How to provide the support that is expected of you. Psychological help

Life situations can be very different: from minor stress to tragedies (death of a loved one, violence, disasters, natural disasters, etc.). From childhood we were taught: “learn to control yourself.” But when tragedies occur, simple self-control is not enough. At this moment, the victim is in dire need of psychological support. the site will tell you how best to provide emergency assistance psychological assistance.

Rules for providing emergency psychological assistance

To provide psychological assistance, you need:

1. Make sure you are safe
Provide psychological assistance only after making sure that nothing threatens you at the moment. For example, if the victim does not attack you.

2. Want to help
Provide psychological support when you feel strong and sincerely want to help. If you feel uncomfortable, afraid, or feel bad, find someone who can replace you.

3. Have resilience and self-control
No matter how strange your ward’s behavior may be, you should always remember that this is a normal human reaction to abnormal events. Therefore, don’t be surprised by anything, don’t be frightened by anything, and don’t be annoyed.

4. Do no harm
If you doubt something, or don’t know what to do best, don’t take risks, abandon your plan and contact specialists (psychologists, psychotherapists, rescuers, doctors).

Suicide attempt

Suicide attempts include actions aimed at taking one's own life (attempts to hang oneself, drink dangerous drugs, jump from a balcony), and conversations in which the victim threatens to take one's own life or is simply confronted with the fact of doing so. There can be a great variety of reasons that prompt a person to commit suicide - from betrayal and betrayal to the desire to scare loved ones.

Typically, a person’s behavior before suicide is excessively depressed or, conversely, unnaturally excited. The person may lose appetite or become overly enthusiastic about eating. There may also be a sudden craving for alcohol, experiments with medications, bouts of generosity (those who want to commit suicide begin to make expensive gifts to relatives and friends, more often from their reserves), pessimistic conversations about the injustice of life and jokes about death.

How to help with a suicide attempt?

1. Show sympathy for your loved one and agree with what he says. Do not criticize the reasons that pushed him to such an act. For you they may be stupidity, but for him - a global conflict with the outside world.
2. Listen carefully to the victim. Be his “own person.” Ask clarifying questions, help him open up about his experiences.
3. Find the positive in what just happened: "You managed to survive against all odds", “You’re alive and well – that’s the most important thing”, “Every person has breakdowns, now it’s all over, now you need to take care of those who love you - children, parents, friends, pets”.
4. Ask the victim to help - bring water, close the door, find out what time it is. Give him any simple task, because now more than ever he needs to feel needed.
5. Talk to the victim at the distance he allows. If he doesn’t let you get closer, he’s nervous, worried, angry, etc. - move away. If the conversation is going well, gradually move closer.
6. Celebrate the uniqueness of his experience. Tell them that not everyone gets this test. Ask him to tell or write what this situation taught him, what new thoughts arose, what he can say to those who decide to commit suicide.

Aggression

Aggression is asocial behavior of a person, in which he commits a verbal or physical attack.

Emergency psychological assistance

At the moment of passion, a person can experience anger over any, even insignificant, reason; everything irritates him and infuriates him. He can hit others, hurl insults, and refuse to think logically. Sometimes a person is so carried away by his emotions that he does not notice anything around him, since his attention is strictly focused on the irritating object/objects.

It is important to provide such a person with timely assistance in order to prevent possible consequences.

How to help with aggression?

1. Remove bystanders from the premises. If this is not done, those around you will begin to distract the victim, and all your psychological work will go down the drain.
2. Let the person speak out - “let off steam”, scatter things, break or tear up something unnecessary.
3. Show kindness. Do not blame the angry person for anything, describe his feelings. You can’t say: “You’re crazy!”, “You’re always throwing yourself at everyone.” Say something like: “I see you are very angry right now. You need to take a break".
4. Distract the angry person. Offer to drink tea and take a walk. “Let’s go pour you some tea / let’s go for a walk”. You can also engage a person in any useful physical activity. For example, ask for help with something. When the person calms down, you can discuss the problem. By the way, you can distract an angry person by asking him to do something - give him a glass of water, open a window, or do something unexpected - drop something on the floor, spill water, slip.
5. Defuse the situation. Make jokes, make funny comments about everything that happened. It is important to note that the joke should be witty, but not offensive.

Stupor

Stupor is a protective reaction of the body to the stress that has arisen. The reaction is the result of a powerful mental shock (threat of murder, earthquake, disaster, violence) and leads to a loss of energy, since all of it has been spent on the struggle for survival. It is expressed in the form of a decrease or absence of movements and speech, in freezing in one position and lack of reaction to light, pain, and sound stimuli.

