Special children's psychological counseling content Special children's psychological counseling content Special children generally refer to children with congenital disorders. Such children need us to do some psychological counseling to make them grow up healthily. Next, I'll take you to know something about psychological counseling for special children. The content of psychological counseling for special children is 1. The contents of mental health education for special children are mainly divided into three points: 1, maintenance of mental health of special children, correction of psychological problems of special children, and development of psychological potential of special children. This is easy to understand. First of all, we should prevent the psychological barriers of special children, so we should try our best to maintain them at ordinary times, which is the same as our Chinese medicine to prevent terminal diseases. What should I do if I accidentally have psychological problems? The urgent task is to correct it. What can I do besides correction and maintenance? If you don't want mediocrity and recurrent psychological problems, of course, you should develop your own potential on the original basis and make individuals stronger, so that you will have greater ability to resist external aggression, and a sound personality will naturally be easy to establish. Maintenance of mental health of special children The maintenance of mental health of special children is mainly aimed at all special children. The main contents include 1, intelligent training 2, learning psychological guidance 3, emotional education 4, interpersonal relationship guidance 5, sound personality training 6, self-psychological training guidance 7. Sexual psychological education, psychological problem correction for special children is aimed at special children with psychological and behavioral problems. The main contents include: 1, learning adaptation 2, negative emotions 3, common behavior problems 4, physical and mental diseases 5, sexual behavior problems. The psychological potential of children with special problems is the best opportunity to develop their psychological potential. According to the theory of multiple intelligences put forward by American psychologist Gardner, intelligence is basically a kind of psychological potential of life, and there are at least eight relatively independent and equally important intelligences in an individual's body. Their forms of expression are different, and a variety of intelligence is embodied in all people in different forms and ways. The difference between people lies in the different expressions and degrees of various intelligences. And this level can be improved through education. Therefore, the development of psychological potential is also an important educational content of all special children's mental health education, which mainly includes developing and training children's multiple intelligences through special educational activities and training children's self-motivation ability, thus improving children's independent consciousness and initiative. According to children's age characteristics and development needs, we should reasonably arrange and determine the contents of mental health education at different levels in primary school, junior high school and senior high school. At the same time, we should also consider the coherence and systematicness between the contents of health education in the above psychological stage, and form a scientific mental health education system with children's physical and mental development in a macro way. For example, primary schools mainly cultivate good habits to adapt to school life and study, while junior high schools mainly focus on adolescent education, parent-child relationship, emotional adjustment, self-confidence cultivation, personality shaping and learning ability improvement; High school focuses on the adjustment of test anxiety, career guidance, personality cultivation and outlook on life education. Therefore, special children, like ordinary children, have different psychological needs at each stage, which should be arranged as a whole and step by step. Contents of psychological counseling for special children 2 What is a special child? It refers to children who are particularly special in intellectual conditions, language and physical behavior, emotional expression, senses and many other aspects. The "special" nature of special children's group lies in that it includes both children who are behind and ahead of normal children's development and children who have committed minor crimes. Refers to disabled children with physical and psychological development defects, that is, "disabled children" and "disabled children" in our daily life. Special child type 1. According to a broad understanding, the American Encyclopedia of Special Education classifies special children as intellectual advancement, mental retardation, physical or sensory defects, physical disabilities and other types that cause language, learning and behavior obstacles and endanger health. 