

IV. Psychoanalysis.

There is also another classification of methods for correcting deviations in the behavior and development of children and adolescents:

suggestive and heterosuggestive methods of psychocorrection based on self-hypnosis and pedagogical suggestion;

didactic correction methods, including explanation, persuasion and other methods of rationally reasoned influence;

method of "Socratic dialogue";

methods of teaching sanogenic thinking, aimed at managing oneself, strengthening one’s neuropsychic health, and self-reflection;

group correction techniques, role-playing situations;

methods of congruent communication;

method of conflict destruction;

art therapy method;

social therapy method;

behavioral training method, etc.

All these methods and techniques for correcting the development and behavior of a child are an important tool in solving the main task of correctional pedagogical activities to overcome the child’s existing deficiencies, to rehabilitate his personality and to achieve successful adaptation and integration of the child into society.

It is also necessary to take into account the important method of play, especially in childhood.

Corrective education for children who have a deviation only from the phonetic side is carried out in the following areas: activation of the articulatory apparatus (with various techniques depending on the state of the congenital defect); formation of articulation of sounds; elimination of nasal tone of voice; differentiation of sounds in order to prevent disruption of sound analysis; normalization of the prosodic aspect of speech; automation of acquired skills in free speech communication.

Correctional education for children with phonetic-phonemic underdevelopment includes the areas listed above, as well as systematic exercises to correct phonemic perception, form morphological generalizations, and overcome dysgraphia.

Correctional education for children with general speech underdevelopment is aimed at the formation of a full-fledged phonetic aspect of speech, the development of phonemic concepts, mastery of morphological and syntactic generalizations, and the development of coherent speech. All this can be done in a special school for children with severe speech impairments.

In domestic speech therapy, methodological techniques have been developed to eliminate rhinolalia (E. F. Pay, 1933; F. A. Pay, 1933; 3. G. Nelyubova, 1938; V. V. Kukol, 1941; A. G. Ippolitova, 1955, 1963; 3. A. Repina, 1970; I. I. Ermakova, 1984; G. V. Chirkina, 1987; Volosovets T. V. 1995).

The system developed by A. G. Ippolitova is of great importance. This system is highly effective in correcting sound pronunciation in children who do not have deviations in phonemic development. A.G. Ippolitova was one of the first to recommend exercises in the preoperative period. Characteristic of her technique is a combination of breathing and articulation exercises, a sequence of sound training determined by articulatory interconnectedness.

The sequence of work on sounds is determined by the preparedness of the articulatory base of the language. The presence of full-fledged sounds of one group is an arbitrary basis for the formation of the following. So-called “reference” sounds are used.

Preparation of the articulatory base of sound is carried out using special articulatory gymnastics, which is combined with the development of the child’s speech breathing. The uniqueness of A.G. Ippolitova’s method lies in the fact that when evoking a sound, the child’s initial attention is directed only to the articulum.

1. Formation of speech breathing when differentiating inhalation and exhalation.

2. Formation of a long oral exhalation when the articulation produces vowel sounds (without including the voice) and fricative voiceless consonants.

3. Differentiation of short and long oral and nasal exhalation in the formation of sonorant sounds and affricates.

4. Formation of soft sounds.

L. I. Vansovskaya (1977) proposed starting the elimination of nasalization not with the traditional sound a, a c front vowels And And uh, since it is they that allow you to focus the exhaled stream of air in the anterior part of the oral cavity and direct the tongue to the lower incisors. At the same time, the clarity of kinesthesia in contact with the lower incisors increases; When pronouncing a sound, the walls of the pharynx and soft palate are more actively involved.

The child is required to pronounce sounds in a low voice, with the jaw slightly pushed forward, with a half-smile, with increased tension in the soft palate and pharyngeal muscles. After eliminating the nasalization of vowels, work is carried out on sonorants (l, r), then fricative and stop consonants.

The improvement of methods for correcting speech defects in rhinolalia was influenced by radiographic research. It made it possible to predict the possibility of restoring the function of the palate with speech therapy techniques (N.I. Serebrova, 1969).

Analysis of radiographs revealed the dependence of the effectiveness of speech therapy work on the mobility of the soft palate and the posterior wall of the pharynx; on the distance between the back wall of the pharynx and the soft palate; from the width of the middle part of the pharynx.

Comparison of these data even before the start of speech therapy work makes it possible to resolve the issue of the degree of compensation for the speech defect using generally accepted means.

Techniques for differentiated speech therapy work, depending on the anatomical and functional characteristics of the articulatory apparatus, were developed by T. N. Vorontsova (1966).

In relation to adults, the technique of S. L. Tap-tapova (1963) was developed, which offers a unique mode of silence - pronunciation of vowel sounds to oneself. This removes grimaces and prepares pronunciation without nasalization. Vocal exercises are recommended.

I. I. Ermakova (1980) developed a step-by-step method for correcting sound pronunciation and voice. She established age-related features of functional disorders of voice formation in children with congenital clefts and modified orthophonic exercises for them. Special attention is paid to the postoperative period and methods for developing mobility of the soft palate are recommended, preventing its shortening after surgical plastic surgery.

Elimination of speech sound disorders is based on careful speech therapy examination of children.

The presence and degree of velopharyngeal insufficiency, cicatricial changes in the hard and soft palate, and its length are established; nature of contact with the posterior wall of the pharynx (passive, active, functional); dental anomalies, features of motor skills of the articulatory apparatus; the presence of compensatory facial movements.

The effectiveness of speech therapy work is closely related to the anatomical and functional state of the speech apparatus. Great importance is also attached to the psychophysical state of the child, his behavior and personality as a whole.