Emergency psychological assistance

It is important to get a person out of this state, otherwise:

• in a situation of repeated threat to life, a person will not be able to save himself, since he will not react to the danger,
• it will lead to physical exhaustion.

How to help with stupor?

1. Massage certain points on the victim's face. These points are located on the forehead above the eyebrows, midway between the hairline and eyebrows, strictly above the pupils. This can be done with one hand and index fingers. Place your other hand on the victim's chest, adjusting your breathing to his rhythm.
2. A person in a stupor can see and hear you. Contact him, wave your hands, challenge him to be active. Speak to him clearly and slowly.

Apathy

Apathy can appear after a long period of intense hard work that has not brought success. For example, as a result of a rescue operation that ended unsuccessfully, or as a result of love relationship which ended

Organizational aspects of providing emergency psychological assistance. General principles providing emergency psychological assistance

Activities of a psychologist when providing EPP

Groups of victims.

1. Organizational aspects of providing emergency psychological assistance

The development of modern society, science, the media, the emergence of new technologies, on the one hand, improve the quality of life, on the other hand, they increase the risk of large-scale disasters, accidents, disasters. Every year the number of people who have survived a natural disaster, man-made accident or catastrophe increases, and the number of people involved in eliminating the consequences of emergency situations - rescuers, doctors, etc. - is also growing.

In the structure of the Russian Ministry of Emergency Situations, a Medical and Psychological Support Service was created in 1999, which included the Center for Emergency Psychological Assistance of the Russian Ministry of Emergency Situations. The Service was entrusted with the following tasks:

conducting psychodiagnostic activities and activities aimed at professional psychological selection;

carrying out rehabilitation activities with specialists involved in eliminating the consequences of emergency situations to preserve the psychological health and professional longevity of specialists;

carrying out activities aimed at training specialists involved in emergency response to work in extreme conditions;

provision of emergency psychological assistance during emergency response operations.

Providing emergency psychological assistance is independent region psychological practice. Its originality is especially the conditions in which the professional activity of a psychologist takes place while working to provide emergency psychological assistance: the presence of a traumatic event, short time to provide assistance.

Thus, emergency help from a specialist psychologist is short-term help after a strong negative stress impact (distress).

Emergency psychological assistance is a system of short-term measures aimed at providing assistance to one person, a group of people or a large number of victims in order to regulate the psychological, psychophysiological state and negative emotional experiences associated with a crisis or emergency event, using professional methods that meet the requirements of the situation.

Providing emergency psychological assistance helps maintain the mental and psychophysiological well-being of victims, is aimed at working with newly emerging negative emotional experiences as a result of an emergency, and also solves the problem of preventing delayed reactions to an emergency situation in victims (psychosomatic problems, PTSD, etc.).

Emergency psychological assistance can be provided only if the person's reactions can be described as normal reactions to an abnormal situation. Emergency psychological assistance cannot be provided to those people whose reactions go beyond the limits of the mental norm. In this case, the help of a psychiatrist is necessary.

The main tasks that a psychologist’s activities are aimed at when providing emergency psychological assistance include:

maintaining on optimal level psychological and psychophysiological state of a person;

prevention of delayed adverse reactions, including by ridding a person of emotional states that arose directly as a result of a traumatic event;

prevention and, if necessary, cessation of manifestations of pronounced emotional reactions, including mass ones;

consulting victims, their relatives, friends, as well as personnel working in response to emergency situations, about the peculiarities of experiencing stress;

assistance to specialists taking part in emergency response efforts.

General principles of emergency carepsychological assistance

The uniqueness of providing emergency psychological assistance is determined by two factors:

the first is associated with events that have a strong impact on the emotional, cognitive, and personal spheres of a person. It can be large-scale emergencies natural or man-made, as well as smaller-scale events that are also powerful stressors for humans (road accidents, rape, sudden death of a loved one).

Almost always such an event can be described as a sudden event;

the second is the time factor. Emergency psychological assistance is always provided within a short time.

Based on this, we can determine the basic principles of providing emergency psychological assistance:

“do no harm” principle. Implies short-term assistance, i.e. assistance should be aimed at correcting the current state caused by this situation, while simultaneously ensuring the environmental friendliness of the measures taken for the future life of the client. It is fundamentally wrong to carry out psychological work with long-standing, long-standing problems of the client, since such work is prolonged;

principle of voluntariness. This principle is transformed into special behavior a specialist psychologist, which is aimed at actively offering assistance to victims. Under normal conditions, a specialist often takes a passive position (waiting for the client to ask for help);

principle of confidentiality. This principle remains relevant when providing emergency psychological assistance, however, confidentiality may be violated in cases where the psychologist receives information that the client’s actions may be dangerous for the client himself or others (this situation may arise if the psychologist , for example, learns about an impending suicide attempt);

principle of professional motivation. This principle is accepted for any type of psychological assistance.

