Alcoholism is the most serious problem of modern mankind. Statistics gives terrible data about this disease and the further prospects for its progress. Unfortunately, few of the alcohol-dependent patients consider themselves as such. The task of the psychotherapist is to explain the essence of the problem to the patient and his relatives. Family counseling for alcohol addicts and their relatives is also carried out by the Alcoclinic center. If there is a person in the family who suffers from the problem of abuse, then everyone should help him - doctors, psychologists, relatives and friends. Of course, in the first place is the desire of the patient himself to get rid of harmful passion.

How counseling is done

A psychologist or psychotherapist begins planned conversations with the addict only after the withdrawal of the drinking person from acute intoxication.

The main tasks of family psychotherapy in patients with alcoholism:

• Convince the drinking person of his painful addiction. All the patient's excuses that he drinks because he is tired, has problems in the family, at work, is subject to stress, etc., these are just excuses. In fact, he has an addiction (craving), which he cannot cope with without help.
• Next, you should find the possibility of forming the patient's awareness of the fact of the need for a sober life.
• After achieving the above goals, a setting for treatment and sobriety is created. Against the background of the work done, it is already possible to proceed to the direct psychotherapy of alcoholism, getting rid of cravings.

Introduction ................................................ ................................................. ................................................. ................................. 2

Chapter I. Social and socio-emotional problems of children from families of alcoholics 7

1.1 Parental alcoholism and its consequences on the mental development of children.................................. 7

1.2 Medico-social aspects of the impact of alcoholism on children.................................................................. .... 12

1.3 Influence of the family on the formation of additive mechanisms .............................................................. ....... 23

Chapter II. General aspects of the problem of social rehabilitation of children from families of alcoholics 28

2.1 The concept of social rehabilitation of children from families of alcoholics .............................................................. 28

2.2 Psychological foundations of social rehabilitation............................................................... ................... 35

Chapter III. The practice of social work with children of alcoholics in the Sosensky Municipal Center for Social Assistance to Families and Children "Rovesnik" ................................... 41

3.1 The system of work with children from families of alcoholics in the Social and Rehabilitation "Rovesnik" 41

3.2 Game correction of the behavior of children in a group .............................................. ......................................... 43

3.2. The program of game correction of disorders in the development of the properties of the subject of self-consciousness and communication in socially and pedagogically neglected children........................................................................... ................................................. .46

Conclusion................................................. ................................................. ................................................. ....................... 62

Literature................................................. ................................................. ................................................. ......................... 64

Attachment 1................................................ ................................................. ................................................. ................... 66

Appendix 2 .................................................. ................................................. ................................................. ................... 68

Introduction

The theme of this work is “Social rehabilitation of children from families of alcoholics”.

The relevance of this work is predetermined by the need for personal and social adaptation of children whose parents drink alcohol, thereby preventing their own children from developing fully, getting an education, and living a happy life. Support for such children, assistance in their rehabilitation, successful emotional and mental development consists in the continuous creation of a set of techniques, methods, means, forms and control of social pedagogical activity. The development of technology for the adaptation of children from disadvantaged families (and all drinking families, without exception, can be classified as disadvantaged) is very relevant, since it is a set of methods and techniques of practical social pedagogical activity, characterized by a rational and expedient sequence of actions and the use of a social tool by a social teacher. Creation optimal conditions for the successful development of a child from a dysfunctional family, as well as the functioning of this family itself is one of the most important social tasks. The process of humanization of social relations that has been outlined in our country should determine new, independent areas of social assistance and support for families who have fallen or are chronically in a difficult situation, dangerous primarily for children born or brought up in such difficult conditions, as well as for the family itself and for society as a whole. However, today there is a clearly expressed tendency towards the "exclusion" of dysfunctional families from the general adaptive context, which acquires special content in conditions of economic instability, the disintegration of social institutions and systems. This situation can be explained by the growth in the number of such families, the unsatisfactory functioning of the system of their social protection and support. Families of alcoholics prefer to apply administrative measures, or rely on law enforcement agencies, journalists or the public, work with these families and their children is at best episodic, but not systematic and is expressed in the form of raids, checks, demonstrative charitable actions.

This paper will reveal the essence of an effective, but not yet fully mastered form of social work with families in a difficult situation, experiencing any kind of crisis, social patronage and patronage. Established in the practice of social work, patronage and patronage is one of the forms of social service for families in crisis (in our case, families of alcoholics), who do not have enough resources to meet their even basic needs, not to mention the needs of children, and who have vital problems but are unable to solve them on their own. It includes several functional components - prevention, support, assistance, social protection. The implementation of preventive functions is aimed at strengthening vital forces and potentialities, development and social adaptation and rehabilitation of children from families of alcoholics. Prevention aims not only to meet the needs and solve the problems of a child who finds himself in a difficult or critical situation, but also to return him to a normal life, neutralize and eliminate those risk factors that can lead to the development of negative trends, and sometimes to tragic consequences. .

The problem of family alcoholism is currently of particular concern. Children are the first to suffer from alcohol abuse. Negative consequences are conception in a state of intoxication, alcohol intake by the mother during pregnancy - all this leads to various defects in the development of many organs and systems of the child's body. Disturbances of the central nervous system are especially often noted. In addition, in familial alcoholism, mental retardation is often combined with severe impairment of attention, memory, and emotional-volitional sphere.

The adverse effect of parental alcoholism on children is not limited to deviations at the biological level. Family alcoholism forms a complex of negative macrosocial influences on the child. Therefore, even in the case when the maturation of the organism occurs relatively safely, the problem of social de-adaptation of such children arises with all acuteness. Emotional-behavioral and personality deviations in children, acquired as a result of improper upbringing, make it difficult to form normal interpersonal relationships and social adaptation in general.

In turn, social disadaptation is a powerful adverse factor that aggravates personal and behavioral disorders. It contributes to the formation of persistent psychopathic states, asocial forms of behavior. In this regard, timely and purposeful work with such children is of particular importance. Unfortunately, experience shows that teachers, both in mass schools and specialized schools, are not sufficiently aware of the specific difficulties of raising and educating children from alcoholic families. Therefore, it seems necessary to study in more detail the characteristic disorders of the mental and personal development of children of alcoholics in order to further use the results obtained to improve the methods of correction and education of such children.

In order to make the system of patronage in families of alcoholics the most effective, we have proposed the method of SAN for children from families at risk. Based on the results obtained, it will be possible to identify the most effective line of targeted social patronage for children from drinking families.

The role of the state in solving such problems is significant. As of January 1, 1998, 2,415 institutions of social services for families and children functioned under the jurisdiction of the social protection authorities. various types, as of January 1, 2001 - about 3100.

Territorial centers of social assistance to families and children are becoming more widespread - basic multidisciplinary institutions (220 centers operate in 65 subjects of the Russian Federation). It is necessary to note a clear trend in the development of district and city institutions of this type.

Dynamics of development of centers for social assistance to families and children in last years testifies to the growing authority of these institutions in various regions of Russia, their importance in solving urgent problems of the family and childhood. It is these social service institutions that are able to provide effective comprehensive assistance to families and children on a wide range of issues, to prevent many negative manifestations related to the fulfillment of family functions.

Centers for psychological and pedagogical assistance to the population occupy an important place in the network of social service institutions for families and children. They operate in 24 subjects of the Federation, their number is constantly growing: in 1993 - 3, in 1994 - 88, in 1995 - 100, in 1996 - 123. Over the past year, more than 252 thousand people used their services, including 152 thousand . minors.

The specifics of the work of psychological services is largely determined by the situation of families who live in a given territory in conditions close to extreme. First of all, they include families that have adapted to their difficult situation and do not want to get out of an unfavorable situation on their own, preferring dependence on outside support to the formation of an active life position and therefore gradually occupying a niche of antisocial behavior. An example of families of this kind are, in particular, families where alcoholism occurs in one or both spouses.

Subject of study: mental and personality deviations in children from families of alcoholics and their changes under the influence of social rehabilitation influences.

Object of study: children from families of alcoholics included in the social rehabilitation process.

Purpose of the study: determine the most characteristic mental and personality changes in children from families of alcoholics and consider how, taking into account these data, it is necessary to provide social assistance to this category of children.

Research hypothesis:

As a questionnaire for adolescents, we proposed the SAN methodology. It can be assumed that the surveyed adolescents from drinking families have not only the indicated social problems and difficulties with social adaptation, but they have huge health problems, which makes it difficult for them to have a normal existence. Poor health of children of alcoholics can be associated with the lack of any parental control over them, poor nutrition, and lack of medical supervision of them. It can also be assumed that teenagers from drinking families have problems with law enforcement agencies, constantly violate public order, and maybe even the law. All this is due to the lack of so-called sanogenic thinking in these children (its essence will be revealed in the main part of the work). Thanks to the processing of the survey results, we will be able to develop the most effective methods of correction and social patronage, as well as work with children of alcoholics

Distortion of family relations and educational influence in the families of alcoholics on children, manifested in the loss of parental care and assistance when their parents are alive, often family “family cruelty”, which includes, along with rejection, beatings, beatings, cases of violence, violation of the conditions of early socialization, due to maternal and socio-emotional depression, leads both to mental and personality deviations in development, and to the emergence of a high level of anxiety, aggressiveness or depression, apathy, as well as neuropsychiatric disorders and various behavioral deviations.

The main way to help children from families of alcoholics included in the social rehabilitation process is: firstly, the development and implementation of psychological and pedagogical programs aimed at reducing and eliminating these and other deviations and organizing psychotherapeutic work, and, secondly, to create conditions for the consistent social integration of such children into the normally developing social environment of their peers.

Research objectives:

1. To analyze the literature on the problems of parental alcoholism and their consequences on the mental and personal development of children and determine the main directions for the study of such children.

2. Select methods for studying the characteristics of the mental and personal development of children in families of alcoholics and organize their study.

3. Consider domestic and international experience in organizing social work with children, one or both of whose parents suffer from alcoholism.

Chapter I. Social and socio-emotional problems of children from families of alcoholics

1.1 Alcoholism of parents and its consequences on the mental development of children

Alcoholism is a painful addiction to alcohol, which develops as a result of its habitual use and leads to the loss of socially valuable spiritual and physical qualities by a person. The fight against alcoholism in our country and in the world is becoming increasingly important. This is due to the fact that this disease harms not only the health of the drinker, but is also a complex problem that includes a number of aspects: social, economic, educational, legal, psychological. Of particular concern is the problem of family alcoholism. It is no coincidence that among the reasons for divorce in economically developed countries, alcoholism of one of the parents reaches 60-80% of cases. At present, half of the divorces in Russia occur at the initiative of women in connection with the husband's alcoholism.

A chronic, mentally traumatizing situation in a family adversely affects the health of all its members. In such families, a situation develops that makes it impossible for the full-fledged upbringing and education of children: constant scandals, rudeness, violence from parents, lack of mutual understanding - all this leads to mental limitations and psychophysical underdevelopment of children. A study of children of parents who abuse alcohol has shown that drinking, even in its most innocuous form, has bad influence on the physical and mental development of the child. Cases when "quite normal" children are born to malicious alcoholics do not prove the harmlessness of parents' alcoholism, but only indicate that the drunkenness factor acts in conjunction with a large number of other factors.

In addition, it should be noted that a detailed analysis of the developmental features of these so-called "normal children" shows that they have deviations in the emotional-volitional and personal spheres. Parents-to-be should be aware that an episode of alcohol consumption (for example, by a mother during pregnancy) can play a fatal role in a child's development. This case may turn out to be the only drop that overflows the vessel and makes it possible for the unfavorable burden of heredity to pour out or other unfavorable prerequisites for development to manifest themselves.

Despite the wide variety of directions and the nature of the mental and physical development of children in the conditions of family alcoholism, its general patterns are also revealed.

First of all, alcoholism of parents leads to somatic pathology: premature birth, lag in the physical development of the child. Such children develop poorly, suffer from various diseases. In some cases, the alcoholism of one of the parents leads to the birth of a child with various deformities. In medicine, there is a special term for the designation of disorders in children of alcoholics: gross malformations of the fetal body systems under the influence of alcohol are called alcoholic embryopathy. This condition is characterized primarily by underdevelopment or abnormal development of certain parts of the body, congenital heart defects, defects in the structure of the upper and lower jaws, eye anomalies, and abnormal development of the joints.

Usually children of mothers of alcoholics attract attention beyond their age due to low weight and height, small head. Dysfunction of the nervous system manifests itself from the first days and months of life in the form of a specific delay in psychomotor development.

40-60% of children of alcoholics suffer from oligophrenia and mental retardation. Signs of this defect are manifested in all areas of the child's mental activity, including emotional and volitional. Children do not assess the situation well and are not able to change their behavior based on its characteristics. Many of them are not critical enough to their condition, their emotions are superficial, too suggestible. Despite the fact that the level of development of mental functions in oligophrenia is directly dependent on the severity of the pathology, the possibilities of social adaptation of such a child are largely determined by the conditions of education and upbringing.

Violation of the mental development of children, parents suffering from alcoholism, can be due not only to oligophrenia, but also to a delayed pace of development of the central nervous system. In these cases, children, although they are not mentally retarded, lag behind their normally developing peers in terms of the pace of their mental development. This group of children in the domestic literature is referred to as children with mental retardation (ZPR), who have a lag in the development of such mental operations as analysis, comparison, synthesis.

Improper upbringing or the absence of it as such contributes to the strengthening or appearance of genetic abnormalities in children's behavior. These are cases when children are abandoned to the mercy of fate by parents who lead an immoral lifestyle, when the child is superfluous, rejected and sees constant examples of cruelty, conflicts and falsehood on the part of adults. Pathology breeds pathology, just as parents suffering from alcoholism, the more characterologically changed and deprived of a sense of responsibility for the health and upbringing of children, the more they have deviations in relations with them.

Such heredity and the social situation of the child's development (lack of care and affection, life in a state of constant fear and unpredictability of parental behavior) provoke the formation of specific character traits due to the child's experiences and his internal conflict in response to the action of psychological stress factors coming from outside. An internal conflict is the result of a collision in the mind of a child of opposing, affectively colored relationships to loved ones in family alcoholism, such experiences occur very often: it can be an ambivalent attitude towards a drinking father or mother, or a combination of resentment and love for parents in children brought up in orphanages and boarding schools

Let us highlight the common features that are inherent in the children of alcoholics in terms of the formation of their character as a combination of innate and external influences. First of all, children from families of alcoholics are very impressionable. Impressibility is closely related to emotionality as a special kind of long-term emotional memory. It helps to remember unpleasant events, their fixation. The child remembers insult, insult, fear for a long time, returns with his experiences to the past and cannot so easily. like others, start in their actions and deeds from the present. Almost all alcoholics are unable to identify or express their feelings.

The child is simply isolated from feelings. From birth, he feels a dissonance between the behavior of his parents and their assurances that "everything is in order", "nothing happened." The child learns not to notice, not to react to the feelings of others, he tries to keep his experiences in himself. That is, impressiveness (a tendency to internal processing of feelings and experiences) is a quality that is also inherent in most children from alcoholic families. It is especially difficult for children to experience resentment received from parents who, in a state of alcoholic intoxication, insult, threaten to beat or even kill them. But children, neither with their parents, nor among their peers, will never talk about this, about their suffering. After all, it is quite natural for children to be proud of their parents, however, they understand that their families are unfavorably different from others, but they still begin to protect their family. Children better experience everything in their hearts, they are convinced that what is not said out loud does not exist. Keeping this "big secret" is more important than talking about your feelings. Also, children from alcoholic families have internal instability due to the presence of incompatible, oppositely directed feelings and experiences, a tendency to anxiety and unrest. The last quality is determined, according to L.I. Zakharov with increased emotional sensitivity, shocks and fears that sharpen emotionality, or the transmission of anxiety and anxiety on the part of parents, the insolubility of any vital situation for the child. blocking his vital needs, interests and inclinations, inability to assert himself, lack of internal unity.

Experiences that are insoluble for children are caused by a chronic psycho-traumatic situation, a source of constant mental stress. Against this background, additionally acting mental traumas increase the pathogenicity of the life situation, since the child cannot cope with them. Together with an internal conflict and an unfavorable combination of life circumstances in general, this allows us to talk about the appearance of an unsuccessful, traumatic life experience.