The system of correctional work for the development of phonetically correct speech includes the following sections: development of movements of the soft palate, elimination of nasal connotation, production of sounds and development of phonemic perception.

A sound probe is used for massage With,(see Fig. 8, No. 2), which carefully moves back and forth along the hard palate. When stroking and rubbing the mucous membrane at the border of the hard and soft palate in the transverse direction, a reflex contraction of the muscles of the pharynx and soft palate occurs. Massage when pronouncing a sound is also effective A- at this time, light pressure is applied to the soft palate. It is useful to perform acupressure and jerking massage with your finger.

The massage should last 1.5-2 minutes, i.e. you need to make 40-60 quick rhythmic movements on the palate (2 times a day for 6-12 months, 2 hours before or after meals).

Work to activate the soft palate is essential in the postoperative period. To do this, use the following exercises.

Gymnastics for the palate.

Swallowing water in small portions, which causes the highest elevation of the soft palate. With successive swallowing movements, the time of holding the soft palate in a raised position increases. Children are asked to pour from a small glass or bottle. You can drop a few drops of water onto your tongue from a pipette.

Yawning with the mouth open; imitation of yawning.

Gargling with warm water in small portions.

Coughing, which causes vigorous contraction of the muscles of the roller of Passavan (at the back of the throat). The Passavan roller can increase up to 4-5 mm and largely compensates for velopharyngeal insufficiency. When coughing, a complete closure occurs between the nasal and oral cavities. Active movements of the palate and the back of the throat can be felt by children (the hand touches the muscles of the neck under the chin and “feels” the rise of the palate).

Voluntary coughing occurs two to three times or more in one exhalation. At this time, contact of the palate with the back wall of the pharynx is maintained, and the air flow is directed through the oral cavity. At first, it is recommended to cough with your tongue hanging out. Then - coughing with arbitrary pauses, during which the child is required to maintain contact of the palate with the back wall of the pharynx. Gradually, the child learns to actively lift it and direct the air stream through the mouth.

A clear, energetic, exaggerated pronunciation of vowel sounds (on a firm attack) is made in a high tone of voice. At the same time, the resonance in the oral cavity increases and the nasal tint decreases.

The listed exercises give positive results in the preoperative period and after surgery. Their systematic implementation over a long period of time in the pre-operative period prepares the child for operations and reduces the time of subsequent correctional work.

Working on breathing is necessary for developing correct vocal speech. Children with rhinolalia have a very short wasteful outlet, expended through the mouth and nasal passages. To cultivate a directed oral air stream, the following exercises are used: inhale and exhale through the nose; inhale through the nose, exhale through the mouth; inhale through the mouth, exhale through the nose; inhale and exhale through the mouth.

By systematically performing these exercises, the child begins to feel the difference in changes in phonation and learns to correctly direct the exhaled air. This also helps to develop the correct kinesthetic sensations of the movement of the soft palate.

When performing exercises, it is important to constantly monitor the child, as it is difficult for him to feel the leakage of air through the nasal passages. Various control techniques are used: a mirror, cotton wool, a strip of thin paper, etc. are placed on the nasal passages.

Exercises with blowing on cotton wool, on a strip of paper, on paper toys, etc. contribute to the development of the correct air stream.

A more difficult and not always justified exercise is playing children's wind instruments. Such exercises must be alternated with lighter ones, as they cause rapid fatigue.

At the same time, a series of exercises is carried out, the main goal of which is to normalize speech motor skills. Their daily use eliminates high elevation of the tongue root, insufficient labial articulation and increases the mobility of the tip of the tongue. In this regard, the excessive participation of the root of the tongue and larynx in the pronunciation of sounds is reduced.

Gymnastics for lips and cheeks.

Inflating both cheeks at the same time.

Puffing out the cheeks alternately.

Retraction of the cheeks into the oral cavity between the teeth.

Sucking movements - closed lips are pulled forward by the trunk, then return to their normal position. The jaws are closed.

Grin: the lips are strongly stretched to the side, up, down, exposing both rows of teeth.

“Proboscis”, followed by a grin with clenched jaws.

A grin with opening and closing of the mouth, followed by closing of the lips.

A grin with an open mouth, followed by covering both rows of teeth with the lips (p, b, m).

Extending the lips into a wide funnel with the jaws open.

Stretching out the lips with a narrow funnel (imitation of whistling).

With the jaws wide open, the lips are drawn inside the mouth, pressing tightly against the teeth.

Raising tightly compressed lips up and down with tightly clenched jaws.

Lifting the upper lip exposes the upper teeth.

Pulling down the lower lip exposes the lower teeth.

Imitation of rinsing teeth (the air presses hard on the lips).

Vibration of lips.

Movement of the lips with the proboscis left and right.

Rotational movements of the lips with the proboscis.

Strong puffing of the cheeks (the lips retain air in the oral cavity, increasing intraoral pressure).

Holding a pencil or rubber tube with your lips.

Gymnastics for the tongue.

Sticking out the tongue with a shovel, sting.

Alternately protruding the tongue, flattened and pointed.

Turning the strongly protruding tongue left and right.

Raising and lowering of the back of the tongue - the tip of the tongue rests on the lower gum, and the root of the tongue either rises or falls.

Sucking the back of the tongue to the palate, first with the jaws closed, and then with the jaws open.

The protruding wide tongue closes with the upper lip and then retracts into the mouth, touching the back of the upper teeth and palate and curving the tip upward at the soft palate.

Suction of the tongue to the upper alveoli with opening and closing of the mouth.

Pushing the tongue between the teeth so that the upper incisors “scrape” the back of the tongue.