2. According to the narrow definition and the narrow interpretation of special children, it is our common classification method. Mainly divided into intelligence, hearing, vision, physical disability and a variety of disabilities. In addition, obstacles in language, behavior and emotional expression are also manifestations of special children's defects. Because there are differences in the classification and name expression of children's disabilities in different countries, the scope of special children in different countries is also different. For example, the United States has 1 1 disabled children, while Japan has three types of disabilities. Education of Special Children In the education of special children, we should adopt different educational methods according to the physical and mental conditions of different special children, and consider the compensation of children's normal organs, and at the same time make full use of children's normal development ability to make up for congenital defects. However, no matter what special children face, parents and teachers need patient and meticulous guidance in education and life, and the progress of education can be moderately slowed down. At the same time, it is necessary to encourage the small progress made by special children, care about and promptly channel the bad emotions of special children, and help them correctly understand themselves and face their peers, family members and society with a correct and positive attitude. Because blind children have visual defects and limited cognitive approaches, we can help blind children associate concepts with objects by teaching Braille. By improving communication skills and mastering life skills, blind children can be led to familiarize themselves with the surrounding environment, thus helping them to carry out their daily life in the dark. To help blind children develop other compensatory abilities besides visual defects, such as the coordination of hearing, touch, smell and movement, music and sports can be used to train and improve their abilities. Deaf-mute children can be trained with hearing AIDS. With the practice of pronunciation and mouth shape, they gradually learn to speak and write, and gradually break through the barriers of language communication. When educating deaf-mute children, we should pay special attention to their visual condition and motor fineness. Because deaf children have obstacles in communication, it is more important to provide them with opportunities to communicate with others. Children with physical disabilities are no different from normal children in intellectual development. Although they are more difficult than normal children because of their physical disabilities, as long as they have tenacious perseverance, they can achieve no less academic achievements than normal children. Therefore, we should give more support and encouragement to the tenacious will of disabled children and cultivate their perseverance to overcome life and study difficulties. Physical exercise can not only strengthen children's will, but also make their bodies stronger, thus making up for their physical disabilities and promoting the development of normal organ compensation ability. The common psychological problems of special children are due to their own defects, and such children are more likely to have inferiority complex. They are unwilling to accept their own incomplete side, always feel inferior in front of normal children, and are afraid that classmates and teachers will cast different eyes. When envious of other children's health, they often feel pity for their own misfortune and resent the injustice of fate. However, the setbacks brought by real life have repeatedly dampened their courage to compete, which comes from the prejudice of further studies, employment and social traditions, making some special children feel more inferior and sink. Defects bring the gap between special children and normal children. They often unconsciously exclude themselves from normal children, and gradually form the habit of being alone, only willing to associate with their peers. In the long run, he has developed a closed and withdrawn character, often withdrawn, sensitive and introverted, only thinking that he does not consider others and lacks a sense of cooperation. Some parents of special children feel guilty about their children's defects, thinking that they are caused by their own negligence, and they feel guilty inside, so they care and take care of their children too much, which gradually encourages their habit of dependence. The consequences of taking too much care of children will make children develop a cowardly and dependent character, become difficult to express normally, and are unwilling to get along with others, and always need special care. In the end, children lose the ability to live independently. When they can't achieve their goals, they are grumpy and arrogant, unable to integrate into normal life and study, and blindly rely on others to accomplish something that can be done independently. Some special children indulge in negative emotions caused by physical defects for a long time, and are depressed all day long, losing the courage to face setbacks directly, which hinders the progress of thinking and creativity. 