Основні підходи до психокорекції дітей дошкільного віку з порушенням голосової функції
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2015
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Анотація
У статті розглянуті основні підходи до психотерапевтичної корекції емоційно-вольових порушень, що можливо застосовувати в дітей дошкільного віку з порушенням голосової функції органічного генезу. На основі аналізу наукової літератури та власних експериментальних досліджень з окресленої теми було визначено емоційно-вольові порушення, що спостерігаються в дітей з органічними захворюваннями гортані та зазначено психологічні особливості дітей дошкільного віку. Запропоновано психологічну допомогу дитині на всіх етапах перебігу захворювання та основні методи психотерапії, що можуть бути дієвими в лікувальних закладах та за їх межами.
The article describes the main approaches to psychotherapeutic correction of the identified emotional-volitional disorders and also the possibility of using them in preschool children with vocal function disoders of organic origin. Based on the analysis of research literature and our own experimental studies on the subject, the children were identified as having emotional-volitional disorders such as fear, anxiety, and the exessive need for protection. The article also draws attention to the psychological characteristics of preschool children and describes the periods of crisis at the age of three and seven. It was marked that the basic type of activity for preschool children is game. During play children develop their emotional-volitional sphere, memory, thinking, attention and speech. Psychological counseling was suggested to children at all stages of the disease. The psychological help is to be divided into several stages: the first stage (pre-surgical), the second stage (post-surgical), and the third stage (rehabilitation). Each stage should have its own structure: beginning, main part and conclusion. The basic techniques of psychotherapy were described (fairy-tale therapy, music therapy, game therapy), which will be effective both in hospitals and outside of health-care facilities. Psychotherapy sessions may be conducted both in groups and individually. Psychotherapy sessions for each patient should be selected individually, because our researches have shown that there are two categories (groups) of children. First group – closed, whining, that come into contact reluctantly. Second group, on the contrary, excited, aggressive with a tendency to hysterical reactions. The total time of psychotherapeutic practice should not exceed more than 3 hours a day. You also need to consider the general condition of the child. The duration of psychotherapy sessions can be short-term (up to 12 sessions), medium-term (up to 1 year), long term (several years). It is emphasized that modern approaches to organizing and providing correctional help to children, namely overcoming of emotional-volitional disorders, is only possible on condition of cooperation among the following specialists: physicians, psychologists and phonopedists. Thus psychological help for children with organic vocal disorders will bring positive results only within the structure of cooperative assistance to the child from the moment of contracting the desease until full recovery.
The article describes the main approaches to psychotherapeutic correction of the identified emotional-volitional disorders and also the possibility of using them in preschool children with vocal function disoders of organic origin. Based on the analysis of research literature and our own experimental studies on the subject, the children were identified as having emotional-volitional disorders such as fear, anxiety, and the exessive need for protection. The article also draws attention to the psychological characteristics of preschool children and describes the periods of crisis at the age of three and seven. It was marked that the basic type of activity for preschool children is game. During play children develop their emotional-volitional sphere, memory, thinking, attention and speech. Psychological counseling was suggested to children at all stages of the disease. The psychological help is to be divided into several stages: the first stage (pre-surgical), the second stage (post-surgical), and the third stage (rehabilitation). Each stage should have its own structure: beginning, main part and conclusion. The basic techniques of psychotherapy were described (fairy-tale therapy, music therapy, game therapy), which will be effective both in hospitals and outside of health-care facilities. Psychotherapy sessions may be conducted both in groups and individually. Psychotherapy sessions for each patient should be selected individually, because our researches have shown that there are two categories (groups) of children. First group – closed, whining, that come into contact reluctantly. Second group, on the contrary, excited, aggressive with a tendency to hysterical reactions. The total time of psychotherapeutic practice should not exceed more than 3 hours a day. You also need to consider the general condition of the child. The duration of psychotherapy sessions can be short-term (up to 12 sessions), medium-term (up to 1 year), long term (several years). It is emphasized that modern approaches to organizing and providing correctional help to children, namely overcoming of emotional-volitional disorders, is only possible on condition of cooperation among the following specialists: physicians, psychologists and phonopedists. Thus psychological help for children with organic vocal disorders will bring positive results only within the structure of cooperative assistance to the child from the moment of contracting the desease until full recovery.
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Ключові слова
емоційно-вольові порушення, ігротерапія, казкотерапія, музикотерапія, голосові порушення, дошкільний вік, emotional-volitional disorders, preschool age, vocal disorders, fairy-tale therapy, music therapy, game therapy
Бібліографічний опис
Осадча, Т. М. Основні підходи до психокорекції дітей дошкільного віку з порушенням голосової функції [Текст] / Т. М. Осадча // Педагогічні науки: теорія, історія, інноваційні технології : науковий журнал / МОН України, Сумський держ. пед. ун-т ім. А. С. Макаренка ; [редкол.: А. А. Сбруєва, О. Є. Антонова, Дж. Бішоп та ін.]. – Суми : СумДПУ ім. А. С. Макаренка, 2015. – № 5 (49). – С. 15–25.