Circular licking of the lips with the tip of the tongue.

Raising and lowering the widely protruded tongue towards the upper and lower lips with the mouth open.

Alternately bending the tip of the tongue with a sting to the nose and chin, upper and lower lips, upper and lower teeth, hard palate and floor of the mouth.

The tip of the tongue touches the upper and lower incisors with the mouth wide open.

Hold the protruding tongue with a groove, a boat, a cup.

Hold the cup-shaped tongue inside the mouth.

Biting the lateral edges of the tongue with the teeth.

Resting the lateral edges of the tongue against the lateral upper teeth, while grinning, raise and lower the tip of the tongue, touching the upper and lower gums.

With the same position of the tongue, repeatedly drum the tip of the tongue on the upper alveoli (t-t-t-t).

Make movements one after another - tongue with a sting, a cup, up, etc.

In this way, the movements necessary for the correct pronunciation of sounds are developed.

Voice exercises are conducted on vowel sounds. Vowel sounds a, oh, uh, uh are put first and then regularly (daily) included in the exercises. Vowel sounds are first articulated without voice (silent). This is especially useful for children who have pronounced compensatory additional facial movements (retraction of the wings of the nose). These children should practice silent vowel articulation in front of the mirror every day, and then move on to loud pronunciation. The number of repetitions of vowels in one exhalation gradually increases.

For example:

The next stage is abrupt, clear pronunciation of vowels with two and three sounds in different sequences. In addition to articulatory training, this develops retention of a sequence of sounds and mastery of the syllabic structure of a word.

For example:

Then children are required to pronounce vowels with short pauses, during which the soft palate must remain in a high position. The pauses gradually increase from one to three seconds.

For example: A-; A--;A - - - etc.

Long continuous pronunciation of vowel sounds: a--e--a--u--i etc.

The development of correct sound pronunciation is carried out using the usual correctional methods. Specific is constant monitoring of the direction of the air stream. In difficult cases, you can use temporary pinching of the nasal passages for a more intelligible and sonorous pronunciation of sounds. The order of sound production is also specific. The first sound produced from consonants is f- a voiceless fricative sound, the pronunciation of which can be easily achieved from exercises involving blowing a stream of air through the mouth. The child is required to make a long, correct exhalation, during which the upper teeth touch the lower lip, producing a sound f. Students practice pronouncing sounds in isolation (f-,f-), in reverse syllables (af, ef, if), then in straight syllables (fa, fu, afa, afu). Towards the articulation of sound P Students are prepared with cheek puffing exercises that require a good velopharyngeal seal. Next, children must make a burst of lip closure to make sound. P. If they fail, then the speech therapist opens the child’s tightly compressed lips and moves the lower lip down. A sufficient explosion can only occur if there is no air leakage through the nasal passages, so further pronunciation of the sound P can be used for training exercises to eliminate nasality.

When setting the sound T The child’s attention is mainly focused on the correctness of the oral exhalation, during which the tip of the tongue is pressed against the upper teeth. All elements of sound articulation must be prepared and automated in advance in articulation exercises and are automatically activated in the presence of a sufficiently strong oral air stream.

Sound To presents a certain difficulty for children and is not always achieved by imitation, despite coughing exercises. Therefore, a mechanical method of staging from sound can be used T.

Speech therapy classes in the preoperative period prevent the occurrence of serious pathological changes in the functioning of the speech organs. At the same time, the activity of the soft palate is prepared; the position of the root of the tongue is normalized; muscle activity of the lips increases; directed oral exhalation is produced. This creates conditions for more effective results of the operation and subsequent correction.

Early speech therapy begins to reduce degenerative changes in the muscles of the pharynx (I. I. Ermakova, 1984).

After the operation (after 15-20 days), many special exercises are repeated. Their main goal in this period is the development of elasticity and mobility of the closure. In a significant number of cases, there is a need to “stretch” the soft palate, since it can decrease in length due to scarring in the postoperative period.

To stretch fresh scars, a technique that simulates swallowing is used. A massage is also carried out at the same time.

In the postoperative period, it is necessary to develop the mobility of the soft palate, eliminate the incorrect structure of the organs of articulation and prepare the pronunciation of all sounds without a nasal connotation.

Children with rhinolalia who attend a special kindergarten, under the guidance of a speech therapist, master the correct pronunciation of sounds. Classes are conducted both in groups and individually. In individual lessons, special exercises are used aimed at eliminating defects specific to this anomaly.

When drawing up an individual plan, the speech therapist must adhere to the following directions: normalization of the sound side of speech and elimination of lexical and grammatical underdevelopment.

A number of special sections are included:

I. Sounds subject to production, correction, clarification or differentiation. Attention is drawn to the violation of the actual articulation of sounds and the degree of nasalization when pronouncing them.

II. Rhythmic-syllable structure. Difficulties in pronouncing sounds in complex positions (such as SSG), as well as in polysyllabic words and at the end of a phrase are identified.

III. Phonemic perception and the state of auditory control of one’s own speech.

In the first period of study in kindergarten, individual lessons are used to clarify the pronunciation of vowel sounds. a, uh, o, y, s and consonants p, p; f, f; in, in; t, t; setting and initial consolidation of sounds: k, To; x, x; s, s; g, g; l, l; b, b.

In the second period the sounds are voiced: And; d, d; z, z; w; R.

In the third period, sound is practiced and, affricates and work continues to clarify the articulation of previously learned sounds. At the same time, intensive work is being done to eliminate the nasal tint.

Much attention is given to the differentiation of oral and nasal sounds: m - p; m - p; n - d; n - t; m - b; m - b.