The situation is complicated by the fact that children can, due to their limited and already deformed experience, the conditions of upbringing and relationships in the family, emotionally react to the accumulating neuropsychic stress. When long-term stress exceeds the adaptive capabilities of children, does not allow them to express themselves, to resolve the traumatic situation in a timely manner, then it undermines the ability to adequately perceive themselves, accompanied by a decrease in self-esteem, lack of confidence in their strengths and capabilities, fears and anxiety, a sense of helplessness and impotence, i. e. development of ideas of self-destruction, inferiority, inability to be oneself among others.

All these violations lead to various forms of misbehavior in children. EAT. Mastyukova identifies the following forms of behavior of children of alcoholics. First of all, these are protest reactions. Such reactions most often occur in the presence of alcoholism of one of the parents. The child becomes rude, naughty, seeks to do everything out of spite. Along with active reactions of protest, passive reactions may differ when a child leaves home, is afraid of his parents and does not return, then gradually begins to avoid communication with his peers. Against this background, the child easily develops neurotic disorders: sleep disturbances, mood instability. Tics, stuttering, enuresis can be observed. A sharper manifestation of passive protest are suicide attempts, which are based on an overly pronounced feeling of resentment, a desire to take revenge, to scare. In some cases, these attempts are demonstrative.

Another form of violation of the behavior of children with family alcoholism is imitation behavior. Children, due to their general neuroticism, increased suggestibility, emotional and volitional instability, have an increased tendency to develop socially negative forms of imitative behavior, such as foul language, hooliganism, petty theft, and vagrancy. These data convincingly show the role of the environment in the prevention of behavioral disorders and character pathology in children of alcoholics.

In a chronically difficult family environment, these behavioral difficulties gradually increase and acquire the character of a habitual behavioral stereotype for the child.

All these violations can become the basis for the formation of persistent pathological personality traits that impede its social adaptation.

Thus, as a conclusion, we can say that alcoholism is a complex problem that includes a number of aspects: social, medical, educational, psychological. Family alcoholism is a particular problem at the present time. Drinking parents harm not only their health, but also the future. Almost all children from alcoholic families are born with defects: from minor disorders to gross malformations and deformities. And if a child was born physically healthy, then his mental development steadily suffers, because. He is brought up in conditions of constant fear. scandals, unbalanced behavior of parents, and often cruelty and violence on their part. As a result, children grow up nervous. emotionally unstable and with low self-esteem, with various forms of pathological behavior. All these violations significantly complicate the process of raising and educating children, and limited and deformed life experience does not allow children to successfully adapt to an asocial environment.

1.2 Medical and social aspects of the impact of alcoholism on children

In 1915, the Pirogov meeting of Russian doctors adopted a resolution on the dangers of alcohol, which reads: “... there is not a single organ in human body that would not be subjected to the destructive effects of alcohol ”Already in those years there were enough facts confirming that the use of alcoholic beverages is detrimental to health, but even more so it harms future offspring. Currently, there is a lot of literature about alcoholism and its consequences on various areas of human life. A lot of books and periodicals are devoted to this problem. II of them, the authors, depending on their profile, reveal the essence of alcoholism as a complex problem, the effect of alcohol on various systems of the human body, including children, provide various data indicating that alcohol intake is not in vain for health, both physical and mental. All these studies and publications are aimed at preventing and reducing the spread of alcoholism among the population.

Corresponding member of the Russian Academy of Medical Sciences Alipov V.I. and doctor of medical sciences Korkhov V.V. in their book "Alcoholism and Motherhood" they talk about the effect of alcohol on the female body and offspring. They calculated that with regular alcohol intake, the risk of alcoholic embryopathy (damage) to the fetus increases to 30%, and in alcoholic mothers, the likelihood of a child dying during childbirth, the risk of late miscarriage, and fetal hypoxia increase significantly. Also, these scientists found that in 54% of cases, children of alcoholics start walking and talking late, in 30% - physical development lags behind, inhibition of mental abilities - in 15% of cases, in 33% of children there is a mental retardation. With family alcoholism, 64% of children suffer from oligophrenia and mental retardation, 32% from epilepsy, 27% from neuroses.

Lebedev B.L., Dunaevsky V.V. also studied the problem of alcoholism. In their work, they focused on the interaction of alcoholism and the family, studied its impact on the development of the child. This authors agree with the doctor V. Dulnev in the statement that in families where the husband drinks a little alcohol (2-3 times a week for 4-5 years), children are born with distinct signs of mental retardation. If such use of alcohol continues for 8-10 years, then the mental retardation of children in this family is so deep that they cannot study in a regular school. Parental alcoholism leads not only to oligophrenia and mental retardation, but also to other mental illnesses in children. For example, alcoholic parents are noted in 60% of children with epilepsy. There is evidence that the mortality rate of children born to alcoholics is 10%, and surviving children have frequent convulsive seizures, enuresis (continuing even at an older age), frequent deformities and a predisposition to various internal diseases. These terrible data prompted scientists to study the mechanisms of the influence of alcohol through the body of parents on the body of a child. The result was materials that tell about the negative impact of alcohol on children and their psychological development.

Such a book is a collection of lectures on the effect of alcohol on the human body, which was compiled by Tabokhlin V.I. and Zhdanov S.

It talks about parental alcoholism, how this substance affects the reproductive function of men and women, about the ways alcohol enters the fetus and the disorders it leads to. These authors, agreeing with all researchers, argue that alcohol is the strongest substance, especially active in the period from 1 to 8 weeks of pregnancy, when the main organs of the fetus are laid. The reason is that, according to experts, it is powerless to fulfill its role of protecting the fetus against a number of new, unfamiliar substances, which include certain drugs, and especially alcohol. This is understandable, since the placenta and its functions were formed long before a person began a relationship with alcohol.

It was also stopped that, firstly, it easily penetrates through the placenta to the embryo and fetus, and secondly, it damages it and through these damages harmful pathogens of various diseases rush to the developing and still helpless organism. jto the main reasons why children with developmental defects are born to drinking parents.

The effect of alcohol on the child's body is also described by Borisov E.V. in his book Alcohol and Children. However, he focuses not on how the alcoholism of parents affects the development of the child, but on the study of the use of alcoholic beverages among children.

This problem is also relevant, since in drinking families children often follow in the footsteps of their parents. Therefore, it is important to start the prevention of alcoholism among the younger generation in time and with knowledge of the matter. This question has been studied very carefully.

The once well-known teacher D.V. Kolosov. He devoted a number of his books to the study of alcoholism as a social phenomenon, its place in the teenage environment. He gave a great place in his works to questions of anti-alcohol education.

In the book “Conversations on Anti-Alcohol Education”, he examines in detail the issues of preventing drunkenness and alcoholism in adolescents and youth, gives recommendations on where to start anti-alcohol work and how to work with the so-called “threatened contingent”.

All the considered and many other materials are devoted to the study of the influence of alcohol on the physical development of children, on the formation of various defects and diseases in them. However, as has been mentioned more than once, alcohol harms not only somatic development, but also the child's psyche, through a combination of factors disrupts the process of socialization and social adaptation. Relatively little literature has been devoted to the study of the influence of family alcoholism on mental and personal development, since this issue has only recently been thoroughly addressed. For this reason, to date, there are only a few fundamental studies of the child's psyche, distorted by the alcoholism of parents.

EAT. Mastyukova with a group of scientists, using psychological gestures, examined 50 children from families in which one or both parents suffered from chronic alcoholism.

By age, the children were divided into 4 groups; 1) from 1 year to 3-4 years: 2) from 4-5 to 8-9 years: 3) from 9-10 to 12-14 years - 10 people in each group: 4) from 14 to 17 years - 20 people.

The results of observations of children aged 1 to 4 years during walks, classes and games and data from a special survey revealed a significant similarity in their behavior. They easily made contact with both familiar and unfamiliar children and adults. In communication, they were characterized by liveliness and not mediocrity. However, contacts, as a rule, were superficial and short-term: these children easily left one partner in the game and moved on to another. Their mood changed rapidly, the revival was replaced by crying and screaming.

The games of such children were primitive - more often in the form of simple manipulations with objects and short-lived. From toys they preferred noisy, rattling, whistling, they liked to throw them, knock them, achieving a noise effect. As a rule, they did not show any interest in books, even with bright, large pictures, they could not, at least for a short time, fix their attention on the same toy, picture.

In activity they were impulsive, unfocused, easily distracted by any external stimuli. At the same time, manifestations of inertia of mental processes, "stuck" on one and the same action, were not uncommon.

Neatness, self-service skills were not formed in any child from this age group. Most of them continued to receive food from bottles with nipples until the age of 3-4, sucked or gnawed on pacifiers, toys, fingers, nails. Antics, obsessive movements, grimaces were often noted. When falling asleep or tired, stereotypical movements were observed: rocking from side to side, rolling from side to side, etc.

Communication with others in these children was carried out mainly by gestures. In most children up to 2-2.5 years, and in some even longer, speech was babble. At the age of about three years, they had separate words that had an amorphous, agrammatic structure. For example, a child was shown a picture of a teddy bear sleeping on a couch and asked the following questions:

"What is the bear doing?" - "Sleep."

“What does he sleep on?” - “Bed”.

"What is the bear covered with?" - "Blanket".

The understanding of speech by these children is limited to a specific situation. For example, when asked to show the house in the picture shown to him, the child runs up to the window and shows the house on the playground in the nursery yard. Such attachment of a word to a specific object indicates a child's lack of understanding of the meaning of this word.

Thus, that stage in speech development, which in normally developing children corresponds to the second year of life, most children with familial forms of alcoholism go away only in 3-4 years.

As for the peculiarities of the thinking of children of this category, they had pronounced difficulties in the elementary classification of objects.

Folding simple split pictures (of 2 - 3 parts) was available to them only if there was a sample in their vision, in some cases, only by superimposing on the sample. Similar results were obtained when folding figures from sticks, cubes, and a simple mosaic.

The low level of development of speech and thinking of the surveyed children of early age (up to 3-4 years) extremely limits the ability to fulfill the requirements that society imposes on normally developing children of this age. Therefore, primitive behavioral reactions that are inadequate to age and situation often appear in their behavior. Being limited in the means of communication with the people around them, such children often defend their point of view by screaming, crying, aggressive antics, or vice versa, by excessive affection, stickiness, affection.

If a normally developing child by this time begins to master his behavior, then the children of the surveyed contingent up to the age of 6-7 are in the grip of passion.

It is no coincidence, therefore, that there is an increase in signs of social maladaptation in children of the second age group (4-8 years). As a rule, at the age of 4-5 years, they are not able to understand the conventions and accept roles in role-playing games, and at 6-7 years old they have difficulty participating in games with rules. Excessive impulsiveness, affective explosiveness, irresponsibility do not allow them to win the sympathy of their peers and take a stable position in the team.

The examined children 4-8 years old are not able to get out of the influence of a particular situation. So, they do not fulfill the requirements of the educator to go to bed, because they cannot overcome the desire to part with an attractive toy. Faced with difficulties in completing tasks, they are easily distracted by extraneous stimuli. Lack of focus and weakness of control were characteristic of them in almost all activities.

At the same time, it is precisely at the age of 4-7 that these children develop their speech intensively, and the possibility of elementary generalization and systematization of objects and phenomena arises. They cope with the proposed tasks (“classification of objects “fourth extra”, “consecutive pictures”, etc.), but with the help of an adult. Normally, by this age, the possibility of independent organization of activities is much higher.

The leading role among the mental processes in the older preschool age in normally developing children is played by memory. For children whose parents suffer from alcoholism, at the age of 4-8 years, the predominant development of perception is characteristic compared to memory. Such a place of perception in a number of other mental processes, on the one hand, and the above-noted indivisibility of the effective-need sphere, on the other, underlies the weak awareness and arbitrariness of one's behavior.

In the characteristics of teachers, educators, relatives of children of parents suffering from alcoholism, there are often indications of cases of petty theft already at preschool age. These actions cannot be regarded as asocial, since they do not contain elements of intentionality, full awareness and arbitrariness. On the contrary, it is the absence of these elements that leads to the commission of such actions, i.e., the external situation acts as a motivating force, and the mechanisms of arbitrary regulation have not yet been formed.

At first glance, it may seem that the children of parents suffering from alcoholism lag behind the norm only in terms of development, repeating qualitatively the same stages that their normally developing peers went through, but at an earlier age. In reality, this is not so. And the entry into a new period of life - the period of schooling clearly shows that the need to adapt to a new social situation of development contributes to the formation in them of peculiar personal characteristics that are qualitatively different from those characteristic of preschoolers and younger students who grew up in normal family conditions.

Complaints addressed by teachers and parents of children aged 7-8, primarily relate to their restlessness, inattention, lack of focus, unwillingness to work, etc.

When examining these children, signs of socio-pedagogical neglect are clearly detected in the form of a limited vocabulary, poverty of knowledge and information about the world around them, insufficient assimilation of many skills (counting, reading, writing, drawing, etc.). They have mastered elementary generalizing concepts (animals, plants, transport, furniture, etc.), but when defining concepts independently, they are guided not by essential, but by specific situational signs.

As for the personal characteristics of children aged 9-12, they are characterized by an overestimation of the level of claims and self-esteem, the absence of experiences in case of failures.

The experiences of children whose parents suffer from alcoholism are superficial and unstable, do not have a significant impact on the motivational and intellectual spheres, and, consequently, on behavior in general. This is due to the children's lack of awareness of their experiences; not getting into the sphere of consciousness, they are quickly forgotten, and as a result, children rarely think about the consequences of their actions and do not plan them.

Lagging behind in general mental development, on the one hand, and high demands from the school, on the other, lead to conflict situations, the main way out of which at primary school age is to leave: absenteeism, running away from home.

Such a protest against the demands of the social environment becomes most active by adolescence. Of the 20 adolescents surveyed, 14 were registered in a narcological dispensary for episodic or systematic use of alcohol, substances with a narcotic effect.

The inaccessibility of fulfilling many social requirements, for example, those associated with schooling, leads to the search for workarounds for self-assertion, in particular, to antisocial actions.

Goals in normally developing children in adolescence, there is a peak in the formation of self-awareness, then in adolescents with signs of chronic alcoholism, drug addiction, self-awareness is poorly developed. A kind of compensation for the immaturity of self-consciousness is the increased suggestibility of such adolescents to antisocial actions.

Disturbances in the mental development of children with family alcoholism can be aggravated by such neuropsychiatric diseases as epilepsy, mental retardation, visual and hearing defects.

Thus, conducted by E.M. Mastyukova studies show significant deviations in mental development at all age stages in children with family alcoholism.

Psychiatrist V.V. Kovalev, based on his experience and observation of the behavior of children from families of alcoholics, identifies three groups of disorders:

1) non-pathological forms of behavioral disorders associated with mental deprivation and poverty of children's life experience;

2) pathological, associated with disruption of the activity of the central nervous system under the influence of a combination of its biological insufficiency and incorrect forms of education;

3) compensatory and hypercompensatory behavioral disorders, which are secondary in nature and determine the child's desire to adapt to his insolvency

Non-pathological forms of behavioral disorders are situational in nature, that is, they arise in response to a particular situation. and are characterized by short duration and instability of manifestations, the absence of violations of social adaptation and somatovegetative disorders (there is no violation of cardiac activity, increased heart rate, respiratory disorders, increased sweating, color changes skin etc.).

A feature of these forms of behavior is their focus on the person who caused the conflict experience in the child, which manifests itself in the form of rudeness, the desire to annoy a certain person.

Sometimes these non-pathological forms of behavior, in the absence of proper educational measures, can take a protracted course, which leads to violations of social adaptation. In these cases, their structure becomes more complicated, and various somatovegetative disorders join them in the form of palpitations, increased sweating, violent coughing, vomiting, etc.; then the reactions of protest acquire already a pathological character.

Pathological forms of behavioral disorders are based on organic disorders of the central nervous system. They are diffuse in nature, i.e., they manifest themselves not only in the microsocial environment in which the experiences arose, but also outside. Their fuzzy focus on a specific person or a specific situation is noted, and therefore, even when the situation changes, the behavior is pathologically stereotyped. In pathological forms of behavioral disorders, neurotic disorders are always observed in the form of disturbances in mood, sleep, cardiac activity, respiration, etc., and usually there are manifestations of social maladaptation.