5, sensitive and suspicious, with strong self-esteem, often misunderstood the behavior of others, and always speculated and speculated on the appearance of things with perceptual thinking. Even in the face of things that have nothing to do with you, you will show doubt and resistance, which is very obvious in facial expressions and language. Because of their own defects, they are eager to be respected by others, but they are also afraid that others will discriminate against them. A little disrespect from others will sting their hearts. Guidance methods for special children As parents of special children, we should first ease our emotions, and don't let negative and depressed emotions dominate our actions. Secondly, parents should master their children's psychological state, prescribe the right medicine according to the common psychological problems of special children, and solve them one by one, so that the educational effect will be more significant. Under these conditions, parents' guidance method is: 1. Face the reality and be brave in receiving education. Children should treat their own defects correctly and be brave enough to accept and face the reality. Fate is relatively fair to everyone, and everyone has his own suffering in his life. Use some inspirational and positive stories to inspire children, bring them seeds of hope and rationality, and keep them away from complaining about other people's ideas. When they are attacked and insulted by malicious language, we should give children confidence and courage, be modest in the face of malicious harm, learn to be moderately tolerant, but also dare to criticize and refute these people's evil deeds with confidence. Don't regard your shortcomings as weaknesses and shame that make you feel inferior. 2. Provide any learning opportunities. Seize any opportunity for children to learn. Even if there are many difficulties on the way to school, we should overcome all difficulties to go to school. Schools for disabled children can better meet the needs of special children. If there is no such school in the local area, they can also apply for admission to ordinary schools. It is really impossible to go to school, but we must persist in learning cultural knowledge through various channels. Knowledge is the power to change and enrich life. 3. Take proper care to reduce dependence on special children. Parents should provide necessary physical and mental care for their children's own defects, but they should be moderate, encouraging children and cultivating their independent ability. Encourage children to be self-reliant and stay away from dependence by telling them inspirational stories about disabled people. Especially when children face difficulties, they should be encouraged to face them firmly. Never show excessive pity and protection and weaken their will. 4. Actively encourage, step by step, don't be too harsh on special children, set goals for children, give them confidence, and don't be stingy with encouragement and spiritual support. Let children accumulate confidence in the process of achieving their goals and establish the spirit of pursuing success. 5. Participate in various group activities and support children's integration into groups, especially those with special children. It can not only help children enrich their lives and broaden their horizons, but also help them learn the social skills of interacting with people and treating people in the company. Special children also need friendship, and they must not be overprotected and imprison their interpersonal communication. Psychotherapy for Special Children Psychotherapy for Special Children is a professional textbook for psychotherapy for special children. Psychotherapy for special children has collected a wealth of special children's cases and materials, emphasizing the educational concept of extensive, comprehensive and service. Fully respecting the individual subjectivity of special children and calling for the transformation of ecological environment system are two major themes that run through the psychotherapy of special children. Psychotherapy for special children pays special attention to meeting the actual needs of domestic teaching, especially the clinical evaluation of mental health of special children and the design of intervention programs, and is committed to solving problems flexibly and pragmatically. After analyzing the main schools of psychotherapy in detail, this paper focuses on the common techniques of psychotherapy for special children, and discusses and analyzes them with cases. Game therapy, drama therapy, sports dance therapy, group therapy, people-centered psychotherapy, focused therapy, transpersonal psychotherapy, ecological psychotherapy, etc. The book can provide the most basic and practical professional training. Yang Guangxue, editor-in-chief of Psychotherapy for Special Children, dean of the School of Preschool Education and Special Education of East China Normal University and doctoral supervisor. The research direction is mainly psychological counseling, especially the treatment of autistic children. Chapter 1 Overview of psychotherapy for special children Section 1 Definition of concepts and problems I. Definition of psychotherapy for special children II. The object and scope of psychotherapy for special children Section II Theoretical framework and basic principles 1. Choice of theoretical viewpoint orientation 2. Characteristics of special children group III. Selection principles of psychological counseling methods for special children Section III Development trend of psychotherapy for special children I. Problems of special children in the field of psychotherapy II. Mental health services for special children under the trend of integrated education Chapter II Promoting the mental health of special children Section 1 Mental health of special children: concepts and cases I. Multidimensional perspectives of mental health II. Clinical and educational significance of mental health of special children. The case of Tianbao Section II Prevention