At a school for children with severe speech impairments, specific defects are eliminated in individual speech therapy sessions.

In the process of correctional work on normalizing the phonetic aspect of speech, it is necessary to monitor the effectiveness of speech therapy exercises.

The criteria proposed by L.I. Vansovskaya make it possible to more clearly distinguish complex speech disorders in rhinolalia and evaluate the corrective effect in two aspects - elimination of nasalization and articulation defects.

The following speech assessments have been established:

1. Normal and close to normal, i.e. sound pronunciation is formed and nasalization is eliminated.

2. Significant improvement in speech - sound pronunciation is formed, there is moderate nasalization.

3. Improved speech - articulation of not all sounds is formed, there is moderate nasalization.

4. Without improvement - articulation of sounds is not formed, hypernasalization remains.

The effectiveness of correctional interventions is greatly influenced by the active participation of parents in the education of normal speech in children with clefts.

Among some factors that influence the results of correction (the age at which the operation was performed, its quality; the age at which speech therapy training began; duration of training), the factor of cooperation with the child’s family also stands out. The speech therapist instructs parents about the correction techniques used and recommends a significant part of well-developed exercises for systematic use at home.

1

At the present stage of development, education pays special attention to issues of early diagnosis. The increase in the number of children with delayed psycho-speech development poses the task of identifying a set of diagnostic techniques that most adequately reveal the structure of the defect in children and developing comprehensive psychological and pedagogical correctional work. The article discusses methods for studying speech at an early age, as well as methods for correcting speech in preschool children. The current state of this problem is shown. Early age is the most important in speech development. Deviations in speech acquisition make it difficult to communicate with close adults, hinder the development of cognitive processes, and negatively affect the formation of self-awareness. In this regard, the problem of preventing deviations in speech development and identifying children with speech disorders is an urgent problem of modern science (O.E. Gromova, K.L. Pechora, G.V. Chirkina, E.V. Sheremetyeva, etc.).

early development

techniques

speech diagnostics

speech development

speech correction

1. Gromova O.E. Methodology for the formation of the initial children's vocabulary [Text] / O.E. Gromova.& – M.: TC Sfera, 2003.& – 176 p.

2. Pechora K.L. Development and&& education of children of early and& preschool age. Current problems and their solutions in the conditions of preschool educational institutions and families [Text] / K.L. Pechora.& – M.: Scriptorium 2003, 2006.& – 96 p.

3. Chirkina G.V. Methods for examining children's speech [Text]: a manual for the diagnosis of speech disorders / ed. G. V. Chirkina.& – M.: ARKTI, 2003.& – 239 p.

4. Sheremetyeva E.V. Prevention of speech development deviations in young children [Text] / E.V. Sheremetyeva.& – M.: National Book Center, 2012.& – 168 p.

5. Elkonin D.B. Child psychology [Text] / D.B. & Elkonin.& – M.: Nauka, 2000.& – 499 p.

The relevance of research devoted to the problem of speech development is determined by the unique role played by the native language in the development of a child’s personality. Language and speech have traditionally been considered in psychology, philosophy and pedagogy as a “node” in which various lines of mental development converge - thinking, imagination, memory, emotions.

Early childhood covers the ages from one to 3 years. According to D.B. Elkonin, the leading activity becomes object-manipulative, and the process of psychological development accelerates. This is facilitated by the fact that the child begins to move independently, activity with objects appears, verbal communication actively develops (both impressive and expressive speech), and self-esteem emerges. Already in the crisis of the first year of life, major contradictions emerge that lead the child to new stages of development:

1) autonomous speech as a means of communication is addressed to another, but is devoid of constant meanings, which requires its transformation; it is understandable to others and is used as a means of communicating with others and managing oneself;

2) manipulations with objects should be replaced by activities with objects;

3) the formation of walking not as an independent movement, but as a means of achieving other goals.

According to G.M. Lyamina, in early childhood there are such new formations as speech, objective activity, and also the prerequisites for personality development are created. The child begins to separate himself from other objects, to stand out from the people around him, which leads to initial forms of self-awareness. In early childhood, various cognitive functions rapidly develop in their original forms (sensory development, memory, thinking, attention). At the same time, the child begins to show communicative properties, interest in people, sociability, imitation, and primary forms of self-awareness are formed (18).

M.I. Lisina notes that mental development in early childhood and the variety of its forms and manifestations depend on how involved the child is in communication with adults and how actively he manifests himself in objective cognitive activity. During early childhood, two aspects of communication develop: communication with adults and communication with peers. An indispensable condition for the comprehensive development of a child is his communication with an adult. The problem of communication between a child and adults has been the subject of research by many psychologists: L.A. Bozhovich, L.S. Vygotsky, Ya.L. Kolomensky, M.I. Lisina, T.A. Markova, L.A. Penevskaya, R.I. Zhukovskaya and others.

Early age is the most important in speech development. The problem of speech development was studied by N.I. Zhinkin, M.I. Lisina, A.V. Zaporozhets and others. In domestic pedagogy and developmental psychology, the process of child development from birth to 3 years is divided into two main periods: infancy (from birth to 12 months) and early age (from 12 to 36 months).

L.S. Vygotsky, A.V. Zaporozhets, M. Montessori, D.B. Elkonin showed the importance of early age in the development of speech, considering it a sensitive period for the formation of sound pronunciation, vocabulary, and the grammatical aspects of speech. L.S. Vygotsky noted that at an early age, speech acquisition represents the central line of a child’s development, since it changes his attitude to the environment, removing him from situational dependence. The speech system is formed and functions in inextricable connection with the development of the sensory, sensorimotor, intellectual, affective-volitional spheres of the child.