So, with pathological reactions of passive protest, the child not only refuses to attend school or individual lessons, but even when reminded of the need to attend them, he experiences various neurotic reactions: tics, violent coughing, vomiting, palpitations, excessive sweating. The mood of such a child is usually depressed, sleep is disturbed.

With pathological reactions of active protest, the child often establishes habitual aggressive behavior towards others. The child becomes rude, disobedient, stubborn in relations with adults, tries to do everything out of spite. It is also accompanied by low mood, sleep disturbances. appetite and other neurotic disorders.

The most common pathological forms of behavior in children of parents suffering from alcoholism are motor disinhibition and increased affective excitability, as well as a tendency to hysterical reactions.

Compensatory and hypercompensatory forms of summing up are aimed at hiding from others some of the weaknesses of their personality. In addition, they can be a means of "psychological protection" of the individual from experiencing their own inferiority. For example, orphans often imagine that they have found their parents, or that one of the caregivers who shows the most attention to them is their mother or relative.

If internal conflict experiences are pronounced, compensatory forms of behavior can manifest themselves in a saw of ostentatious bravado, violations of school discipline. Girls in these situations may also state that they “have been sexually active for a long time”, boys - “that they smoke, drink, use drugs, are associated with various groups”, etc. These reactions appear more often in adolescence, when the desire for sex increases. gaining the missing prestige.

Deviations in the mental development of children with family alcoholism often disrupt their adaptation to school, most of them study with great difficulty. Children are weary of being at school, they annoy their comrades with their disinhibition and foolishness. The personality of these children is formed disharmoniously; they do not have the integrity of experiences, internal self-doubt is often combined with increased self-esteem, external indifference to others - with excessive vulnerability. In boys, there is a desire for onanism.

Persons with these forms of behavioral disorders constitute a "risk group" in relation to alcoholism and substance abuse.

The initial period of alcoholization in them is often accompanied by manifestations of bravado, combined with uncriticality, lack of field control, and in some cases with disinhibition of drives. Such combinations lead to a more pronounced personal pathology, to social maladaptation. The deepening of social maladjustment increases the attraction to alcohol, with the help of which the teenager is looking for a "way out" of constantly emerging conflict situations. In this way, mental, and then physical dependence on alcohol begins to form with manifestations of a hangover syndrome. As social maladaptation grows, the mechanism of self-development of alcoholism as a disease is switched on.

Ann Smith, a well-known American narcologist, also devoted her work to studying the psyche of children and even grandchildren of alcoholics. In the process of working as a narcologist, she examined many families and identified the main features inherent in the children of alcoholics. First, it is low self-esteem. It is impossible to grow up in an environment of emotional neglect or, at best, a contradictory upbringing, to gain sufficient self-confidence. The appearance of low self-esteem in children of alcoholics depends mainly on the role they played in their families.

E. Smith identifies 4 groups:

1) "hero of the family" - the constant desire of the "hero" to please and earn the approval of others, especially in the family, is motivated by an extremely low assessment of their own capabilities. Such children are focused on doing everything perfectly and taking responsibility for what happens.

2) "scapegoat" - externally show low self-esteem by destructive behavior. They are ready to offend, offend others, giving rise to internal conflicts and dissatisfaction with themselves in their souls. Despite their desire to be different, children become very much like their parents, whom they hate.

3) "lost child" - suffers from constant loneliness, a feeling of inadequacy in comparison with others. Their low self-esteem and attitude are also noticeable outwardly: they are often shy.

4) "family talisman" - constantly strives to attract manne stumps with his humor, tenderness, and soreness.

Specialists in child psychiatry believe that the first five years of a child's life are decisive in the formation of a healthy and positive concept of one's own "I". Many disorders occur before the formation of a child's memory. Therefore, it is important to start working with children as early as possible.

Secondly, it is a focus on the external environment. Alcoholic families harbor the idea that if you wait enough time, everything will fall into place without any action being taken. Constantly living in an atmosphere of stress, when the feeling of helplessness prevails, leads to the idea that it is not worth changing anything, because. it won't lead to anything good. Every day, children of alcoholics evaluate the actions, thoughts, feelings of others. This ability develops out of necessity in the alcoholic's family, where the moral climate depends entirely on what the alcoholic does or has done. The focus on the external environment in such families leads to the fact that children live by reactions to the world around them, they are sincerely mistaken, believing that when the “environment” changes, they will also bury everything.

Third feature is the inability to identify or express one's feelings. Children of alcoholic families do not have the opportunity to take into account the attitude of their parents as an example for expressing feelings. They may know exactly how they should feel and even how to react, but in reality they themselves do not feel this elephant in the full sense. Adult children of alcoholics may well understand other suffering people and even help them, but they are unable to cope with their experiences.

The fourth distinguishing feature is the inability to ask for help. Since denial is the main symptom of alcoholism, it is in the very nature of the disease that the desire to hide alcohol use and related family difficulties is inherent. Therefore, no matter how hard it is for children, they will not ask for help, they will hide the situation in themselves. Whether by necessity. whether out of fear of trust, children of alcoholics learn to take care of themselves. And as adults, children cannot hope that others are willing to help them, and become unable to ask others for help themselves. At the same time, they are obligatory in relation to helping others, even when there is no need or people do not deserve it.

And the last characteristic feature is extreme thinking. Our ability to make decisions to consider alternatives and act accordingly in difficult situations depends to a large extent on the examples taught to us in families. Families of alcoholics who live almost constantly under stress have unique ways of coping with stress. And when a recognized situation is unavoidable, then the decision-making process and subsequent actions are mainly reduced to the search for the culprit, and then there is either excessive activity or almost complete passivity.

So, according to the results of E. Smith's observations, these main features inherent in children from families of alcoholics were identified. Growing up, children cannot get rid of these shortcomings, and their distorted emotional sphere leaves an imprint on the emergence of a range of problems due to difficulties in relationships, lack of knowledge of the language of feelings, low self-esteem and great irritability. All this and the complex prevent normal entry into adulthood. Thus, enough literature is devoted to the problem of the influence of parental alcoholism on the development of children. However, most of the sources are devoted to the study of developmental disorders at the level of organs and systems of the child's body, including the intellect. And the formation of the personality, character, emotional-volitional sphere of the child has not been studied so carefully.

1.3 Influence of the family on the formation of additive mechanisms

A family- this is the very first institution of the socialization of the child. “In the family… children master the ABC of human communication, through which they comprehend the algebra of relationships” (6, p. 50). The functional purpose of the family consists of important components. The more functions each individual family has, the richer the intra-family relations. Dysfunctional families, in particular, families where one or both parents suffer from alcoholism, destroy not only relationships, but also personal properties. The patterns of behavior learned in such families cannot help to strengthen the integrity of the child's personality and adequate perception of himself and other people. For children from such families, such significant processes for the individual as acceptance of the objective complexity of the world around them, full adaptation to changing conditions, the ability to take responsibility and make choices are complicated.

Family functions are “spheres of family life that are directly related to the satisfaction of certain needs of its members” (24, p. 405). N. I. Shevandrin identifies the following functions (24, p. 405-406): educational, economic, emotional, the function of spiritual communication, the function of primary social control, the sexual-erotic function.

The functions of the family can change their content and significance along with changes in social conditions. Various factors contribute to the violation of the implementation of functions: personal characteristics of family members, low level of trust and mutual understanding, living conditions, incomplete family composition, insufficient level of knowledge and skills in the culture of relationships and raising children, etc. In connection with the problem of addictive behavior, the emotional function acquires special significance which is realized in meeting the needs of family members for sympathy, respect, recognition, emotional support, psychological protection. With a violation of emotional stability, such phenomena as increased anxiety, fear of reality, loss of a sense of security and distrust of others can develop and become stronger.

Already in the prenatal period (before birth), the child is able to perceive changes in the emotional state of the mother. Ershova T. I. and Mikirtumov B. E. (5) note that emotional disorders of the mother can have a pathogenic effect on the development of the child, the degree of stability of adaptive processes at the time of birth and subsequent interaction with environment. Various factors contribute to the destabilization of the emotional state: increased anxiety of the mother during pregnancy, prolonged stress, worries about unwanted pregnancy, etc. The necessary basis is the first attachment of mother and child. It plays a determining role in the development of the child and the formation of his relationships both in the family and in society in general. Pediatricians believe that the first hour and a half after birth is the most critical period for successfully building a relationship of affection and trust between parents and children. This is the period of time when babies are in a state of maximum receptivity, which largely determines the depth and strength of attachment between mother and child.

The manifestation of indifference, rejection, hostility, disrespect by parents, the presentation of excessive demands, the exposure of the child to systematic punishment - all this can contribute to the formation in the child of basic hostility towards parents, detachment from the closest people, distrust. But it is precisely these factors that accompany families where one or both parents are alcoholics. Such an attitude towards parents at some points can be transferred to the attitude towards adults in general. The lack of trusting relationships greatly complicates the process of socialization. If a person has not learned to trust in childhood, “it is difficult for him to create close relationships with people. He runs the risk of falling into a vicious circle of isolation…” (16, p.57-58). A child's trust is strengthened when his problems resonate with others, when at a difficult moment the child gains support (but not overprotection, which deprives him of initiative). It is also important for a child to be sure that he is wealthy for others (primarily for close people) as an "accomplice" (in the best sense of the word) in many important events. He must be sure that his needs and his point of view are taken into account. So the child will be able to realize his passion for growing up. You can't become an adult all at once. Adulthood begins to form in childhood.

In the formation of addictive mechanisms in general and a tendency to alcoholism - in particular, parental programming has great importance. According to E. Berne “The script is a constantly unfolding life plan, which is formed ... ... even in early childhood, mainly under the influence of parents. This psychological impulse with great force pushes a person forward towards fate, and very often regardless of his resistance or free choice” (2, p. 173). According to the scenario, a person inherits not only diseases, but also a way of interacting with the environment. Therefore, if parents tend to experience fear of reality and seek solace and protection in the sensations achieved in contact with addictive agents (alcohol), then children will inherit this fear and a way of protection - avoiding reality. In the choice of addictive agents, the child can follow the line of his parents or find his own means. It is not at all necessary, for example, that if one or both parents are alcoholics, then the child will not escape the fate of the parents. The anti-scenario may be stronger. (One of the real cases: the son of an alcoholic chooses the profession of a narcologist).

The problem deserves special attention codependency. Families with addictive parents produce two types of people: addicts and those who care for addicts. Such family upbringing creates a certain family destiny, which is expressed in the fact that children from these families become addicts, marry certain people who take care of them or marry addicts, become those who take care of them (the formation of an addiction generation cycle).

Family members are taught the language of addiction. when it comes time to start their own families, they look for people who speak the same addictive language with them. Such a search for appropriate people does not occur at the level of consciousness. It reflects a deeper emotional level as these people recognize what they need. Parents teach their children their lifestyles in a system of logic that fits the addictive world. Emotional instability contributes to this.

It is important to analyze the characteristics of people who are in close relationships with addicts. We are accustomed to believe that the addict has a negative impact on those people who are close to him. But the other side of this phenomenon is that these people can influence the addict in a certain way, contributing to the addiction, provoking it, preventing the correction of this addiction. Here we come to the problem of codependency. Codependents are people who create favorable conditions for the development of addiction. The family as a whole is affected by addictive illness. Each family member plays a specific role in helping abuse. By raising children along with the addict, codependents pass on their style to children, instill in children insecurity and a predisposition to addiction.

Just as the addict becomes overconcerned with the addictive agent, so the codependent person becomes more and more focused on the addict, his behavior, his use of the addictive agent, etc. This co-addict changes his own behavior in response to the addict's lifestyle. Behavior modification may include attempts to control drinking, spending time, and social contact, especially with those who also have addictive problems. The codependent tries to keep peace in the family at any cost, seeks to isolate himself from external activities. It turns out to be fundamentally fixed on the addict and his lifestyle. Features characteristic of codependence:

§ a complex of lack of honesty (denial of problems, projection of problems onto someone, a change in thinking is so pronounced that it has the character of overvalued formations);

§ inability to manage their emotions in a healthy way (inability to express their emotions, constant suppression of emotions, frozen feelings, lack of contact with their own feelings, fixation on any one emotion (resentment, revenge, etc.) and the inability to distract from it);

§ obsessive thinking (recourse to formal logical thinking, creating a formula and subordinating everything to this formula);

§ dualistic thinking (yes or no without nuances)

§ external reference (focus on others);

§ low self-esteem due to the latter;

§ the desire to impress, create an impression, manage impressions based on a sense of shame;

§ constant anxiety and fear;

§ frequent depression, etc.

Codependents have to depend on others to prove their worth. Their main goals are to determine what other people want and give them what they want. This is the success of codependents. They can't imagine living alone. Codependents try to manipulate and control the situation. They try to make themselves irreplaceable. They need to be needed. Often they take on the role of martyrs, sufferers. They suffer in order to cover up the problem for the benefit of the people. Codependents save addicts from punishment, hide what is happening, as if nothing is happening, thereby depriving the addict of any responsibility for their behavior.

Chapter II. General aspects of the problem of social rehabilitation of children from families of alcoholics

2.1 The concept of social rehabilitation of children from families of alcoholics

Social rehabilitation of children means suitability, their ability to act, behave and communicate in society, while the abilities of children must meet the expectations of society. The implementation of the social rehabilitation of children from families of alcoholics returns them to social dignity, which means a person's awareness of his value, significance, recognition of this value in another person. On this basis, the exactingness of a person to himself, to his behavior and actions is formed.

The issues of social rehabilitation of children began to be dealt with quite recently. Only two decades ago, working with children from families of alcoholics consisted of either parents being treated for alcoholism, or they were deprived of parental rights, and the children were sent to orphanages and boarding schools, where the main emphasis is on providing vital needs and education. Little attention was paid to the fact that children from alcoholic families, due to unfavorable conditions of upbringing or lack thereof, enter adulthood completely unprepared, cannot adapt in a peer group and experience great difficulties in communication. This gave impetus to the understanding that work with children of alcoholics should be of a complex nature, necessarily taking into account the mental characteristics of children. EAT. Mastyukova believes that the correction of neuropsychiatric disorders in children from alcoholic families involves the implementation of medical and recreational, psychological and pedagogical measures.

The continuity of the treatment and correctional process is ensured by continuity in the work of various services and institutions in which the child is located.

A particularly important role belongs to specialized care and treatment at an early age, when the most intensive mental development of the child takes place. It is during this crucial period that communication with adults plays a leading role in the formation of the psyche. Therefore, the organization of an emotionally positive environment in which a child is brought up is the basis on which the entire treatment, correctional and educational process is carried out.

Comprehensive treatment and correctional work includes the organization of the correct regimen, good nutrition, physical education, stimulation of mental development, speech therapy, drug treatment and psychotherapy.

All these activities should be individualized according to age. physical and mental state of the child.

It is important to monitor the design of the room in which the child is located. In special children's institutions where the children of parents suffering from chronic alcoholism go, even such details as the color of the walls matter. coloring curtains, decorating playrooms, etc.

Young children need bright, large, light plastic toys, as well as medium-sized toys that can be easily taken in hand and with which various manipulations can be performed. It is important that the child has a permanent place to sleep, eat, and later - for personal belongings.

A favorable effect on the mental state of children is provided by special music classes. Music calms the child, evokes positive emotions in him and contributes to the development of his speech.

The main task of psychological and pedagogical measures is to prevent learning difficulties and behavioral disorders, as well as pathological personality development in this contingent of children and adolescents. All psychological and pedagogical influences have not only a preventive, but also a therapeutic and corrective orientation.

The necessary conditions for the success of all psychological and pedagogical work are its consistency and regularity.

Before carrying out psychological and pedagogical correction, it is necessary to have an idea about the features of the physical and neuropsychic state of each child, his family environment. In addition, it is important to identify the capabilities, inclinations and interests of the child. Particular attention is paid to determining the level of mental development of children. Experience shows that many of the children growing up in the conditions of family alcoholism, especially if they have pedagogical neglect due to a lack of communication with adults, may give the impression of being mentally retarded at the initial examination.

However, the correct pedagogical approach to these children, conducting special remedial classes in combination with drug treatment give positive results, which indicates that they do not have mental retardation. The existing difficulties in learning and behavior are associated with a mental retardation of the type of infantilism, but not with mental retardation.

