Secondary Psychological Prevention Self-Injurious Behavior of Schoolchildren

This program describes the system of work of a school psychologist with students of adolescence and youthful age, as well as their immediate environment at the secondary level of prevention. The pro-gram is coordinated with the characteristics of the target group: it takes into account the cultural specificity of adolescent and youth subcultures, in which self-harm is used to create a group identity and communicate with other members of the group; the context is taken into account (peculiarities of the school environment); the level of development of adolescents (for example, their desire for inde-pendence in relations with their parents and the corresponding problems in communication with them); the trajectory of the formation of undesirable behavior. Based on the analysis of criteria for assessing self-injurious behavior, methods of its diagnosis, including those in the risk group, as well as tools for studying the existing suicidal danger were selected. Discussion of criteria and indicators for tracking the effectiveness of psychological impact is provided. In accordance with the psycholog-ical analysis of the phenomenon, individual and group forms of psychological assistance are as-sumed. The main directions of psychological influence are the formation of constructive motivation (positive values, orientation towards fulfilling social requirements and self-preservation); integration of individual experiences; improving self-regulation; increasing stress resistance and expanding personality resources; development of vital skills; elimination or reduction of manifestations of mala-daptive behavior; expansion of social ties and positive social experience of the individual. Forms of work of a psychologist: organization of the social environment; informing; active social learning (training); initiation of search / organization of alternative activities; activation of personal resources; design to minimize negative consequences; others. The main types of activities, which include students: individual counseling; training groups in order to correct negative emotionally significant situa-tions; individual work with the child’s value system; teaching social skills, methods of effective com-munication, constructive behavior in conflict situations. The main groups of applied methods: meth-ods of stimulating the motivation of behavior change; methods of correcting emotional disorders; self-regulation methods; cognitive restructuring techniques; methods of extinguishing unwanted be-havior; methods of forming positive behavior (reinforcement, rehearsal — assertiveness training, etc.).

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