According to D.B. Elkonin, in early childhood there is a rapid development of the following mental spheres: communication, speech, cognitive (perception, thinking), motor and emotional-volitional sphere. By the age of three, the child begins to talk about himself in the third person, a sense of “I” is formed, and a pronounced desire for independence is noted. The characteristics of a child’s behavior during this period depend on the attitude of adults towards him. This stage of development is called the 3-year-old crisis (first age crisis). A psychological new formation is the isolation of oneself from others, which is of great importance for the personal development of a child. The development of a young child occurs only in conditions of interaction with adults.

Early age is the most important in speech development. Deviations in speech acquisition make it difficult to communicate with close adults, hinder the development of cognitive processes, and negatively affect the formation of self-awareness. In this regard, the problem of preventing deviations in speech development and identifying children with speech disorders is an urgent problem of modern science (O.E. Gromova, K.L. Pechora, G.V. Chirkina, E.V. Sheremetyeva, etc.).

Since deviations in the development of speech in young children can subsequently affect the development of vocabulary and grammatical structure, corrective action is necessary to prevent secondary disorders. This requires a comprehensive speech therapy examination. Methods for studying speech at an early age are discussed in the works of O.E. Gromova, K.L. Pechory, G.V. Chirkina, E.V. Sheremeteva.

O.E. Gromova developed a questionnaire for parents to diagnose the speech of young children. When addressing this questionnaire to the parents of a young child, a specialist (speech therapist or teacher) should remember that the most significant indicators are: the quantitative and qualitative composition of the child’s passive vocabulary; the percentage ratio between the first words and the volume of the passive vocabulary for each of the main vocabulary groups; the presence in the environment of the child of a situation that clearly requires the nomination of a phenomenon or object in accordance with communicative needs (pragmatic factor); frequency of the situation in which this word should be used.

G.V. Chirkina notes that the speech therapy report on the speech development of a young child is fundamentally different from the terminology generally accepted in children's speech therapy for children over 3 years old, because we are dealing with an emerging function in its sensitive period of formation. Depending on what factors are leading in the mechanism of occurrence of deviations in speech development, a speech therapy conclusion is also formulated.

K.L. Pechora offers her own method for diagnosing the neuropsychic development of a 2-3 year old child. The author distinguishes the normal development of a child and development ahead of one or two epicrisis periods (one or two quarters, half a year), which is a physiological norm, development ahead of three or more epicrisis periods (three quarters or more) and delayed development, which includes includes a delay in the pace of development and a delay in development itself.

E.V. Sheremetyeva developed a model of psycho-speech development of a young child, which covers five stages of a child’s psycho-speech development. Each stage includes: the child’s psychophysiological readiness to master speech; the cognitive component, which indirectly shows specialists the quality of the family’s external environmental influence; prelinguistic and linguistic means of communication between a child and close adults.

A summary of all the methods discussed above is presented in the table.

Methods for studying the preconditions for speech impairment in children of early preschool age

	Purpose of the technique	Method parameters	Method criteria
G.V. Chirkina	Determine the level of speech development of young children	Structure and functioning of articulation organs, articulatory praxis (after 1 year 6 months), auditory attention to non-speech and speech signals, speech understanding, volume of passive and active vocabulary	Uncomplicated delay; delayed speech development; severe speech delay
O.E. Gromova	Determine the level of development of oral speech: sound pronunciation, lexico-grammatical structure, determine the level of initial children's vocabulary: normal, delayed speech development, children at risk	Sound structure and syllabic structure; lexico-grammatical structure of speech
K.L. Pechora	Determine the level of speech development of the child: normal, advanced development, delayed development (delayed development and developmental delay itself)	Speech understanding Active speech	Correlation of results with age standards
E.V. Sheremetyev	Determine the level of psycho-speech development of a young child	Motor prerequisites for articulation, phonemic perception, intonation-rhythmic development	Scoring, determining the type of deviation

Thus, methods of studying speech at an early age are considered in the works of O.E. Gromova, K.L. Pechory, G.V. Chirkina, E.V. Sheremeteva. When examining a child, the main goal of a speech therapist is to identify individual problems in the development of child speech. For this purpose, diagnostics of speech and non-speech processes is carried out. A prerequisite for diagnosing a child’s speech development is his parallel examination by a child psychologist. Only on the basis of a comprehensive analysis of the main indicators of the development of a young child will a speech therapist be able to adequately assess individual speech problems in the development of child speech.

Currently, there are insufficiently developed methods for the formation of speech in young children with speech acquisition disorders; speech therapy mainly presents methods for correcting speech in preschool children. When working with young children, you can use: modified techniques for overcoming general speech underdevelopment (ONP, level I) R.E. Levina, N.S. Zhukova, S.A. Mironova, T.B. Filicheva, special exercises aimed at developing the prerequisites for phonemic perception and eliminating pronounced violations of the sound-syllable structure of G.V. Chirkina and A.K. Markova; methodological recommendations for the education of phrasal speech in alalik children, developed by V.K. Orfinskaya, B.M. Grinshpun, V.K. Vorobyova, E.F. Sobotovich; methodological developments for conducting classes with young children on speech development and familiarization with the surrounding reality V.V. Gerbova, S.N. Teplyuk, V.A. Petrova; original methods for working with young children with speech development disorders (O.E. Gromova, E.V. Sheremetyeva).

At present, there are not enough methods developed for the formation of speech in young children with deviations in speech acquisition; speech therapy mainly presents methods for correcting speech in preschool children.