of psychological problems of special children 1. Pay attention to the influence of early experience 2. Psychological crisis and psychological trauma intervention III. Early intervention for special children. Three-level prevention mode Chapter III Assessment of Psychological Disorders of Special Children Section 1 Classification and diagnosis of psychological disorders of special children I. Clinical classification and diagnosis II. Other classification systems. Problems and development trends of classification system Section II Development and ecological assessment of special children I. Development assessment II. Environmental Ecological Assessment Section III Clinical Assessment of Psychological Disorders of Special Children I. Clinical Lecture II. Test tool III. Dynamic Cooperative Evaluation in Real Situations Chapter IV Psychotherapy System (I) Section 1 Psychodynamic Therapy Section I, Basic Theory of Psychodynamic Therapy Section II, Elements of Psychodynamic Therapy Section II, Application and Development Trend Behavior-Cognitive Therapy Section I, Basic Theory of Behavior-Cognitive Therapy Section III, Application and Development Trend Gestalt Psychotherapy Section I, Basic Theory of Gestalt Psychotherapy Section II Application and Development Trend Chapter V Psychotherapy System (Part II) Section 1 People-centered psychotherapy I. Basic theory of people-centered psychotherapy II. Application and development trend Section II Focus psychotherapy I. Focus psychotherapy II. Focus psychotherapy technique III. Application and Development Trend Section III logotherapy I, logotherapy Basic Theory II, logotherapy Technology III. Application and Development Trend of logotherapy Chapter VI Psychotherapy System (Part II) Section 1 More Individual Psychotherapy I. Theory of transpersonal psychotherapy II. Application and Development Trend Section II Psychotherapy I. Basic Theory of Psychotherapy II. Application and development trend Section III Ecological psychotherapy I. Basic theory of ecological psychotherapy II. Elements of ecological psychotherapy. Development trend and application of ecological psychotherapy Chapter VII Main techniques of psychotherapy for special children (I) Section 1 Play therapy I. Basic theory of play therapy II. Operation essentials of game therapy III. Application of Game Therapy in Psychotherapy for Special Children Section II Drama Therapy. Operation essentials of drama therapy III. The Application of Drama Therapy in Psychotherapy for Special Children Section III Special children dance-Exercise Therapy I. The Origin and Development of Dance-Exercise Therapy II. Theory and technology of dance exercise therapy III. Application of Dance-Exercise Therapy in Psychotherapy for Special Children Chapter VIII Main Techniques of Psychotherapy for Special Children (Part II) Section 1 Group Therapy I. Basic Theory of Group Therapy II. Procedures and operations of group therapy. Application of Group Therapy in Psychotherapy for Special Children Section II Family Therapy I, Basic Theory of Family Therapy II, Principles and Techniques of Family Therapy III, Application of Family Therapy in Psychotherapy for Special Children Section III Narrative Therapy I, Basic Theory of Narrative Therapy II, Concept and Perspective of Narrative Therapy III, Procedures and Skills of Narrative Therapy IV, Application of Narrative Therapy in Psychotherapy for Special Children
What is the self-taught subject 00874? The information on the website of China Education Examinations Center is as follows:
Course code: 00874
Course Name: Early Intervention for Special Children
Textbook Name: Early Intervention for Special Children
Editor: Li Caiyun
Press: Northeast Normal University Press
Edition: 2002 edition
Pricing: 7.30 yuan
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What are the early intervention methods for autistic children? The methods are as follows: (1) Drug therapy: used to control children's serious emotional and behavioral abnormalities. Preschool children should be given more vitamins and trace elements to nourish brain cells, restore brain function and promote brain cell metabolism, and try not to use or use less antipsychotic drugs. Emotional instability, screaming, fidgeting
Or children with serious behavior problems can be given emotional stabilizers or antipsychotics, but they must be used under the guidance of professional doctors and cannot be used blindly.
(2) Education rehabilitation training: it mainly includes imitation, perception, gross movements, fine movements, hand-eye coordination, nonverbal cognition, oral cognition, self-care ability, social skills and behavior correction.
Training, etc.
Other precautions: parents should adjust their mentality, face reality and accept their children.
Sometimes, family members must cooperate with Qi Xin to participate in family training. In the process of rehabilitation, parents and professionals should tolerate their children's behavior, understand their difficulties in life, help them maximize their potential, sincerely praise their progress and cultivate their
Do special children need early intervention? In the process of intervention, if parents and children do not establish a good relationship, that is, parents and children do not get along well, it will affect children's emotional and social development, which may cause secondary obstacles and affect children's development in other fields.
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