Despite the high frequency of oligophrenia in offspring with familial alcoholism, it should be noted that such a diagnosis is difficult to make. The differentiation of mental retardation from other forms of intellectual impairment in these children is especially difficult and often requires long-term observation in the process of corrective and pedagogical measures. The beginning of their training is extremely responsible. The lack of formation of a number of prerequisites that make up readiness for schooling determines the initial failure of many of them. On the one hand, this may contribute to the misdiagnosis of oligophrenia. and on the other hand, it immediately causes a child's negative attitude towards school and leads to a deterioration in his mental state as a whole.

In this regard, an important task is to prepare the child for schooling and the correct in-depth diagnosis of his mental development.

Children from families of patients with alcoholism, even in the presence of minimal signs of organic inferiority of the central nervous system, due to the grossest pedagogical neglect, already by preschool institutions often experience negative reactions from others. Sometimes not knowing how to behave correctly at the table, in a game situation, these children cause a negative attitude of their peers towards themselves, which is unacceptable. Only a patient, benevolent attitude towards these children, repeated demonstration, repetition and explanation of how to perform this or that action, how to behave in this or that situation, will prevent deviations in their mental development, and in particular in personality development.

Satisfaction of the so-called sensory thirst is especially necessary at an early age, since normal mental development is possible only in the presence of information coming from outside. The world surrounding the child should be saturated with colors, sounds (especially the sounds of human speech), objects of different sizes and shapes, with different functional values.

Among the various types of sensory information, information perceived by ear occupies an important place. With the current level of development of television and radio technology, one of the aspects of correctional work can be the reproduction of recordings of calm melodic songs, texts of fairy tales, short stories in the room where the children play.

At an early age, a combination of a certain action with a pleasant melody or the sounds of birds singing (for example, in the morning when waking up, before exercising, etc.), a cheerful march (in preparation for a walk), etc., plays a positive role in fixing the necessary conditioned connections. n. You can also use the demonstration of cartoons, filmstrips, puppet and other performances, concerts, inviting, for example, amateur children's groups from nearby schools.

Children should be able to observe a variety of phenomena occurring in inanimate (rain, frost, heat, etc.) and living (interactions and relationships between people and with the rest of wildlife) nature.

An equally important role is played by emotional influences on the child. The elements of these influences are contained in the intonations of the voice, facial expressions, gestures, the form of the adult's response to the right and wrong, good and bad deeds of the child.

The criterion for a correct educational approach can be the state of psychological, and for younger children, psycho-physiological comfort. However, it must be taken into account that in order to create a comfortable mental state of the child, there is no need to follow his lead and please him. In the case of a child's misbehavior, proven techniques are used: switching and diverting attention from a conflict situation to a neutral or enjoyable one.

To bring to the child's consciousness the wrongness of his act, one can use an assessment of the behavior of another child or a fairy-tale character, a cartoon character, etc., in a similar situation. Moreover, both a good and a bad deed of a character in the same situation, with a correct and accessible explanation by his educator, enriches the social experience of the child and allows him to learn the concepts of "what is good and what is bad."

A good example plays a huge role in the upbringing and education of children. But with the formation of speech, the word has no less, and sometimes more significant impact on development.

A large place in the system of work with children whose parents suffer from alcoholism is given to psychotherapy.

Psychotherapy is a complex therapeutic effect on the human psyche in order to eliminate painful experiences and change attitudes towards oneself, one's condition, etc. environment. Psychotherapy of childhood has its own specific features, it pays great attention to the methods of distraction and switching. An important task of psychotherapy for children of parents suffering from alcoholism is the development of a sense of self-confidence in them, the education of social, labor and ethical attitudes. Psychotherapy and psychological and pedagogical correction in children and adolescents are closely interconnected and form the essence of therapeutic pedagogy.

The process of psychotherapy is carried out in stages. At the first stage, contact is established with the child, at the second, the essence of his conflict experiences is revealed, and at the third stage, various techniques are used to help the child get rid of these experiences, depending on age, the most rational methods of psychotherapy are selected. Play psychotherapy is widely used with preschool children, drawing is also used with younger schoolchildren, and systematic special conversations are connected with children over 10 years old. Psychotherapeutic puppet dramatization is also useful.

All methods of psychotherapy with children 5-6 years of age and older are accompanied by explanatory psychotherapy. The child is rationally explained the reasons for his difficult relationship with his comrades and. teachers, discuss with him various life problems: they strive to ensure that the child, if possible, adequately assesses himself, his condition and the nature of his interaction with others.

At the heart of psychotherapeutic work with adolescents from families of alcoholics is a long discussion, first in the conditions of individual and then group psychotherapy, of the following problems: what is the meaning of life; what can bring satisfaction in life, why some people follow the path of self-sacrifice and self-giving, while others follow the path of consumption and self-interest; why some are capable of heroic deeds, while others are capable of crimes, etc. The discussion of these issues involves a lot of educational work, caused by the need both to eliminate gaps in the knowledge of such adolescents and to develop their self-awareness.

In individual conversations, the psychotherapist usually finds out what the teenager's value system is (what he considers most significant for himself, what are his interests), what is his self-esteem, and in what areas does he have claims and what is their level, etc. Further work is carried out on development of an adequate self-assessment, the formation of claims in socially significant activities and activities, a change in value orientations. Along with this, the psychotherapist takes part in creating normal relationships between adolescents and peers in an educational or work team.

The interaction of a psychotherapist with children and adolescents should be based on a deep understanding of the psychological mechanisms of the child's behavior. As mentioned above, in the generation of children and adolescents from families with alcoholism, more or less pronounced disorders are often noted, originating in their characterological reactions. The latter, in interaction with the environment, acquire the character of persistent pathological forms of response, largely predetermining the pathological directions of personality development.

Unfortunately, the problem of determining behavior is still insufficiently developed, which is determined primarily by the extreme complexity of the object of influence - the child. In this regard, it is very difficult to determine what the reaction will be if a particular stimulus is applied. However, predicting the nature of a child's response to a given situation is not a hopeless task.

Psychotherapist A.I. Zakharov believes that first, based on the data obtained in the process of individual conversation and observation of the child's behavior, it is necessary to draw up a program of assistance. The purpose of such a program is to help children cope with experiences that interfere with their normal well-being and communication with peers. First of all, this is an experience that arose as a result of anxiety, fear, resentment and self-doubt, constraint, indecision in communication, inability to control one's feelings.

Behavior correction, according to A.I. Zakharov, can be successfully carried out during the game. The game is a natural form of children's creativity, in which the surrounding reality is modeled and reflected, accessible to the understanding of the child. In the game there is a reaction of feelings and desires, comprehension of a new experience of social interaction, development of imagination and expansion of the circle of communication, new knowledge and skills are acquired. In addition, through the game, it is possible to make the child aware of the shortcomings of his character and find the best ways to solve problematic or conflict situations of communication. To do this, you can use real conditions in the form of a game.

They have a more specific scenario, forcing the child to develop a plan of action. In the process of playing various situations, behavioral techniques are learned, which greatly facilitates the process of adaptation.

At an early age, when the child is already capable of independent elementary activities, it is necessary to make fuller use of the possibilities of playing with sand and water.

Observations of the children of alcoholic parents show that in playing with water and sand, their lack of purposefulness, randomness, and rapid satiety are largely overcome. The educator must bring a certain meaning to the child’s game or set a motive for the activity. It is noticed that playing with water and sand helps to relieve emotional stress, irritability, excitability.

Role-playing games can be used by a psychotherapist for both diagnostic and corrective purposes. In these games, the emotional relationship of the child to people and objects is clearly manifested. The correct, desirable behavior of this or that hero of the game situation is necessarily encouraged, evaluated and rewarded.

Music can help create a favorable background for other types of psychotherapy. Drawing, rational and play psychotherapy to music open up great opportunities for overcoming conflict experiences, normalizing the emotional state.

Thus, the issue of rehabilitation and correction of mental and personality disorders in children from families of alcoholics remains not fully understood. However, given the complex nature of pathological changes in the emotional-volitional sphere, in personal development and behavior for such children, well-known methods of psychotherapy and music therapy can be successfully applied.

The peculiarity of psychological and pedagogical work with children is that the most effective directions will be those that involve active, externally played activity of the child himself. Playing, drawing, modeling, singing, and other forms of work of the child allow him to bring out the objects of self-knowledge. In addition, great emphasis must be placed on the satisfaction of the sensory nature of the child and the development of his speech.

2.2 Psychological foundations of social rehabilitation

It was noted above that very often alcoholism and other addictive problems become a family tradition. More than fifty percent of today's alcoholics are the children of alcoholics, and millions of people have other serious problems. It is very important to protect children from the painful years of silence, shame, and suffering. Social workers can play an important role in this process through effective preventive measures. Both individually and collectively, social workers must become a voice and a strong force for children who cannot always speak up for themselves. In this process, you can use the methods used by psychologists, such as: accurate information suitable for children of this age, teaching skills, establishing bonds and attachments that flow from healthy relationships.

In the families of alcoholics, the rule that boils down to refusal, deception of feelings, the principle of "no talking" reigns. Thus, children of alcoholics often do not understand what is going on in their family. Therefore, it is not surprising that they blame themselves for everything. The predominant feeling in many children is not fear, anger, or resentment; it is a constant insurmountable confusion.

Children of alcoholics need accurate information about alcohol, about other drugs, and about alcoholism as a disease. By learning about denial, memory lapses, relapses, and healing, children can not only understand what is happening in their family, but also understand that they should not blame themselves for it, and that they cannot change everything for the better. It is essential to present these important facts to children in an age-appropriate way so that they are not overwhelmed, overwhelmed, or confused.

Here is what is important for children of alcoholics to hear:

§ Alcoholism is a disease.

§ You cannot improve the situation.

§ You deserve to be helped.

§ You are not alone.

§ There are reliable people and organizations that can help.

§ There is hope.

Children of alcoholics are at increased risk for behavioral and emotional problems. By giving children the opportunity to learn a variety of life skills, you help them cope with many problems. For example, some children face difficult situations related to family beatings, abandonment and other problems. These children can learn a variety of coping and self-care techniques. Other children of alcoholics may allow their negative emotions to build up inside until the children are ready to explode in anger, or their head and stomach ache. A psychologist can teach them how to express their feelings in a healthy way, especially to reliable people they can trust. Other children may lack confidence and self-esteem. These children can learn to love and respect themselves through life situations that give them opportunities to succeed and flourish.

Elasticity surveys have confirmed the importance of skills training interventions and have shed light on other important skills as well. The Elasticity Survey looks at several protective factors that enable individuals to overcome obstacles and recover from adversity. Dr. Emmy Werner conducted a longitudinal examination and found many aspects that will allow children to deepen their strength and flexibility. An example are:

§ Autonomy and independence

§ Strong social orientation and social skills

§ Ability to engage in activities requiring helpfulness

§ Techniques for coping with emotionally dangerous life situations

§ Ability to constructively perceive own life situations

§ Ability to earn positive attention from others

§ Ability to maintain an optimistic outlook on life

§ Establishing close ties with other people.

Even if they return to families with active addiction, children of alcoholics who receive the help described above will be better prepared to respond to all sorts of problems that they will have to face.

While accurate, age-appropriate information and skills training help children immensely, the most important gift is the connections and affection they make through healthy relationships with others. Because of broken promises, harsh words, and threats of abuse, children who grow up in many alcoholic families learn the "Don't Believe" rule all too well; silence and isolation can become their constant companions.

Building trust is a process, not an event. The key to it is time. When treated by a psychologist, this process can become critical. important event in the life of a child from an alcoholic family. As the therapeutic process progresses, the psychologist's words begin to take on additional meaning and importance as the child begins to deeply analyze the source of the spoken words. It may be that the child will for the first time hear accurate information about alcoholism in a whole new light. Moreover, the child can strengthen their own strengths and their own flexibility as a result of consciously modeling the behavior of a caring adult.

Psychologists working with children of alcoholics should especially take care that their clients are able to establish positive relationships with others and that they have confidence in their own abilities and worth. To help clients with an alcoholic parent overcome personal feelings of inadequacy, two important aspects must be considered: conditions for establishing positive relationships with others, and ways to reduce feelings of helplessness.

Of particular importance to the psychologist should be the child's ability to develop and maintain good basic relationships with others. It is likely that many children and adolescents treated by psychologists do not have desirable relationships with their peers or with adults. Many children of alcoholics have what psychologists call "social alienation" problems. Their relationships with other people are superficial, and the number and intensity of their contact with other people is limited. Working with such a problem, the psychologist should be especially sensitive in assessing the strengths and weaknesses of the communication of children of alcoholics with other people. Psychologists must build on existing relationships to help create stronger as well as new social bonds for their clients.

Psychologists have many strategies for assessing the nature of a person's relationship with other people. For example, one method of assessing the level of influence of other people on the children of alcoholics is a sociogram. A sociogram is a series of circles in which the subject - or client - is represented in a central circle, or "target apple". The next large circle represents the client's "close people" - the people who are most emotionally close and important to the client. This circle usually includes family members and close friends. As more circles are added, each subsequent circle will have less and less impact on the client. Filling people's names in each circle with the help of the client, the psychologist is able to obtain information about the extent to which different people influence the client.

Although the psychologist emphasizes the importance of developing new bonds, it is usually necessary to review current and past relationships with parents. For example, a client may move from a relationship characterized by extreme excitement and love to a relationship characterized by despair and bitterness. It is extremely important to help children of alcoholics treat their parents correctly. This is an attitude that they can very rarely avoid, regardless of their age or whether they left the house.

However, the psychologist should not aim to achieve sobriety by the client's parents and should not focus on changing the parents. A psychologist who works only with the client, and not with the client's family, must be concerned with the client's physical and emotional survival. The specific job of the psychologist in such a situation is to focus on educating the client "how to survive having an alcoholic parent." In this regard, the psychologist should encourage the client to discuss his feelings about the situation and about himself personally, rather than focusing the discussion on his alcoholic parents. Important is the desire of the psychologist to help the child acquire a large number of useful and healthy relationships in the family with his parents, brothers and sisters, as well as with other people outside the family. In other words, survival in a domestic environment alone is not enough.

Relationships with people outside the family can also provide a structure for the client's survival and for the client's growth as an individual. Friendship with peers will play an important role in the healthy personal development of the child. Therefore, a psychologist must devote considerable attention to helping children of alcoholics develop relationships with their peers.

When working with clients who have few healthy peer relationships, a psychologist can focus on developing their various social skills. For example, some psychologists may encourage the client to attend social events where he or she can meet new people. Clients from families of alcoholics with low self-esteem clearly see themselves as uninteresting people and believe that no one likes to talk to them. If the psychologist is able to help the client develop a positive self-image in his or her relationships with other people with whom he or she comes into contact, the psychologist will take an important step in helping the client build on this foundation to establish effective critical relationships necessary for his or her growth in family and outside the family.

Children growing up in an alcoholic family are often convinced that they do not have the resources or methods to reduce their parent's drinking or fighting. This perceived loss of a sense of control can carry over into other aspects of life, including schooling. What's more, this sense of helplessness can permeate every aspect of their lives.

When the client experiences feelings of helplessness in all of their relationships, the psychologist is confronted with their "I can't help it" attitude. Most of these feelings arise in the client because he or she lacks a valuable identity for him or her. Often children of alcoholics fail to see their own accomplishments apart from those of their alcoholic parent, and they are puzzled, not knowing how to help themselves. Psychologists must ensure that their clients acquire self-esteem and the ability to evaluate their achievements, regardless of their personalities as children of alcoholics. To do this, their conversations with clients should be less about the family environment and more focused on the aspirations and expectations of the client beyond perceived family needs.

One strategy when working with children of alcoholics is to help them understand that they cannot change the behavior of others, the impact of which they may have to endure. However, they may learn to restrain their personal behavior, accomplishments, and feelings. If the psychologist helps the client develop a sense of self-control over own life, it will facilitate the client's discovery that he or she is a person with the right and valuable feelings, qualities and abilities. In dealing with feelings of helplessness, developing the client's sense of valued identity can lead to the client finding internal resources. These resources can improve the client's ability to determine the outcomes of their alcoholic parents' behavior, although they cannot restrain their parents' behavior.