When working with young children you can use:

Modified techniques for overcoming general speech underdevelopment (ONR, level I) R.E. Levina, N.S. Zhukova, S.A. Mironova, T.B. Filicheva,

Special exercises aimed at developing the prerequisites for phonemic perception and eliminating pronounced violations of the sound-syllable structure of G.V. Chirkina and A.K. Markova;

Methodological developments for conducting classes with young children on speech development and familiarization with the surrounding reality V.V. Gerbova, S.N. Teplyuk, V.A. Petrova;

Methods of N.A. Zaitseva, M. Montessori.

Thus, when working with young children, it is necessary to use special diagnostic and correctional techniques to identify and overcome speech development disorders.

Bibliographic link

Tsidina O.V. DIAGNOSTIC AND CORRECTION METHODS FOR DETECTING AND OVERCOMING SPEECH DEVELOPMENT DISORDERS // International Student Scientific Bulletin. – 2017. – No. 4-6.;
URL: http://eduherald.ru/ru/article/view?id=17570 (access date: 04/01/2019). We bring to your attention magazines published by the publishing house "Academy of Natural Sciences"

What is psychocorrection?

Who is doing PC, who and what is it aimed at?

The main methods used in psychocorrectional practice with children and adolescents.

Some PC methods of working with adults.

The term " correction” literally means correction. Under the concept " psychocorrection", according to A.A. Osipova, in our country, most often means a system of measures aimed at correcting shortcomings in psychology or human behavior with the help of special means7 of psychological influence. Disadvantages that do not have an organic basis and do not represent such stable qualities that are formed quite early and practically do not change in the future are subject to psychological correction.

According to R.S.Nemova, the difference between the concepts of “psychotherapy” and “psychocorrection” is as follows:

psychotherapy- is a system of medical and psychological means used by a doctor to treat various personality disorders;

psychocorrection is a set of psychological techniques used by a practicing psychologist to correct shortcomings in the psychology or behavior of a mentally healthy person.

According to Yu.E. Aleshina, the difference between the terms " psychocorrection" And " psychotherapy" arose not in connection with the peculiarities of the work, but with the deep-rooted opinion that psychotherapy can be practiced by people with special medical education. In addition, the term " psychocorrection"in many countries of the world, except for Russia, it is absent, but there is a concept" psychotherapy“, since the principles of work carried out by professional psychologists and psychotherapists in world practice are very similar.

In connection with the above, at present the question of separating two areas of psychological assistance is psychocorrections And psychotherapy, is debatable. After all, both in psychocorrection and in psychotherapy, similar requirements are placed on the personality of the specialist providing assistance; to the level of his professional training, qualifications and professional skills; the same procedures and methods are used; assistance is provided as a result of specific interaction between the client and the specialist.

Thus, psychocorrection and psychotherapy can be carried out by a specialist who meets certain requirements:

Psychologist, psychotherapist with fundamental training in the field of psychology and special training in the field of specific methods of psychocorrective and psychotherapeutic influence.

When carrying out the psychocorrection process, a psychologist can work independently with a person who is relatively healthy physically and mentally, who has problems of a psychological or behavioral nature in his life and, due to the current circumstances, cannot solve the problem on his own. In the case when a person suffering from various types of somatic or mental illnesses, anomalies of mental and behavioral processes turns to a psychologist for help, psychological assistance is provided by a pathopsychologist, defectologist, neuropsychologist, psychoneurologist, psychiatrist - depending on age, complaints and request. Psychocorrectional measures in this case will be aimed at expanding the healthy part of the personality.

There are many methods of psychocorrectional influences. The choice of form, method, and method of work for a specialist is based on a combination of many factors:

• age (stages of childhood and adolescence, adults, elderly people);
• individual and specific characteristics of the individual (intelligence and its preservation, level of education, personality type);
• the presence or absence of somatic and/or mental care;
• material and economic aspect;
• social and family resources;
• religious affiliation;
• demand-oriented, etc.

These are not all the factors that a specialist takes into account, but the above leads to an understanding of client-centeredness; the choice of correction methods will depend on the accuracy of constructing a typology of symptoms and syndromes of the disorder.

The main methods and techniques used in psychocorrectional practice in childhood and adolescence can be roughly divided into 5 main groups:

• play therapy method
• art therapy methods,
• behavioral therapy methods,
• methods of social therapy (G.V. Burmenskaya, E.I. Zakharova, O.A. Karabanova, etc.).
• method of replacement ontogenesis

In psycho-remedial practice when working with adults, there are 3 main areas:

• psychodynamic direction- corrective influence in classical psychoanalysis of Z. Freud.
• humanistic direction- individual psychocorrection by A. Adler; K. Rogers' client-centered approach; existential direction, Gestalt approach of F. Perls.
• cognitively- behavioral direction - classical operant conditioning; (RET) rational-emotive approach; cognitive approach of A. Beck; Dialectical Behavioral Approach (DBT) M.M.Linehan.

I propose to consider in more detail the 5 main groups of PC in working with children:

1.Game therapy as a correction method

Games and toys for a child are a natural environment for development, education, learning and, of course, psychocorrection. What is difficult for a child to express in words, he expresses it through his own play. Play for a child is a form of self-therapy, thanks to which various conflicts and troubles can be responded to (Webb, 1991, Oaklander V., 1997).

