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Developing a Program of Interventing School Disadaptation (a case study) 1430
Rihmaer E.A., аспирант IV курса факультета клинической и специальной психологии МГППУ, клинический психолог детской психиатрической больницы №6, Moscow, Russia
The article presents a case study upon which a model of developing different preliminary hypotheses, strategy of choosing a working hypothesis and forming different rehabilitation programs for a school disadapted child is considered. The author shows that in each case possibility of working on different levels should be considered: social, family and individual; and also demonstrates close interrelation and reciprocal influence of these spheres. While choosing working hypothesis and plan of psychological rehabilitation program a specialist should consider not only resource directions of work but also pay attention to the most difficult moments. Among these difficult moments are parentchild relationships that always become more complicated when a child starts to experience difficulties at school. In addition, family situation can sometimes 'trigger' a child's failure at school. And without solving family problems the difficult situation at school cannot always be resolved. The article also demonstrates that successfully solving difficult multilevel problems, one of which is school disadaptation, requires a complex approach and work of different specialists (teachers, sychologists, doctors).
Column: Psychological Diagnostics