In other words, it is important that children of alcoholics, like others, develop a sense of personal responsibility for much that happens to them. Unfortunately, quite often the children of alcoholics conclude that their unhappiness or happiness is the result of someone else's behavior. Satisfied or dissatisfied, they are aware of the inability to manage their own lives. When working with such clients, the psychologist must not allow the client, instead of continuing to place all responsibility for his problems on his parents, now begins to place the responsibility for his happiness on the psychologist.

Helping children of alcoholics sort out their feelings and establish effective relationships with others will be very helpful in overcoming the influence of an alcoholic parent. Moreover, a psychologist can help if he or she helps such children develop a sense of self-confidence. Clients must believe that they are able to control the feelings caused by events in their lives. They need to know that they are in a position to influence what needs to happen. If the psychologist succeeds in developing such self-confidence in his patients, then the psychologist's success will be greater than simply helping the client to survive in the family of an alcoholic. In such a case, the help of a psychologist may mean that the client will not become one of the 25-30% of children of alcoholics who become alcoholics themselves.

Chapter III. The practice of social work with children of alcoholics in the Sosensky municipal center for social assistance to families and children "Rovesnik"

3.1 The system of work with children from families of alcoholics in the Social and Rehabilitation "Rovesnik"

Sosensky Municipal Center for Social Assistance to Families and Children "Rovesnik" was opened by the Decree of the Head of the Moscow Region in September 2001. The founder of the Center "Rovesnik" is the Administration of the Moscow Region "Mr. Sosenskiy"

Purpose of creation:

Providing comprehensive assistance to families and children in difficult life situations and in need of social support.

Center structure:

Department of socio-psychological rehabilitation (shelter, day care department)

Department of emergency psychological assistance (primary reception of citizens, advisory assistance, helpline)

Department for the prevention of neglected minors (department of legal social assistance, family leisure club, leisure club for teenagers)

Rehabilitation department (reception department, medical service department)

The center conducts the following classes as part of the training

1. "Club of young psychologists" - acquaintance with the basics of psychology, the formation of communication skills, the ability to resolve difficult conflict situations.

2. Club "Hostess" - learning to knit, cut and sew, cook delicious dishes and get acquainted with the secrets of cooking and table setting.

3. Club "Fantasy" - the formation of creative imagination and artistic taste through training in skill and work with various materials: natural, paper, salt dough, threads.

4. Club "Ecological"

5. Aerobics club

6. Club "theatre-musical art".

7. "Hand-to-hand combat club" - will introduce you to the art of hand-to-hand combat and teach you how to protect yourself and others in extreme situations.

8. Ballroom dance studio - teaching European and Latin American dances, gracefulness of movements.

9. Wood carving workshop

Any resident of Sosensk can contact the center in case of the following problems:

In case of problems at work or in personal life;

· Family disagreements;

· Difficulties in communicating with peers and adults;

· domestic violence;

· Frightening thoughts about tomorrow;

You need to talk to someone who can listen to you.

If you are concerned about any problem, come to our center "Rovesnik"

Qualified specialists are waiting for you: psychologists, social educators, jurist. You will receive the advice you need on family, personal, industrial and legal issues.

For the necessary advice, you can contact the experts.

The Center conducts social and psychological trainings “Know thyself”. By participating in them

· You will get:

· Self confidence

· Ability to find a way out of a difficult situation

New stereotypes of behavior in social groups

· Ability to communicate effectively with others

・Ability to solve family problems independently

You will master certain socio-psychological knowledge

3.2 Game correction of children's behavior in a group

Game correction of behavior is a group form of correctional work with children of preschool and primary school age. It is based on an activity approach and uses children's play for diagnostic, corrective and developmental purposes. Game correction is used for various forms of behavioral disorders, neuroses, fears, school anxiety, and communication disorders in children.

Stages of psychocorrection

The development of any group activity goes through a series of stages or phases. The children's group also has its own internal dynamics. The group process that occurs during the training of game psycho-correction, according to A.S. Spivakovskaya (1988), goes through three distinct stages: indicative, reconstructive and fixing. At the first stage, children are given the opportunity to play spontaneously. The teacher's tactics are the least directive. At this stage, the following tasks are solved.

1. Identification of the features of the emotional-behavioral sphere that require correction.

2. Creating a positive emotional mood in the child and an atmosphere of safety in the group.

At this stage, non-verbal means of communication, games that facilitate contact are widely used. Gradually stiffness and tension disappear, children become more active. The tactics of the leader at the second stage takes on a purposeful character, special techniques are used. The task of the facilitator is to demonstrate to the child the inadequacy, inappropriateness of some ways of responding and to form in him the need to change his behavior. Here there is an emotional reaction of internal tension, unpleasant experiences, role-playing games are widely used, playing various problem situations. It is at this stage of the correctional process that the main changes in the child's psyche take place, many internal conflicts are resolved, which are sometimes stormy and dramatic. Almost always there are manifestations of aggression, negativism - a protest directed against the teacher. By the end of this stage, the gamut of conflicting emotions is replaced by a feeling of deep sympathy for both the adult and the playmates.

At the third stage, children consolidate the ability to independently find the right ways of behavior. The task of the facilitator is to teach them new forms of emotional response, behavior, develop communication skills, and encourage game activity. The purpose of this period is to consolidate all that positive and new that has arisen in the personal world of the child. It is necessary to ensure that the child finally believes in his own strength and is able to bring the acquired faith beyond the playroom into real life. The teacher's tactics are subject to internal dynamics gameplay, its changes correspond to the stages of the psycho-corrective process.

I stage. The teacher's tactics are the least directive. He watches the children play, tries to create a warm emotional atmosphere in the group, unobtrusively helps the child to get used to the new environment; may invite children to play certain games, but does not insist on this. Willingly supports the initiative of children, does not direct the game in any way, does not express any opinions about the game, does not evaluate children. The following techniques are used: non-verbal means of communication; encouragement of spontaneous activity of the child.

II stage. At the reconstructive stage, tactics change, the position of the teacher becomes more active. Techniques: interpretation; reflection; demonstration of more adequate ways of behavior; suggestion; creating situations of choice that require a certain way of action from the child; use of special games.

III stage. This is the testing phase of a new experience. The child has already learned to cope with the problems that arise before him. The teacher supports the child in everything, shows him his respect.

The structure of the psycho-correctional lesson

Each lesson consists of a series of studies and games. They are short, varied, accessible to children in content. The main goal of the classes is to maintain mental health and prevent emotional disorders in children. The main emphasis in the classes is on teaching the elements of the technique of expressive movements, on the use of expressive movements in the education of emotions and higher feelings, and on the acquisition of skills in self-relaxation. Classes are built according to a certain scheme and consist of stages. Each stage can solve not one, but several completely independent tasks, important in their own way for the development of the child's psyche. Temporal characteristics depend on the capabilities of the leader and the interest of the children.

1st stage. Warm up.

The session begins with a general warm-up. Its task is to relieve the inertia of physical and mental well-being, raise muscle tone, warm up the child’s attention and interest in joint activities, set children up for active work and contact with each other. To solve this problem, several exercises-games for attention or an outdoor game are performed.

2nd stage. Mimic and pantomimic studies. Task: an expressive image of individual emotional states associated with the experience of bodily and mental contentment and discontent. Models of expressing basic emotions (joy, surprise, interest, anger, etc.). Children get acquainted with the elements of expressive movements: facial expressions, gestures, posture, gait.

3rd stage. Games and studies on the expression of individual qualities of character and emotions.

Task: expressive depiction of feelings generated by social environment(greed, kindness, honesty, etc.), their moral assessment. Models of behavior of characters with certain character traits. Consolidation and expansion of information already received by children earlier related to their social competence. When depicting emotions, children's attention is drawn to all components of expressive movements at the same time.

4th stage. Games and sketches that have a psychotherapeutic focus on a specific child or group.

The mimic and pantomimic abilities of children are used for the most natural embodiment in a given image.

Task: correction of mood and individual character traits of the child, training in modeling standard situations.

5th stage. The end of the lesson, psychomuscular training.

Task: removal of psycho-emotional stress, suggestion of a desirable mood, consolidation of a positive effect that stimulates and streamlines the mental and physical activity of children, balancing their emotional state, improving well-being and mood.

3.2. The program of game correction of disorders in the development of the properties of the subject of self-consciousness and communication in socially and pedagogically neglected children

The purpose of this program is to eliminate distortions of emotional response and stereotypes of behavior, to reconstruct full-fledged contacts of the child with peers, to harmonize the image of the child's "I".

1. Formation of social trust.

2. Development of social activity of children.

Z. The development of social emotions.

4. Development of communication skills.

5. Formation of adequate self-esteem of children.

6. Teaching the ability to independently solve problems.

Subject of correction: properties of the subject of self-awareness and communication of children of preschool and primary school age.

Means of correction: children's game, elements of psycho-gymnastics, special non-game-type techniques aimed at increasing the cohesion of the group, developing communication skills, the ability to emotional decentration (disidentifying oneself with any negative state).

Correction steps:

I. Indicative (3-4 lessons).

II. Reconstructive (6-7 lessons).

III. Fixing (2-3 lessons).

1st lesson.

Dedicated to introducing children to each other. Children sit in a semicircle on the chairs near the leader. The adult invites all participants to call themselves any name that is retained by the child for the entire duration of the lesson. The social educator invites the children to choose for themselves any name or the name of an animal (which has a corrective and diagnostic meaning).

The corrective meaning is that the child can in this way, as it were, get out of his old "I" and put on a different mask. Children often choose the names of friends, the names of animals, which are deeply symbolic.

In a diagnostic sense, the choice of not one's own name is a sign of rejection of oneself. In this way, the child manifests a sense of his own trouble. The choice of a foreign name serves as a pointer to the desired object of identification. The teacher also names himself.

At the first lesson, it is not necessary to find out why the child called himself differently, as this may scare the child away. This issue can be discussed later.

After such an acquaintance, the host offers the children the game "Blind Man's Bluff". Cheerful, gambling, she removes the initial alertness of the child. At the same time, this game is a good diagnostic technique that reveals the initial level of independent activity of the group and some group roles, emerging group relationships of subordination. If children play actively, i.e. they themselves choose the leader, pull back those who prompt, which means that the group is really active and the adult takes the position of a passive observer so that a spontaneous group structure quickly develops.

Then the teacher offers the children the game "Engine".

The purpose of the game: creating a positive emotional background, increasing self-confidence, eliminating fears, uniting the group, strengthening arbitrary control, developing the ability to obey the requirements of one.

Game progress: children line up one after another, holding on to their shoulders. The “engine” carries the children, overcoming various obstacles with the “trailers”. The ending of the lesson should be calm and unifying. Therefore, you can invite the children to stand in a circle ("round dance") and take each other's hands. The chosen form of graduation will remain unchanged and will turn into a ritual.

2nd lesson.

If the group is active, then continue the course of spontaneous games. During the game, a hierarchy arises in the children's team, as a rule, revealing the strength and weakness of each participant. The spontaneously formed hierarchy supports others and thus helps to strengthen the maladaptive qualities of children. It is necessary to clarify the psychological diagnosis of group members and to accumulate that group experience of communication, from which it will subsequently be necessary to build on, demonstrating its positive and negative sides to children.

The teacher is in the group room, but does not interfere in any way with children's games.

After three lessons, it is already possible, according to observations, to distinguish five spontaneous roles:

1) leader (welcomed by all);

2) comrade of the leader (henchman);

3) non-aligned (oppositionist);

4) submissive conformist (ram);

5) "scapegoat" (outcast).

This means that the first level of the first stage of group psycho-correction ends. The end of this level is distinguished by three signs: strengthened roles, stereotyped interactions, and the appearance of reactions to the presence of the leader.

The second level of stage I is the stage of directed games, the content of conscious skills and actions that are set by the leader. However, it is necessary to include spontaneous play for a certain amount of time in every activity.” This is called “free time”. Usually 20 minutes are allotted for it at the end of the lesson.

3rd lesson.

1. The game "Blind Man's Buff".

The purpose of the game is to create a positive emotional background, eliminate fears, increase self-confidence.

Game progress: all the children go dancing and singing some song, and lead the blindfolded cat player. They bring him to the door, put him on the threshold and tell him to take the handle, and then all together (in chorus) begin to sing in a singsong voice:

Cat, cat Pineapple, you catch us for three years! You catch us for three years, Without untying your eyes!

As soon as they sing last words, scatter in different directions. The cat is taken to catch the players. All the children revolve around the cat, teasing him: either they touch him with a finger, or they pull his clothes.

2. The game "Bug".

Purpose of the game: disclosure of group relations. Game progress: children stand in line behind the driver. The driver stands with his back to the group, putting his hand out from under his armpits with an open palm. The driver must guess which of the children touched his hand (by facial expression, movement). The driver leads until he guesses correctly. The driver is chosen with the help of a rhyme.

3. Free time.

Offer children role-playing and board games.

4. "Round dance".

Game progress: children stand in a circle and hold hands, look into each other's eyes, smile. At the same time, the main emphasis is not on established roles, but on the elimination of inequality and the suppression of privileges. There are certain signs that indicate that the required group structure has taken shape. Firstly, drivers begin to feel the aggression directed at them, which is clearly visible in games such as "Fortress" and "Bug". Second, there are spontaneous tactile, affectionate interactions between group members. Thirdly, there was a serious, respectful attitude to the ritual of the end of the lesson.

Then, when a group structure has arisen that equalizes children's individualities, one can proceed to the next, second, stage of the group course, in which much attention is paid to individual work in the form of role-playing games and other techniques.

II stage of work - reconstructive

By the beginning of stage II, the teacher already sees the communication difficulties of each child, as well as inadequate compensatory ways of each child's behavior. Individual psychological correction occurs when the child implements new forms of behavior and accumulates new communication experience. This becomes possible only if the child has satisfied his frustrated needs (they often serve as sources of tension and cause inappropriate behavior). Most often it is the need for security and acceptance-recognition. The frustration of these needs is characteristic of almost all children with adaptation difficulties. As a rule, the need for safety is satisfied at the first stage of correction, during directed play.

Satisfying the need for recognition is impossible without building a complete image of oneself. To realize this, they use such a methodical technique as feedback. Each child receives feedback in games specially organized for this: "Family Portrait", "Associations", "Birthday", "Forfeits".

By skillfully organizing feedback, the facilitator helps children form a more productive self-image. This is usually done in the form of a verbal interpretation of play feedback, with particular emphasis on the positive aspects of the child's personality.

In addition, at stage II, some games are used to help overcome character traits that are unpleasant for the child, such as cowardice. These are the games: "Desert Island", "Scary Tales". After these games, the child can say to himself: “Here I am, how good I am. Of course, I'm not very brave, but I can listen to scary tales in the dark and invent them myself. I can play desert island, control myself."

The key moment of the II stage is the game "Birthday". During this game, the assimilation of the required qualities takes place, the “lowering” of the desired personality characteristic, in advance, from above. Thus, the zone of proximal development of the child is outlined:

The development of new communication skills is especially purposefully carried out in group tasks, which each birthday person is obliged to do.

Classes follow directly from the psychological diagnosis of each child, which is made gradually during the entire period of the group's work. When compiling psychological portraits of children, the psychologist is especially attentive to what the child cannot do, what he fails to do or what he does not know how to do.

4th lesson.

1. Game "Associations".

The purpose of the game: the education of observation, the development of imagination, the formation of the ability to depict a person with gestures.

The course of the game: the child with gestures, facial expressions depicts another child, his features, habits, as he sees them. The rest of the children guess who he portrays.

2. Game "Scary Tales".

The purpose of the game: the development of courage, self-confidence, reducing anxiety. The game is aimed at uniting the group.

The course of the game: the lights are turned off or the windows are curtained. Children take turns telling scary stories in the dark. If the level of trust in the group is high, then children reproduce their real fears. It is very useful to play them right there, also in the dark.

4. Sports game "Tournament".

The purpose of the game: the education of arbitrary control, the adjustment of affective behavior, the development of courage, self-confidence, the child is placed in different positions: a competitor, a judge, a spectator.