The game began to be used in correctional practice from the early 1920s by psychoanalytic therapists - Anna Freud (1921), Melanie Klein (1922), Hermine Gut-Helmut (1926). Psychoanalysts have discovered that children cannot describe their anxiety in words, as adults do so successfully. Unlike adults, children, as a rule, are not interested in exploring their own past or discussing the early stages of development; One of the main methods of orthodox psychoanalysis “does not work” for children - the method of free verbal associations. M. Klein believed that almost any play action of a child has a certain symbolic meaning and expresses conflicts and suppressed desires of the child. This symbolic meaning must be interpreted by the therapist and brought to the child’s consciousness

The second major direction in the development of play psychotherapy arose in the 1930s. with the advent of David Levy's work, which developed the ideas of “response therapy” - structured play therapy for working with children who have experienced a traumatic event. Levy based his approach on the belief that play provides opportunities for children to respond to trauma. The course of play therapy according to Levy is built in three stages:

Stage 1 - establishing contact: the child’s free play, his acquaintance with the playroom and the psychotherapist;

Stage 2 - introducing into the child’s play any situation reminiscent of a traumatic event (with the help of specially selected toys). In the process of acting out a psychotraumatic situation, the child controls the game and thereby moves from the passive role of the victim to an active, active role;

Stage 3 - continuation of the child’s free play. D. Levy recommends a directive principle, according to which the initiative in game situations belongs to the psychotherapist. Careful technical and methodological preparation of play therapy sessions is important. A role-playing game plan is drawn up in advance, taking into account the age and characteristics of the psycho-emotional state of its participants, as well as the ultimate goal of psychotherapy.

G.L. Landreth identified the following areas of play therapy:

• parent therapy (B. Guerni, L. Guerni), which is a structured program in which parents are taught the skills necessary to conduct play therapy sessions at home;
• play therapy with adults;
• techniques of play therapy in family therapy (involving all members of the game in the game promotes their active interaction and has a therapeutic effect);
• group play therapy, which is a psychological and social progress in which children, naturally interacting with each other, acquire knowledge both about other children and about themselves;
• play therapy in hospital settings.

A third major movement in play therapy emerged with the research of Jessie Taft and Frederick Allen in the 1930s. It is a relational play therapy that focuses on the healing power of the emotional relationship between therapist and patient. Developing these principles, Virginia Exline (1947) developed a system of non-directive play therapy for children. V. Exline considered the game as a means of maximum self-expression of the child, allowing him to fully reveal his emotions without the interference of adults in the process of his gaming activity. By studying the child’s emotional and behavioral reactions in various play situations, a psychologist or psychotherapist tries to understand his personal characteristics. At the same time, the presenter introduces certain restrictions if the gaming activity goes beyond the permissible limits.

Currently, many foreign psychiatrists, psychologists and psychotherapists use a combined approach, combining the principles of psychodynamic, non-directive and “response therapy” in the process of play therapy, often in combination with drug treatment.

2. Art therapeutic methods- the term “art therapy” in a literal translation: art therapy was introduced into use by Adrian Hill. This is a specialized form of psychotherapy based on the arts, primarily visual and creative activities. The main goal of art therapy is to harmonize the development of personality through the development of the ability of self-expression and self-knowledge.

Considering art therapy as a set of psychocorrectional techniques that have differences and features determined both by genre belonging to a particular type of art, and by the focus and technology of psychocorrectional application, we can conditionally distinguish the following types of art therapy:

Music therapy (through the perception of music, vocal therapy - through singing);

Kinesitherapy (dance therapy, corrective rhythm, psycho-gymnastics - as a therapeutic effect of movements);

Bibliotherapy (corrective influence by reading),

Fairytale therapy, writing stories;

Imagotherapy (impact through image, theatricalization): puppet therapy, image-role dramatization, psychodrama;

Isotherapy (drawing therapy) is a corrective effect using the means of fine art: drawing, modeling, arts and crafts, etc.

3. Methods of behavioral correction one of the leading areas of modern psychotherapy and psychocorrection, which are based on learning theory, as well as on the principles of classical and operant conditioning. The underlying idea is that the symptoms of some mental disorders are due to incorrectly formed skills. Behavioral psychocorrection aims to eliminate undesirable forms of behavior and develop new behavioral skills that are useful for the client/patient.

Methods of behavioral correction

• Imitation learning - when using this method, the client (child, adult) is asked to observe and imitate desired behavior patterns. For this, not only a real person can be used, but it can also be a book hero or an image created by the client’s own imagination. One form of pattern learning is self-modeling: move like..look like..speak like..constantly tracking by type, find 10 differences and correct them.
• Role-playing training is a method used to teach certain types of behavior (for example, training communication skills), and is a type of role-playing game. The effect of role-playing training is based on a combination of techniques of soft confrontation, systematic desensitization (which helps reduce anxiety) and reinforcement of successful behavior in the form of positive feedback from a psychologist/psychotherapist. In this method, the psychologist and the client/patient act out a problematic situation in a safe space, trying out different role positions. This technique can be used individually or in a group. Most often, the patient/client plays himself, but sometimes this is done by a psychologist or one of the group members, which allows the patient to see himself and his problem from the outside, and also understand that in this problematic situation one can act differently.
• Biofeedback is a method of behavioral correction that uses equipment that accurately monitors quantitative information about the patient’s physiological state (pulse, heart rate, blood pressure level, etc.) during a subjective stressful situation, for example, an airplane flight, an exam situation. As the patient achieves a state of muscle relaxation, feedback sensors record this and the patient/client receives positive visual, auditory or tactile reinforcement (for example, pleasant music or an image on a computer screen, or vice versa, for bedwetting, a wake-up call is triggered patient).
• Systematic desensitization - used with both adults and children to overcome states of increased anxiety and phobic reactions, is widely used in practice. Indications for use: fear of flying on an airplane, dogs, snakes, children's day and night fears, traveling in transport, fear of water, social phobias - fear of reciting a memorized poem or coping with a test. In cases of multiple phobias, desensitization is carried out in turn, starting with the most significant in terms of subjective sensations.

