CONTEMPORARY APPROACHES TO PSYCHOLOGICAL SUPPORT IN EDUCATION

  • Liudmila Zinoveva Email: lvpansh@gmail.com
Keywords: psychological support in education, social-role approach, soft skills, interaction, social communication skills, adolescents

Abstract

An article is presented describing the use of contemporary approaches to psychological support in education. This article explores how role-play method can be incorporated by school counselors using small group sessions. It highlights the potential importance of soft skills developing in school students. It also highlights the possibility that social interaction knowledge in specific periods of one’s life may play out in ways far more significant than we expect. We conclude that role-playing games deserve more attention, both from researchers and school counselors, because they stimulate change while improving teenager’s social and emotional development.

Downloads

Download data is not yet available.

References

1. Клейберг Ю.А. Девиантное поведение: синтагма, онтология, эпистемология // Общество и право. 2015. № 1 (51). С. 262–269.
2. Кон И.С. Социологическая психология: избранные психологические труды. М. : МПСИ ; Воронеж : МОДЭК, 1999. 560 с.
3. Паньшина Л.В., Перевозкина Ю.М., Дмитриева Н.В. Опыт использования ролевых импозитов в диагностике и консультировании девиантного поведения // Вестник Кемеровского государственного университета. 2016. № 4. С. 181–189.
4. Постнеклассическая педагогическая психология: ценностно-смысловой тренд : монография / М.С. Яницкий, А.В. Серый, М.С. Иванов и др. Кемерово : ГБУ ДПО «КРИРПО», 2017. 202 с.
5. Kottman T. Adlerian play therapy // International Journal of Play Therapy. 2001. Vol. 10. P. 1–12. URL: http://dx.doi.org/10.1037/h0089476 (дата обращения: 08.04.2019)
6. Pruiksma K.E., Cranston C.C., Rhudy J.L., Micol R.L., Davis J.L. Randomized controlled trial to dismantle exposure, relaxation and rescripting therapy (ERRT) for trauma-related nightmares // Psychological Trauma: Theory, Research, Practice and Policy. 2018. Vol. 10 (1). P. 67–75. URL: http://dx.doi.org/10.1037/tra0000238 (дата обращения: 08.04.2019)
7. Rosselt J.G., Stauffer S.D. Using group role-playing games with gifted children and adolescents: A psychosocial intervention model // International Journal of Play Therapy. 2013. Vol. 22 (4). P. 173–192. URL: http://dx.doi.org/10.1037/a0034557 (дата обращения: 08.04.2019)
8. Starcher D., Allen S.L. A global human potential movement and a rebirth of humanistic psychology // The Humanistic Psychologist. 2016. Vol. 44 (3). P. 227–241. URL: http://dx.doi.org/10.1037/hum0000032 (дата обращения: 08.04.2019)
9. Spengler M., Damian R.I. & Roberts B.W. How you behave in school predicts life success above and beyond family background, broad traits, and cognitive ability // Journal of Personality and Social Psychology. 2018. Vol. 114 (4). P. 620–636. URL: http://dx.doi.org/10.1037/pspp0000185 (дата обращения: 09.04.2019)
10. Winburn A., Gilstrap D. & Perryman M. Treating the tiers: Play therapy responds to intervention in the schools // International Journal of Play Therapy. 2017. Vol. 26 (1). P. 1–11. URL: http://dx.doi.org/10.1037/pla0000041 (дата обращения: 09.04.2019).
Published
2019-09-29
How to Cite
1. Zinoveva L. CONTEMPORARY APPROACHES TO PSYCHOLOGICAL SUPPORT IN EDUCATION // Bulletin of Psychology and Pedagogy of Altai State University, 2019. Vol. 1. № 3. P. 45-54. URL: https://bppasu.ru/article/view/6526.