Game progress: children choose a judge and athletes. Sports games are held:

a) "Hit the skittle." The child is invited to sit down, leaning his hands behind, and bend his legs. The ball is placed in front of the feet. The child must push the ball away, straightening his legs so that the ball hits the pin, set at a distance of 3-4 steps;

b) "Crawl through the hands." Clasping the fingers of both hands, one must try to crawl through the hands so that they are behind. At the same time, hands must be kept “in the lock”, without releasing;

c) cockfight. The players try to unbalance each other by jumping on one leg and pushing with either the right or left shoulder. The one who touches the ground with the second leg loses. Children keep their hands on their belts. You can hold on to the toe of the bent leg with one hand. The winner is the one who lasts longer, jumping on one leg;

d) Sit down. Crossing your legs, clasping your shoulders with your hands, raise your arms bent at the elbows in front of you, sit down and stand up, without helping yourself with your hands.

5. Round dance.

5th lesson.

1. The game "Beep".

The purpose of the game: creating a positive emotional background, eliminating fears, uniting the group.

Game progress: children sit on chairs. The driver, with his eyes closed, walks in a circle, sits down in turn on his knees with the children and guesses who he is sitting with. If he guessed correctly, the one who was named says: "Beep."

2. Gymnastics.

3. "Family portrait".

The purpose of the game: the game serves the sociometry of the children's play group, and also reflects the existing relationships in their own family, based on group relationships.

Game progress: a photographer comes to the family to take a family portrait. He must assign family roles to all members of the group and seat them, along the way talking about who is friends with whom in this family.

4. Game "Mirror".

Purpose of the game: to give an opportunity to show activity to passive children.

Game progress: one driver is chosen, the rest of the children are mirrors. The driver looks in the mirrors, and they reflect all his movements. The teacher monitors the correctness of the reflection.

5. Free time.

Offer children board, role-playing games.

6. Round dance.

Children stand in a circle and hold hands, look into each other's eyes, smile, dance.

6th lesson.

1. The game "Birthday".

Purpose of the game: to unite the group, children are given the opportunity to express grievances, remove disappointment.

Game progress: a birthday boy is chosen. All children give him gifts with gestures, facial expressions. The birthday boy is invited to remember if he offended someone and correct it. Children are invited to dream up and come up with a future for the birthday boy.

2. The game "Confusion".

Purpose of the game: The game supports group unity. Game progress: the driver is chosen by the rhyme. He leaves the room. The rest of the children join hands and form a circle. Without unclenching their hands, they begin to get tangled - as best they can. When confusion has formed, the driver enters the room and unravels it without separating the hands of the children.

3. Gymnastics with funny little men.

4. The game "Boy (girl) - vice versa."

Purpose of the game: in the game, voluntary control over one's actions develops, motor disinhibition, negativism are removed.

Game progress: participants stand in a circle. The leader shows the actions, everyone repeats after him. A boy, on the contrary, should do something different from everyone else.

5. Free time (fun at the table):

a) Blow the balloon out of the cup. A table tennis ball is placed in a bowl. Children take turns taking a deep breath, leaning over the cup and blowing into it so hard that the ball flies out of the cup;

b) "Strongmen". The players rest their elbows on the table and connect the brushes. Each in a pair begins to put pressure on the hand of a friend, trying to put it on the table. The winner is the one who, without lifting his elbow from the s-yul, will force the partner to put his hand on the table;

c) various board games: Lotto, Circus, Flying Caps, Checkers, City Streets, etc. When playing these games, you must follow the rules.

6. Round dance.

You can offer a simultaneous slight swaying to the right, to the left.

7th lesson.

1. The game "Fortress".

Purpose of the game: the game will give children the opportunity to show aggression. The diagnosis is interesting - who wants to be in a team with whom.

Game progress: a group of children is divided into two teams (at the request of the children themselves). Each team builds a fortress out of furniture. One team defends the fortress, the other storms. The main weapon - inflatable balls, balls. Stuffed Toys.

2. Gymnastics.

3. The game "Image of objects."

The purpose of the game: the education of observation, imagination, the ability to see the other.

The course of the game: the child depicts an object with facial expressions, gestures, the rest of the children guess it. Who correctly called - becomes the leader.

4. The game "Shield and sword."

Purpose of the game: release of aggression, emotional stress. Game progress: the leader holds a shield, the children hit him with balls.

5. Free time.

Offer children board, role-playing games, building material.

6. Round dance.

8th lesson.

1. The game "Chunga-Changa".

The purpose of the game: correction of the child's emotional sphere, development of the ability to understand the emotional state of another person and the ability to adequately express one's own.

Game progress: the traveler (teacher) landed on his ship to the Magic Island, where everyone is always joyful and carefree. As soon as he went ashore, he was surrounded by the inhabitants of a wonderful island - small black children. Both boys and girls wear the same colorful skirts, beads around their necks, and feathers in their hair. With a cheerful smile, they began to dance to the music of V. Shainsky "Chung-Chang" around the traveler and sing:

Wonder Island Wonder Island

Life on it is easy and simple, Chunga-Changa!

The traveler decided to stay on this island forever.

2. Gymnastics.

1. Parrot.

2. Swans.

3. Seal on land.

4. Seal in the water.

6. Snake.

3. The game "Baba Yaga".

Purpose of the game: correction of the emotion of anger, training the ability to influence children on each other.

Game progress: children sit on chairs in a circle facing each other. The teacher asks to show what kind of facial expression, posture, gestures adults (moms, dads, grandmothers, teacher) have when they are angry with children. Why do adults get angry with you the most? (Children act out 2-3 scenes.) How do elders scold you when you are very scared? Threaten to punish, take a belt? (Guys speak and show.) What do you do in response: cry, smile, fight, be afraid? (2-3 scenes are played.)

4. Sports games.

a) The dragon bites its tail. The players stand one behind the other, holding on to the waist in front of the one standing. The first child is the head of the dragon, the last is the tip of the tail. While the music of D. Nureyev “Oriental Dance” is playing, the first player tries to grab the last one - the dragon catches its tail. The rest of the children hold tightly to each other. If the dragon does not catch its tail, then the next time another child is assigned to the role of the head of the dragon.

b) "Polar bears". A place is planned where polar bears will live. Two children hold hands - these are polar bears. With the words: "Bears go hunting" - they run, trying to surround and catch one of the players. Then they go hunting again. When they catch everyone, the game ends;

c) Posting. Children march to the music of F. Schubert "March" one after another. The commander is ahead. When the leader claps his hands, the last child must stop immediately. So the commander arranges all the children in the order he intended (ruler, circle, in the corners, etc.).

5. Round dance.

Purpose of the game: game for attention, the ability to recognize each other by voice.

Game progress: the children stand in a circle, the leader is selected. He stands in the center of the circle and tries to recognize the children by their voice.

2. The game "Pass in a circle."

The goal of the game is to achieve mutual understanding, cohesion. Game progress: children walk in a circle, pass hot potatoes, ice, butterflies (pantomime).

3. Gymnastics.

1. Magician.

2. Strongman with kettlebells.

3. Clowns with weights.

5. Clown and snake.

6. Aerial acrobats.

7. Trampoline acrobats.

8. Clown on a trampoline.

9. Yogi walks on broken glass, coals.

10. The game "Two friends".

Purpose of the game: a game to compare different character traits, develop the ability to understand the emotional state of another person and the ability to adequately express one's own, correct the child's emotional sphere.

The course of the game: the children listen to the poem by T. Volina “Two Friends” performed by the teacher:

Two young friends came to the river to sunbathe. One decided to swim - e * began to swim and dive. The other sits on a stone and looks at the wave, And he is afraid to swim: “What if I drown?”

Two friends went ice skating in the winter. One arrow rushes - a blush on the cheeks! The other stands bewildered in front of his friend. “The place is very slippery, what if I fall?!”

rose friends, once found in the meadow. I did one run - warmed up on the run. The other was trembling under a bush, and now things are bad:

Lying under the covers - "Kha-kha! .. Apchhi!"

Children evaluate the behavior of both children, distribute roles. The host reads the poem again, and the children pantomimically illustrate it.

5. Etude "So it will be fair."

The purpose of the study: children's emotional awareness of the negative traits of their character, learning to understand how this or that behavior is evaluated.

The course of the sketch: the leader invites the children to listen to the story and evaluate the act of the brothers: “Mom went to the store. As soon as the door closed behind her, the brothers began to indulge. They either ran around the table, then fought, then threw each other, as if it were a ball, a sofa cushion. Suddenly the lock clicked - it was my mother who returned. The older brother, hearing the door open, quickly sat down on the sofa. And the younger did not notice his mother's coming and continued to play with the pillow. He threw the pillow up and hit the chandelier. The chandelier began to swing. Mom, angry, put the offender in a corner. The elder brother got up from the couch and stood next to his brother.

Why did you stand in a corner, I didn't punish you? Mom asked.

So it will be fair, - the eldest son answered her seriously. - After all, I came up with throwing a pillow.

Mom smiled with emotion and forgave both brothers.”

6. Round dance.

Stage III - fixing

An important place in psycho-correctional work is occupied by the task of developing the skills of arbitrariness of behavior. It is solved at the III stage.

A new experience of communication with peers in a group is formed on the basis of a trusting atmosphere of open communication, in which feedback techniques are widely used. It creates the opportunity to experience a new experience of relationships with adults.

The effects of children's gaming psychocorrection can be divided into specific and non-specific.

Nonspecific effects are manifested primarily in changes in self-esteem, bringing it into line with real possibilities, expanding self-image, increasing the arsenal of means of communication, and relieving anxiety. At the same time, there are a number of special individualized effects. Character traits that are painful for the child himself are subjected to corrections: cowardice, inability to control their feelings, greed.

At the III, final, stage, the last three classes are held in order to consolidate new forms of experiences, feelings in relation to peers, to oneself, to an adult; self-confidence, methods of communication with peers are fixed.

10th lesson.

1. The game "Scout".

Purpose of the game: to develop motor-auditory memory, remove motor disinhibition, negativism.

Game progress: chairs are arranged in a random order in the room. One child (the scout) walks across the room, bypassing the chairs on either side, and the other child (the commander), having memorized the way, must lead the detachment in the same way. Then other children become scouts and squad leaders.

2. Gymnastics.

Children are shown pictures of funny little men, their movements must be repeated.

3. The game "Friendly family".

The purpose of the game: the development of emotional and expressive hand movements, the adequate use of gestures, reflects the existing relationships in the game group.

Game progress. Children sit on chairs arranged in a circle. Everyone is busy with some business, one sculpts balls from plasticine, the other hammers small carnations into the board, someone draws or knits, etc. It's nice to see a family where everyone works so well together.

Children should perform manipulations with their hands as if they had not imaginary objects in their hands, but real ones. The game is accompanied by the music of R. Pauls "Golden Ball".

4. Free time.

To overcome the emotional rapprochement and interaction of children, the psychologist suggests doing joint work: make a general drawing on a large sheet of paper that is spread on the floor. Drawing theme: "Our friendly group."

The purpose of drawing: fixing in the drawing the impressions received from the game and communication with peers, identifying fears, relieving anxiety.

5. Round dance.

11th lesson.

1. Game "Four elements".

The purpose of the game: the development of attention associated with the coordination of auditory and motor analyzers.

Game progress: The players sit in a circle. The leader agrees with them that if he says the word "earth", everyone should put their hands down; to the word "water" - stretch your arms forward, to the word "air" - raise your hands up, to the word "fire" - rotate your hands in elbow joints. Whoever makes a mistake is considered a loser.

2. Gymnastics.

Children go in a circle. A lower register note sounds - the children become in the “weeping willow” position (legs shoulder-width apart, arms slightly apart at the elbows and hanging, head tilted to the left shoulder).

On the sound taken in the upper register, they become in the “poplar” position, heels together, socks apart, legs straight, arms raised up, head thrown back.

3 Etude "Meeting with a friend."

The purpose of the study: to develop the ability to understand the emotional state of another person and the ability to adequately express one's own, to form expressive movements.

The course of the sketch: the teacher tells the children a story: “The boy had a friend. But then summer came, and they had to part. The boy stayed in the city, and his friend went south with his parents. Bored in the city without a friend. A month has passed. One day a boy is walking down the street and suddenly sees his friend getting off the bus at the bus stop. How happy they were for each other.

The children act out the scene as they wish. Expressive movements: hugs, smile, sadness, emotion of joy.

4. The game "Ship".

Purpose of the game: increase self-esteem, self-confidence.

Game progress: two adults (a psychologist and a teacher) swing a blanket around the corners - this is a boat. With the words: “Quiet, calm weather, the sun is shining” - all children depict good weather.

At the word: "Storm!" - they begin to make noise, the boat sways more and more. The child in the boat must shout over the storm: “I am not afraid of the storm, I am the strongest sailor!”

To explain this game, you can send a toy on the first voyage.

5. Round dance.

P-th occupation.

1. The game "In the mirror store."

The purpose of the game: the development of observation, attention, memory. Creating a positive emotional background. Exercise children in confident and obedient behavior -

Game progress: there were many large mirrors in the store. A man entered there, he had a monkey on his shoulder (selected in advance). She saw herself in the mirrors (mirrors-children) and thought that these were other monkeys. I started making faces at them. The monkeys answered her the same. She shook her fist at them, and they threatened her from the mirrors. She stamped her foot, and the weight of the monkey was stamped with her feet. Whatever the monkey did, everyone else exactly repeated its movements.

2. Gymnastics.

1. Ice cubes.

2. Brooks.

4. Fountain.

5. Cold, ice 6 Heat, sun.

3. Etude "A very thin child."

The purpose of the study: the formation of the ability to express suffering and sadness.

The course of the sketch: the presenter explains to the children: the child does not eat well, he has become very thin and weak, even an ant can knock him down. Listen:

Who is walking there sadly? And sings a sad song? An ant ran, knocked him down.

Mitya walked from dotiu, reached the gate,

He is porridge, he is porridge, he did not eat porridge,

Lose weight, lose weight, hurt, hurt!

And here he lies alone.

The ant knocked him down! (E. Moshkovskaya)

The teacher invites the children to show in turn what a thin face Mitya has. Then the children distribute among themselves the roles of grandmother, Mitya and the ant. Grandmother feeds Mitya with a spoon. Mitya pushes the spoon away from him in disgust. Grandmother feeds, dresses Mitya and sends him for a walk. The song 3. Levina "Mitya" sounds. The boy, staggering, goes towards the gate (a specially placed chair). An ant runs out to meet him and touches him with his antennae (finger) - Mitya falls (squats).

4. Game "Three characters".

Purpose of the game: comparison of different characters, correction of the emotional sphere of the child.

The course of the game: children listen to three musical plays by D. Kabalevsky: “Angry”, “Cry-Baby”, “Revushka”; together with a psychologist, they give a moral assessment of anger and tearfulness, compare these states with good mood re-vushki. The rope of children agree on who will portray which girl, and the rest of the children must guess by facial expressions and gestures which girl portrays whom.

If there are few girls in the group, then the boys portray the mean and crybaby.

5. "Round dance".

The teacher suggests to the children: “Stop playing with the evil and scary. We are kind, funny and very friendly guys. We will stand in a circle, hold hands and smile at each other. Goodbye, my nice, kind, brave, honest, friendly guys. We will definitely meet with you again and play fun games.”

Children lead a round dance to the music of the polka from the movie "Cinderella" (or any other music):

Stand, children, stand in a circle, stand in a circle, stand in a circle. I am your friend and you are my friend, The kindest friend. La-la-la…

The study was conducted on the basis of the children's center "Rovesnik" village. Sosensky, Kaluga region. We interviewed 30 teenagers from 9 to 12 years old. Of these, 15 girls, 15 boys. The parents of these children are addicted to alcohol. Because of this, the children experienced a distortion of social and moral beliefs and orientations, a deviation in behavior, pedagogical neglect manifested itself, and as a result of all this, a violation of social adaptation. In 70% of the teenagers we interviewed, parents are registered in the drug dispensary.

Analyzing the results of a survey of children from families of alcoholics, we have identified the following trends. Almost all adolescents (100%) rated their health as good or average, but this is just an individual, and not an objective assessment of their health. .

Adolescents from the rehabilitation center assess their health rather as good (23%) or as average (49%), moreover, male representatives assess their health more positively. Girls are less inclined to assess their health as good, their health assessment is more like average or poor.

Younger respondents (9-10 years old) assess their health positively (as good or excellent), as the average, representatives of the sample from 11-13 years old, people tend to assess their health as poor.