There are certain stages of systematic desensitization: Stage 1 - training the client/patient in deep muscle relaxation techniques. Stage 2 - constructing a hierarchy of stimuli that cause anxiety and fear. Stage 3 - desensitization itself - alternately presenting a hierarchy of stimuli verbally or in vivo, to practice the connection of a stressful stimulus and the ability to relax.

Methods of behavioral correction in educational practice

In order to teach a child with developmental disabilities new skills, it is necessary to competently shape his behavior. Functional behavior analysis is suitable for this - a discipline based on the scientific views of B.F. Skinner, and in particular, on the concept of operant conditioning, where desired behavior is reinforced and undesirable behavior is punished.

Applied behavior analysis is used in the education system both to improve indicators - academic performance, discipline, attendance of all children, and to include children with disabilities and problems with socialization (for example, with ASD) in the general education classroom.

With this approach, all skills that are difficult for children, including speech, contact, creative play, the ability to listen, look into the eyes, etc., are broken down into separate small blocks - actions. Then each action is learned separately with the child, and subsequently the actions are connected into a single chain, forming one complex action. For example, in the process of learning actions to a child with autism spectrum disorders, a specialist gives a task; if he cannot cope with it alone, then he gives a hint, and then rewards the child for correct answers, while ignoring incorrect ones, positively reinforcing the desired action.

4. Methods of social therapy

The method of social therapy is a method of psychological influence based on the use of social acceptance and recognition, social approval and positive assessment of the child by a significant social environment, both adults and peers. What can be accomplished only in conditions of active interaction with the group.

The need for social recognition becomes one of the leading

The child’s needs already from the middle of preschool age and the older he gets, the more clearly this need manifests itself. Systematic dissatisfaction of this need becomes a source of the formation of a stable complex of personal inferiority, entails deviations in the development of a person’s self-awareness, affecting the formation of self-concept and self-esteem, interpersonal relationships and communication; contributes to the formation of deprivation of claims for social recognition.

The method of social therapy allows solving problems of prevention and

Correction of deviations in the child’s personal development caused by

Deprivation of the need for social recognition and provides:

1) satisfying the individual’s need for social recognition;

2) formation of adequate methods of social interaction

In children with a low level of communicative competence.

5. Method of replacement ontogenesis.

The ideology of the method of replacement ontogenesis is based on the theory of A.R. Luria about the three functional blocks of the brain and the teachings of L.S. Tsvetkova about neuropsychological rehabilitation of mental processes.

The fundamental principle in MZO is the principle of correlating the current status of the child after a neuropsychological examination, correlation with the main stages of the normative formation of the brain organization of the HMF and the subsequent launching into work of those parts of its ontogenesis that, for one reason or another, have not been effectively mastered.

The impact on the sensorimotor level, taking into account the general laws of ontogenesis, causes activation in the development of all higher mental functions (HMF). Since it is the basis for the further development of the HMF, at the beginning of the correction process preference is given to motor methods that activate, restore and build interactions between various levels and aspects of mental activity. The actualization and consolidation of any bodily skills presupposes the demand from the outside for such mental functions as, for example: emotions, perception, memory, self-regulation processes, etc. Consequently, a basic prerequisite is created for the full participation of these processes in mastering reading, writing, and mathematical knowledge.

Neuropsychological correction is a three-level system.

Each of the correction levels has its own specific “target” of influence and is aimed at all three blocks of the brain.” (A.V. Semenovich)

1st level- “the level of stabilization and activation of the body’s energy potential.” Level 1 methods are aimed primarily at the functional activation of subcortical formations of the brain.

2nd level- “the level of operational support for sensorimotor interaction with the outside world.” Level 2 methods are aimed at stabilizing interhemispheric interactions and specialization of the left and right hemispheres.

3rd level- “the level of voluntary self-regulation and meaning-forming function of mental processes.” Level 3 methods are aimed at developing the optimal functional status of the anterior (prefrontal) parts of the brain.

Exercises of the 1st, 2nd and 3rd levels are gradually included in the correction process, however, the specific weight and time of application of certain methods vary depending on the initial status of the child. Accordingly, the use of methods at different levels requires a well-thought-out strategy and tactics based on the results of neuropsychological diagnostics.

Neuropsychological correction is intended for children from very early to school and adolescence. It is especially indicated for such types of dysontogenesis as early childhood autism, mental retardation, mental retardation of various types, general developmental disorders, alalia, dysarthria, dysgraphia, dyslexia, ADHD, cerebral palsy. In particular, neurocorrection also helps children who experience learning difficulties due to psychological reasons (neurotic disorders, psychosomatic disorders, personality traits), with general physical underdevelopment, with school maladjustment and stress disorders.

Indications for starting psychocorrectional work may be:

• difficulties of emotional development,
• current stress,
• depression,
• decreased emotional tone,
• lability, impulsiveness of emotional reactions,
• emotional deprivation, experiences of emotional rejection, feelings of loneliness, the presence of conflicts in interpersonal relationships;
• dissatisfaction in the family situation, jealousy,
• increased anxiety, fears, phobic reactions,
• negative “I-concept”, low, disharmonious, distorted self-esteem, low degree of self-acceptance

Thus, psychological correction has a large arsenal of means and methods, the use of which must be consistent with age and individual characteristics, the nature of the existing deviations, disorders and personality anomalies.

If necessary, accompanying the patient in a team of specialists - pathopsychologist, defectologist, neuropsychologist, psychoneurologist, psychiatrist.