4. In the perceptions of the internal picture of health, depending on the lifestyle of the family and the education of the parents of the respondents, the following trends were revealed: adolescents from families with higher and secondary specialized education tend to assess their health as good (approximately 25% each) or as average (51% and 50% %), and respondents from families with incomplete secondary and primary education tend to assess their health as average or poor (37% and 48%). The fact is that in such families the alcohol dependence of parents is much stronger, children suffer the most in them. The parents themselves, and after that, the children have no interest in life.

The vast majority of respondents believe that hobby work is a biological necessity, and both girls and boys share this opinion almost equally. Only 18% of respondents agree that work and hobbies are only partly a vital necessity.

According to the observations of social physicians, the following trends are revealed: 50% of adolescents suffer.

In this chapter, correlations of attitudes towards health and a healthy lifestyle, work, work and material well-being were revealed, depending on gender, age and education.

Conclusion

Alcoholism today is not only a purely medical, but also a general social problem of modern society. To a large extent, children suffer from alcohol abuse by adults. This is due to the fact that the situation in a family where one or both parents suffer from alcoholism has a traumatic effect on the child's psyche. In such families, full-fledged upbringing and education of children is not possible: constant scandals, negative attitudes towards the child, including direct violence, negatively affect his mental and psychophysical development. But even if such deviations in development have been avoided, the child's projection of the model of family relations of his childhood onto his future family life may become a problem. In particular, about 50% of alcoholics grew up in families where at least one of the parents suffered from alcoholism.

An important concept associated with social work with such children is the concept of social rehabilitation, which means the realization of their abilities for actions, behavior, communication in a society that would meet the expectations of this society. Such social rehabilitation can restore social dignity to children of alcoholics.

The issue of such rehabilitation is relatively new in domestic practice. More recently, the state struggled exclusively with the problem of parents' alcoholism. At the same time, if these parents were unable to carry out their direct family functions, the children were transferred to specialized orphanages and boarding schools. Only recently has there been an understanding that work with children of alcoholics should be complex. A significant place in this work should be given to psychotherapy.

Today, the domestic practice of social work with children of alcoholics contains examples of such an integrated approach. Contributing with

· Various anti-alcohol funds, public and church organizations, state social services carry out specialized social and psychological rehabilitation programs. Such programs already at the primary level allow contact with children from disadvantaged families. Subsequently

An individual rehabilitation plan is drawn up for such children.

One of the elements of the rehabilitation program is compulsory labor

activity. Labor adaptation is based on the age and psychophysiological characteristics of children. Unfortunately, the effectiveness of this adaptation directly depends on the material equipment of the social rehabilitation center, which is a significant problem in the context of chronic underfunding of such centers.

Finally, the practice of social work with children from families of alcoholics should be based on the similar experience of social services in foreign countries. In particular, a wealth of experience in solving such problems has been accumulated in the United States. Numerous methods and programs for the social adaptation of children from dysfunctional families have been developed and used here.

Literature

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2. Bozhovich L.I. Personality and its formation in childhood. – M.: Vlados, 1998.

3. Lisitsin Yu.B., Kopyt N.Ya. Alcoholism: Social and hygienic aspects. – M.: Medicine, 1995.

4. Landreth G.L. Play Therapy: The Art of Relationships. – M.: Mezhdunarodnaya pedakademiya, 1999.

5. Mastyukova E.M. Prevention and correction of mental development disorders in children with family alcoholism. - M.: Enlightenment, 1989.

6. Solovnikov T.I. Socio-psychic rehabilitation. – M.: Progress. 1991.

7. Emotional disorders in childhood and their correction. / Ed. Lebedinsky V.V. - M.: Enlightenment. 1990.

8. Yaroslavtsev I.V. Alcohol and family. – M.: Progress, 1993.

9. Anthology of social work: In 5 volumes / Comp. M.V. Firsov. M .: Svarog - NVF SPT, 1995.

10. Guslyakova L.G., Kholostova E.I. Fundamentals of the theory of social work: Textbook. Moscow: Institute of Social Work, 1997.

11. Fundamentals of social work: Textbook / Ed. ed. P.D. Pavlenok. M.: INFRA-M, 1997.

12. Professional activity of a social worker: Content and organization. Moscow: Youth Institute, 1993.

13. Social work: Theory and practice / Ed. L.A. Harutyunyan. Yerevan: Yerevan University Press, 1995.

14. Theory and methodology of social work: Textbook. M.: Soyuz, 1994. Part 1–2.

15. Philosophy of social work / Ed. V.I.Mitrokhin. M.: Soyuz, 1998.

16. Firsov M.V. Social work in Russia: Theory, history, social practice. M.: Soyuz, 1996.

17. Shelyag T.V. Tolerance as a principle of social work // Russian Journal of Social Work. 1995. No. 2.

18. Moskalenko V.D. The program of social work with families of patients with alcoholism. M.: TsOTs, 1992.

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Attachment 1.

Map of a comprehensive survey on the implementation of the social and educational rights of the child

1. General information:

1.2. Date of Birth

1.3. Home address

1.4. Date of admission to ... (OU, class) _ "______"

1.5. Before entering the 1st grade, he attended kindergarten No. ... or was brought up in ...

1.6. Previously trained at...

1.7. Having a permanent class teacher

2. Child's family:

2.1. Family composition and relationships between family members

2.2. Professional employment of parents and the presence of grandparents, other close relatives who have the opportunity to help, participate in the upbringing of the child

2.3. The state of the child's workplace, conditions for cultural leisure

2.4. Financial situation of the family

2.5. Difficult life situations

2.6. Social expectations of parents Conclusion and recommendations:

3. Physical condition;

3.2. Vision

3.3. Posture

3.4. Leading hand

3.5. Chronic diseases (diagnoses) Medical recommendations:

4. Psychological features of personality development:

4.1. Features of intellectual development:

Attention

Perception and thinking

4.2. Features of mental states

Excitability and balance

Empathy and reflection

communication and aggressiveness

5. Educational activities;

5.1. School motivation and attitude to individual subjects

5.2. Ability to learn

6. Problems of school life, i.e. learning difficulties:

Poor academic performance, failure to assimilate educational material

Instability of learning outcomes

Increasing time in completing learning tasks

Loss of interest in learning, decreased results

The presence of unexplained errors in the work

7. Personal upbringing:

7.1. Emotional-volitional sphere (the nature of the moral essence of relations):

Freedom and responsibility

Care and discipline

7.2. Cognitive-worldview sphere (nature of information culture):

Curiosity and sustainable interests

Outlook and erudition

7.3. Effective-practical sphere (nature of abilities for activity):

Independence

8. Socio-cultural development:

8.1. Value-semantic orientations

8.2. Self-assessment of social status:

- "I am myself"

- "I am among people"

"I am compared to other people"

8.3. Mastering the social role of the student and attitude to life

Appendix 2

Social passport (student. Pupil of the educational institution)

1. General information:

Surname _________________

Name ________________

Date of Birth _____________

Telephone ________________

Home address _____________________

Place of study _________________________

2.Family Information:

2.Note

3. Characteristics of the household and material conditions of the family (housing conditions, material security, sanitary culture):

flat ________________

number of rooms _________________________

dignity. condition _______________________

with whom the child lives in the room _____________

presence of neighbors and relationships with them ______

financial support of the family _____________

4. Relationships in the family, attitude towards a teenager

(characteristics of methods of educational influence on a teenager): _____________________

5. Family - an educational institution of the relationship between parents and teachers ______

the relationship of a teenager with teachers _______

6. Characteristic of a teenager:

7. Risk factors:

8. Observations:

10. Plan of social-psychological-pedagogical support.

Psychotherapy for alcoholism is currently considered main treatment for this disease. A significant contribution to the treatment of alcoholism with the help of psychotherapy was made by domestic scientists of the past - A. A. Tokarsky (1896), I. V. Vyazemsky (1904) and especially V. M. Bekhterev, who developed the method of collective hypnotherapy of alcoholism proposed by I. V. Vyazemsky. The therapeutic triad of V. M. Bekhterev, which has fundamentally retained its significance to this day, included persuasion in a waking state, motivated suggestion in a state of hypnosis, continuing the topics of psychotherapeutic conversations with patients, self-hypnosis and self-affirmation of the patient.

Of the various options for collective psychotherapy for alcoholism, widely used by V. M. Bekhterev, the method of V. E. Rozhnov (1982), developed by the author on the basis of the concept of emotional stress psychotherapy (see Collective emotional stress hypnotherapy Rozhnov ). Hypnotic influence here is also preceded by psychotherapeutic conversations, the therapeutic effect of which is fixed in hypnosis (the latter is carried out according to the method proposed by the author of extended - at least 1-1.5 hours - hypnotherapy sessions). In a state of hypnosis, a conditioned reflex nausea-vomiting reaction to the taste and smell of alcohol is developed.. V. E. Rozhnov also proposed and implemented in practical conditions a method for treating patients with alcoholism in the system of psychotherapeutic factory dispensaries.

Many methods are based on the development aversions to the smell, sight, taste of alcohol and even its verbal designation. The usual goal of aversive treatment of alcoholism is to achieve complete abstinence from alcohol by developing a nausea-vomiting reaction to it by taking it in combination with pharmacological drugs that cause an emetic reaction (apomorphine, emetine, lamb decoction, etc.), with drugs that lead to breath holding , or in combination with painful electrical stimulation. Back in 1915 V. M. Bekhterev suggested adding disgusting substances to alcoholic beverages, emphasizing the conditioned reflex essence of the technique. In 1933, on the basis of this idea, I. F. Sluchevsky and A. A. Friken proposed a technique in which alcohol intake was combined with subcutaneous injections of apomorphine. Other methods have been proposed based on the development of a conditioned nausea-vomiting reaction in response to the smell and taste of alcohol. In the method of N.V. Kantorovich (1929), the intake of alcohol was combined with the painful effect of electrocutaneous stimuli. A. M. Ivanov et al. (1975) describe a variant of this technique in which aversion to alcohol is produced by combining the action of a sinusoidal modulated current with the sight, smell, taste, and wording of alcoholic beverages. The electrodes are placed on the anterolateral surfaces of the neck. The development of a negative conditioned reflex is facilitated by the imperative suggestion used by the doctor or by potentiating and mediating psychotherapy.

There are other methods of aversive therapy used in the treatment of alcoholism - verbal aversive therapy, which consists in the fact that the imaginary consumption of alcohol with the help of verbal suggestion is accompanied by an emetic reaction.

To date, attempts are continuing to use in the treatment of alcoholism autogenic training. Its purpose is to normalize autonomic disorders and relieve emotional stress. Autogenic training can help to consolidate the aversive reaction, therefore it is used as an important component of the treatment of alcoholism as an active method of self-regulation, self-correction and self-education (Filatov A.T., 1979).

To eliminate the feeling of fear, tension and self-doubt, which are usually experienced by people suffering from alcoholism, in a state of abstinence (including a fairly long one), methods of behavioral therapy are used - systematic desensitization, etc.

Other methods are also used in the treatment of alcoholism. behavioral psychotherapy. These include, in particular, self-control training. As such a technique can be considered used in the 50s. an attempt to educate patients on controlled alcohol use. The patient was trained to determine the level of alcohol in the blood by the appearance of spots on his face or a feeling of numbness. He had the opportunity to compare his state of health with the reaction recorded on a video recorder. Electric shocks were also used when the patient drank excessively large sips, large portions, or when the blood alcohol content exceeded a certain level. Other behavioral methods of teaching alternative behaviors (working on reducing the positive value of drinking and training couples) are used in most therapeutic programs. In recent years, technical approaches of neurolinguistic programming have also been used in the psychotherapy of alcoholics.

Most of the methods of therapy for patients with alcoholism (hypnotherapy, apomorphine therapy, auto-training, etc.) used in groups, which helps to increase the effectiveness of therapeutic effects.

The main trend in the development of psychotherapy for alcoholism at the present stage, as noted by B. M. Guzikov (1982), B. M. Guzikov, Ribbschlager (M. Ribbschlager), O. F. Eryshev et al. (1989), is its evolution from hetero- and auto-suggestive influences aimed at developing an aversion to alcohol, from explanatory therapy in groups to a deep analysis of the patient's personality, the system of his value relations, which aims to increase the patient's socio-psychological adaptation and, as a result, his refusal to drink alcohol. Given the role of psychosocial factors in the occurrence, course, compensation and decompensation of alcoholism, the most important place in its complex treatment should be given to group psychotherapy. The unwillingness of a person suffering from alcoholism to admit that he is ill, uncriticality, the inability to correctly assess the negative impact of drunkenness on personal and family life, social relations, production activities, the lack of a setting for complete abstinence from alcohol, the patient's inability to independently work out the correct path of a sober life, inadequate understanding about themselves are considered as the main objects of influence of group psychotherapy for alcoholism.

In the studies of domestic authors, as well as in many foreign works, it is emphasized that group psychotherapy for alcoholism is usually included in a broader program of therapeutic and regenerative effects: relief of a hangover syndrome and the effects of intoxication through the use of medications and restorative agents, individual psychotherapy (rational, hypnosis and etc.), supporting psychotherapy, occupational therapy, cultural and entertainment events, etc. As for the forms of group psychotherapy, in alcoholism it is based on debatable (non-directive) options with frequent use of additional techniques (pantomime, role-playing situations, projective drawing, etc.).

Differentiating the goals of group psychotherapy for alcoholism into the tasks of the first (changing attitudes towards the disease, overcoming alcoholic anosognosia) and the second stages (correction of intrapsychic and interpersonal problems), I. V. Bokiy and S. V. Tsytsarev use various methods to solve them. At first it discussion forms psychotherapy (including biographically oriented classes), lectures, etc., then, along with the discussion, projective drawing, role-playing situations, pantomime, and behavioral techniques are used. The combination of the latter, according to the authors, is more adequate for influencing the mechanisms of psychological defense, analyzing the true motives of behavior, identifying by patients their emotional states, identifying ways of interpersonal behavior, and increasing the adequacy of self-image.

A feature of group psychotherapy for alcoholism is the presence in it of a pronounced component rational psychotherapy.

The psychotherapist-directed interaction of patients in a group, contributing to the improvement of relationships between them, creates the most favorable conditions for discussing the life history of patients, finding ways to resolve conflict situations, both related and not related to alcoholism. An important element psychotherapeutic topics is the formation of an appropriate response of the patient to possible relapses of the disease, i.e. readiness to quickly establish contact with medical institutions. If necessary, in the last classes, the prospects for further communication of patients with each other, their meetings in the club of patients treated for alcoholism, in a summer camp, etc. are discussed. Group psychotherapy sessions are held 2-4 times a week for 1.5-2 hours a day. groups of 7-9 people. Some authors consider closed groups to be preferable, including patients with different clinical manifestations of alcoholism, differing in age, profession, educational level, and with different periods of alcohol dependence. Work in homogeneous groups - workers, people with a technical or humanitarian education, people close in age - is less effective. Classes are conducted by one or two psychotherapists (a narcologist or a psychologist can act as a cotherapist). An important indicator to group psychotherapy is the presence in patients of motivation for recovery and especially for participation in the work of the group. The main contraindications may be a clearly negative attitude of the patient to group psychotherapy, pronounced symptoms of personality degradation.

It must be emphasized that The effectiveness of group psychotherapy for alcoholism is closely related to family psychotherapy, which acts as an important addition to it and is usually carried out from the very beginning of the patient's treatment.(psychotherapy of married couples, in groups of wives whose husbands suffer from alcoholism, etc.). At the same time, the task of family psychotherapy is to identify the main conflicts of spouses, reconstruct family relationships, adapt the family to the sobriety regime, and strengthen the patient's attitudes towards sobriety. Friedman and others (Friedman V. et al., 1976) studied 100 wives of alcoholics to determine their role in developing a positive motivation for treatment in their husbands. A statistically significant relationship was found between the degree of activity of the attitude of wives to treatment and the therapeutic effect in alcoholism. At the same time, it was found that in those families where wives were involved in psychotherapy, especially group psychotherapy, relations improved significantly.

The experience of a two-year work with three groups of married couples (44 people), conducted by a doctor and a psychologist, is summarized in the publication of V. M. Zobnev and T. G. Rybakova (1979). Marriage psychotherapy began after the completion of inpatient group psychotherapy of patients and their discharge from the clinic. The desire of a married couple to keep the family together and participate in treatment was considered as the basis for the creation of supportive psychotherapy groups. Classes were held once a week in the first 3 months, then 2 times a month in the 1st year of work and 1 time per month in the 2nd year of psychotherapy. Each lesson lasted 3-4 hours; psychotherapy with groups was supplemented by club forms of work.

Continuity between group and family psychotherapy, voluntary participation in various organizational forms (in outpatient, semi-stationary and inpatient conditions), the adequacy of the goals, objectives and types of psychotherapy to the stages of treatment are important prerequisites for the effectiveness of the entire system of therapeutic and restorative effects in alcoholism.

Published works on psychotherapy for alcoholism reflect its features for various categories of patients. In the case of group psychotherapy of elderly alcoholics, there is less intense group dynamics, patients are more dependent on the activity of the psychotherapist, positive therapeutic results are observed at later stages of treatment, and it takes much more time to include the group in active activity. It has been established that groups made up of patients who began to abuse alcohol under the influence of psychotraumatic circumstances in adulthood are therapeutically more effective. In group psychotherapy of women suffering from alcoholism, first of all, it is necessary to take into account the interest of patients in resolving such problems as socio-psychological isolation, violations of the female role, difficulties in communicating with the opposite sex, in raising children, etc. At the same time, issues related to overcoming alcoholism anosognosia, retaining their significance, recede into the background. The specificity of the relationship between the psychotherapist and a group of patients is emphasized: the psychotherapist's sufficiently pronounced empathy, the rejection of judgmental moral assessments, etc., are of particular importance here.

Participation in the self-help movement and religious worldview have a great influence on the formation of remission. Some researchers emphasize the close relationship between alcohol cessation and participation in Alcoholics Anonymous meetings.

Comparison of types and methods of treatment shows only minor differences in their effectiveness. According to most scientists, the greatest effect is achieved when therapy takes into account the individual qualities and needs of the patient, and is also accompanied by support after treatment. Of considerable importance is the intensity and quality of therapeutic sessions.

Comprehension of various concepts about the causes of alcohol dependence leads to the realization that for the treatment, and above all, the “ordering” of the individual planes on which the disease is formed, a multidisciplinary team of professionals is needed. Along with a doctor, it should include psychologists or suitably trained specialists in the field of pedagogy, resocialization, sociology, family relations, recreation and a healthy lifestyle, social workers, and clergy. A special role is assigned to instructors, who most often become people who have not been drinking for several years, who have suffered from alcoholism in the past. These instructors, having received appropriate training, due to personal experience, are the most useful, especially at the first stage of treatment, when alcohol anosognosia (denial complex) is overcome. Thanks to them, the process of developing a realistic view of the disease is faster and more efficient. As a living example of a recovered patient, they inspire hope for success in patients and colleagues in the team.

The recovery program is designed for several months and even years.. Its beginning is intensive, structured, conducted in stationary conditions for several weeks of classes. Inpatient treatment of alcohol dependent persons, in contrast to hospital treatment of other diseases, is not designed only for severe, so-called hopeless patients. Inpatient conditions allow you to increase the intensity of classes and in a short time to achieve what takes many months in an outpatient setting. The second stage is maintenance therapy carried out on an outpatient basis. In dispensaries that have only outpatient therapy programs, the recovery process is much slower due to the low intensity of classes. A very valuable addition to all forms of therapy is the participation in meetings of Alcoholics Anonymous groups, their family members in Al-Anon meetings (for persons emotionally connected with alcoholics) and Al-Ateen (for children of alcoholics). For some patients, contacts with the Abstinents Club, which have qualified therapeutic assistance, are useful.

In addition to the above methods of treatment of alcohol-dependent persons, there are treatment programs aimed at upbringing, education, enlightenment of the patient's environment, the development of more rational behavior in cases of violation of remission and a quick call for help.

The third method of psychotherapeutic work is family psychotherapy (SP). In the work of T. G. Rybakova, the main tasks and methods of family psychotherapy were formulated, which are determined primarily by the characteristics of interpersonal relationships that develop in families of alcoholics (Lebedev, 1974). Family psychotherapy is aimed at developing in the wife * the patient right attitude to the disease and treatment of her husband, the weakening of her neurotic symptoms that occur during the period of her husband's alcoholism, a change in the system of family interaction and the creation of a favorable socio-psychological climate in the family. In addition, the impact on family relationships acts as one of the ways in which many other tasks of psychotherapy are solved: the formation and strengthening of the attitude towards sobriety, the correction of emotional disorders, the increase in self-esteem, etc.

An independent task of family psychotherapy in alcoholism is the analysis and destruction of pathological manipulative relationships of patients with their wives, children and other relatives. A kind of "exposing" the manipulations of patients, often reaching aggressive and auto-aggressive actions, is a painful but necessary stage in family psychotherapy for alcoholism, opening up the possibility of creating more trusting, psychologically intimate relationships in the family.

Among the methods of family psychotherapy, in the process of which the main problems of family relationships are resolved, the first place is occupied by the psychotherapy of a married couple, carried out in the triad "psychotherapist - patient - patient's wife". However, at the final stage of inpatient treatment and during the period of supportive psychotherapy, group psychotherapy of married couples becomes extremely important, which, along with psychotherapeutic effects, uses the possibilities of club work with patients. The participation of patients with alcoholism in this type of treatment significantly increases the duration of remissions.

In family psychotherapy of alcoholics, it should be borne in mind that the wife (or husband) of a person suffering from alcoholism is, as a rule, the most subtle diagnostician of the dynamics of craving for alcohol. The data obtained in the thesis work of A. Yu. Dmitrieva showed that the wives of patients have their own "scale" of the intensity of attraction and can quite accurately predict the approach of a relapse. This should be used in the treatment process, involving wives in the analysis of the motives associated with the attraction to alcohol in patients.

However, it should be feared that the wife does not become the undisputed leader, patron, guardian, family doctor. This, in turn, can lead to an inversion of roles in the family, to the attribution to the wife of responsibility for the life of the patient and his behavior, to an increase in his externality and the formation of pathologically dependent relationships. Unfortunately, many women, masculine in nature, willingly go for it, having a pronounced will to power and leadership in the family. Therefore, the psychotherapist should contribute to the creation of a psychotherapeutic environment in the family, without violating the role balance.

The psychotherapeutic function is the main one for the family of a patient with alcoholism, especially in the first months. However, this does not mean creating special privileges for the patient. On the contrary, from a psychotherapeutic point of view, it is important to assign responsibility to the patient, adequate to the role of men in the family. Along with this, of course, emotional support, response, catharsis, sometimes suggestion, and almost always training in behavior in a non-alcoholic lifestyle are necessary. Thus, the tasks of the family of a patient with alcoholism have the character of psychotherapy, in matters of which the spouses should be helped to practically navigate.

* In the context of the problems of family psychotherapy, as a rule, work with families of men with alcoholism is implied. The experience of working with the families of women with alcoholism is still insufficient, since in most cases they break up even before the patients arrive for treatment.

The content of the article

Alcoholism- one of the diseases in which the impact on the personality of the patient is the most important treatment. Such an impact can be exerted with the help of various methods of psychotherapy.
Even in ancient times, they said that people can be treated with the help of "grass, a knife and a word." Thus, the healing effect of the word of one person on another has been known for a long time. However, psychotherapy has become a method of treatment that has a theoretical justification and techniques relatively recently.
Psychotherapy for alcoholism should be comprehensive and varied, since with its help attempts are made, on the one hand, to break the pathological circle of the disease state, addiction to alcoholic beverages, and on the other hand, to establish new social connections of the patient with the environment. Thus, in the first case, psychotherapy is a powerful remedy, in the second - a kind of social impact maitre.
Psychotherapy should be applied at all stages of the treatment of alcoholism, of course, taking into account the personal characteristics of the patient, the stage of the disease, the type of higher nervous activity, social ties, in other words, be purely individual. The doctor has the right to choose the method of treatment.
Such methods of special psychotherapy are rational, indirect, debatable psychotherapy, situational psychological training, hypnotherapy, suggestion, etc. Treatment can be carried out individually and collectively.
Before starting therapy, the doctor must definitely get acquainted with each patient, collect an anamnesis, determine the type of the patient's nervous system, and decide how deep the patient's desire for a cure is. The doctor should establish a friendly, trusting relationship with patients, but at the same time remain demanding and consistent. Without this preparatory work, further treatment will be unsuccessful, since the basis of psychotherapy is the impact of the doctor's word on the object of psychotherapy - the patient. After carrying out the listed preliminary measures, you can proceed to the choice of the method of psychotherapy and to the treatment itself.
A person lives in a social environment, he is brought up by the collective. During illness, relationships between people are broken, new pathological connections are formed that contribute to the deepening of the disease state. Therefore, the treatment of persons suffering from alcoholism in groups is more effective than individual treatment. When working with such a group, it is possible to identify the most active individuals who will favorably influence other patients, helping the doctor in conducting psychotherapy.

Collective (group) psychotherapy

Collective (group) psychotherapy is carried out as follows. Groups of 5-10-20 people are selected. Close patients are invited to the sessions - wives, parents, adult children. Having outlined in advance several patients with a particularly revealing alcohol and life history, they are invited to tell about themselves. Then those present ask questions, discuss the mistakes and mistakes that the patient made in his life and which led him to alcoholism. Relatives complement the narrator, those present involuntarily think about their fate. The doctor skillfully directs the entire conversation, makes comments, inspires the idea of ​​the inadmissibility of drinking alcohol for the rest of his life.
Further conversations are in the nature of health education. The doctor explains the social and medical issues of alcoholism. When preparing for hypnotherapy, patients are explained that there is nothing supernatural in hypnosis, that this method of therapy is based on the physiological characteristics of the human nervous system, that it should not be feared. Further, it must be said that not everyone falls asleep during the sessions, but half-asleep acts as beneficially as sleep.
During the conversation, one should especially emphasize the harm that alcohol causes to the human body, its nervous system, and internal organs.
Further, in the waking state, patients are instilled with thoughts of aversion to alcohol, that the body will not be able to take alcoholic beverages in all its forms. At the same time, they strengthen the patient's stamina in his desire to be cured, his will and resistance to addiction. All the time fix attention on the complete abstinence from alcohol, on the right way of life.
To consolidate the effect of treatment, one patient is prescribed active anti-alcohol drug therapy, while others continue collective or transfer them to individual hypnotherapy. The classical method of collective hypnotherapy was proposed by V. M. Bekhterev. It consists of three stages: a preliminary psychotherapeutic conversation, hypnotherapy and self-hypnosis training.

Hypnosis treatment

It is best to carry out hypnosis treatment in specially equipped rooms, in which there should be comfortable chairs or sofas, twilight, silence. It is possible to use quiet pleasant music. A hypnotherapy session begins with sleep. The next stage - suggestion - can be carried out more individually. This takes into account the characteristics of some patients. Suggestions should be clear, simple in form of presentation. For example: “You must not drink alcohol! Your health is undermined! You are completely indifferent to liquor." The nature of the suggestion should extinguish the craving for alcohol, strengthen the patient's volitional aspirations for a cure.
In the process of treatment, conditioned reflex therapy can be carried out, developing a negative reaction to the smell, taste of alcohol. To do this, the suggestion is accompanied by inhaling the smell of vodka or testing it on the tongue with a moistened cotton swab. Before awakening, the suggestion is once again fixed and then it is said that the patient will feel cheerful, healthy, full of strength, he will not have cravings for alcoholism.
Within 1.5-2 months, sessions are carried out 2 times a week, then another 2 months 1 time per week, for 6 months 1 time in 2 weeks. If the effect of the treatment is good, then the patient should be registered for 5 years, periodically visit the doctor to reinforce the treatment.
Currently, many varieties of collective psychotherapy have been proposed. Each of these methods has its positive aspects, and the doctor, based on the characteristics of the selected groups, chooses one of them.

Conversational psychotherapy

Here, groups are made up of 8-10 patients without special selection. These groups are closed, do not replenish and do not change throughout the course of treatment. This type of psychotherapy is very promising and begins to occupy a dominant place among the special methods of psychotherapy. During its implementation, the following tasks are set: correcting misconceptions about alcoholism, self-identification by patients of the existing manifestations of alcoholism, creating a therapeutic atmosphere, and solving social issues. The entire treatment cycle is divided into peculiar stages, each of which has its own specific tasks.
Another method of group psychotherapy is situational psychological training. At the same time, first of all, the tasks are to increase the degree of awareness by patients of their pathological craving for alcohol and to identify specific facts of its actualization, to teach patients how to counteract these factors, and to develop autogenic relaxation skills. It also organizes small groups with a duration of treatment up to 3 weeks.
In recent years, psychotherapy of married couples has become widespread. At the same time, a conscious attitude to treatment is required.
Family psychotherapy boils down to the following attitudes - the formation of a wife's correct understanding of her husband's illness and the desire to cure him, the desire to create normal intra-family relationships, as well as the removal of neurotic conditions that form in women during the period of drunkenness of their husbands.
The method of collective emotional-stress hypnotherapy of alcoholism, proposed by V. E. Rozhnov, is very popular. The author believes that “... hypnotherapy sessions are only one of the links in common system therapeutic measures and psychotherapeutic and combined with it medical and labor effects.
In this type of treatment, great importance is given to the emotional factor in the relationship between the patient and the doctor. The latter should act here not as a lecturer, teacher, but as a benevolent, strong-willed, sympathetic and truthful person who deeply believes in the success of treatment. The patient must feel this not only with his mind, but also with his heart and respond to this with trust and activity.
Before creating a group, the medical history of each patient is carefully studied. The group consists of 10 to 20 people. Before the start of the course of treatment, a psychotherapeutic conversation is held, during which they talk about the procedure for treatment and the essence of hypnosis. Next, patients are immersed in a hypnotic sleep. Against the background of this condition, a conversation is held, which emphasizes the harmful effects of alcoholic beverages on the human body, the adverse effect of the patient on the family, the microenvironment. The doctor places special emphasis on the emotional impact of these suggestions. The next stage is the development of a gag reflex to an alcoholic drink. Sessions end with patient self-reports.
The relief can be considered sufficiently developed if, for one word “vodka”, the members of the group have a pronounced vegetative reaction with nausea and vomiting symptoms. The course of treatment is prescribed 10-12 sessions, then maintenance therapy is recommended 1-2 times a month for a year.
In an outpatient setting, one of the varieties of this type of psychotherapy is the technique proposed by A. R. Dovzhenko. The main indications for it are the patient's conscious desire for a sober lifestyle, a mandatory two-week abstinence from taking alcoholic beverages before starting treatment. At the first stage of treatment mediated psychotherapy is carried out. At the second (treatment) stage, rational psychotherapy is carried out at a collective-group session, the culmination of which is emotional-volitional, imperative suggestion with elements of dramatization, ritual actions (the so-called coding of alcohol rejection for a certain period).
To consolidate the effect of treatment, patients should be taught methods of self-hypnosis and relaxation. In self-hypnosis, the patient must learn to control himself. To do this, several experiments are carried out and a prepared suggestion formula is recommended to the patient, which he should repeat daily for 4-6 months before falling asleep.
The formula may contain the following suggestion: “I feel less and less craving for liquor. I will not use them anymore, despite any persuasion and suggestions. I am healthy, and the guarantee of my health is absolute abstinence from alcohol.
The relaxation method - auto-training (auto-training) - consists in the fact that the patient, after several workouts, masters the ability to relax the muscles of the face, neck, torso, back, limbs, and the whole body. Then the patient learns, by relaxing the whole body, to cause a sensation of warmth in various parts of the body, at the third stage he proceeds to self-suggestion. The formula should be brief and aimed at developing an aversion to alcohol, reinforcing this reflex if it has already been developed, and also at instilling faith in a full recovery. The course of auto-training lasts up to 3 months, may be repeated. The doctor teaches the patient both methods. These methods are very valuable in combination with other methods of treatment.
In the treatment of alcoholism, one should use a method such as bibliotherapy - treatment with a book. A work of art is a powerful emotional stimulus that affects the state of mind of a person. Positive examples of heroic novels can inspire strong-willed impulses, cheer up, classical works can well distract from everyday reality, affect the regulation of emotions. A special place in this series should be occupied by books devoted to the issues of drunkenness, alcoholism, and the fight against this disease.
Not bad calms the nervous system, causes positive emotions treatment with music, drawing.