In an extreme situation, its observance becomes especially important, since there is a high probability that, in addition to professional motivation, a specialist may have other, sometimes stronger, motives (the motive of self-affirmation, gaining social recognition, etc.); principle professional competence . This principle assumes that the specialist providing assistance must be sufficiently qualified and have the appropriate education; in addition, an important factor is that the specialist should not work with a certain category of problems, namely, with those problems that at the current moment in time are personally - significant for the specialist himself. The situation often arises that the person receiving help is unpleasant to the psychologist, in which case the effectiveness of such help will be extremely low. If in normal conditions high level performance using professional skills.

Psychological support for the child

Psychological support is one of the the most important factors that can improve relationships between children and adults. If there is insufficient or absent adequate support, the child experiences disappointment and is prone to various misconduct.

Psychological support is a process:

In which the adult focuses on the child's positive aspects and strengths in order to strengthen his self-esteem;

Which helps the child to believe in himself and his abilities;

Which helps the child avoid mistakes;

Which supports the child in case of failures.

In order to learn how to support a child, teachers and parents may have to change their usual style of communication and interaction with him. Instead of focusing primarily on the child's mistakes and bad behavior, the adult will have to focus on positive side his actions and encouragement of what he does.

Support the child – means believing in him . Verbally and non-verbally, the parent tells the child that he believes in his strengths and abilities. A child needs support not only when he feels bad, but also when he feels good.

Let us emphasize once again: an adult seeking to support a child considers not only the events (action) as a whole, but also tries to highlight individual aspects that are positive for the child. Support is based on faith in the individual's innate ability to overcome life's challenges with the support of those whom he considers significant to him.

In order to support the child, parents and teachers themselves must have confidence; they will not be able to support the child until they learn to accept themselves and achieve self-esteem and confidence.

An adult needs to understand the role of psychological support in the process of education and know that, while providing it, he, without knowing it, can disappoint the child by telling him, for example, the following: “You could not get dirty!”, “You could be and be careful!”, “Look how well your brother did it!”, “You should have watched when I did it!” As a rule, negative comments from parents have no effect. Constant reproaches like “You could have done this better” lead the child to the conclusion: “What’s the point of trying? I still can't do anything. I will never be able to satisfy them. I give up".

Adults must learn, when helping a child, to see the natural imperfection of a person and deal with it. To do this, adults must know what forces in school, family, kindergarten, and in the child’s wider environment can lead to disappointment. According to many psychologists, these forces are:

1. Excessive demands from parents.

2. Sibling rivalry.

3. Excessive ambitions of the child.

Excessive parental demands on a child will make success impossible and disappointment quite likely. For example, if parents previously expected their child to be “the most capable” in kindergarten, then they expect the same from him at school; They want to see a child who can tumble well in the future become a good gymnast.

When it comes to siblings, parents may unintentionally pit children against each other, comparing the brilliant successes of one with the lackluster achievements of the other. Such competition can lead to severe disappointment and destroy previously good relationships.

The child's behavior is influenced by excessive ambitions. Excessive ambition is clearly manifested, for example, in cases where a child, playing a game poorly, refuses to take part in it. Often a child who cannot stand out through something positive begins to behave defiantly negatively or turns into a “stone around the neck” of the entire class.

How to support a child?

There are false ways, so-called “support traps”. Thus, typical ways for parents to support a child are overprotection, making the child dependent on an adult, imposing unrealistic standards, and stimulating competition with siblings and peers. These methods only lead to worries for the child and interfere with the normal development of his personality.

Let us repeat once again: genuine support by adults for a child should be based on emphasizing his abilities, capabilities - his positive sides. It happens that an adult does not like a child’s behavior. It is at such moments that he must make it very clear to the child that “although I do not approve of your behavior, I still respect you as a person.” For example, if a child fails to behave as the teacher would like, it is the teacher who must help the child understand why this is happening. It is important that the child understands that his failure may stem from a lack of willingness or ability to behave appropriately. It is necessary to show the child that his failure in no way diminishes his personal merits. It is important that an adult learns to accept the child for who he is, including all his achievements and failures, and when communicating with him, take into account knowledge of such things as tone, gestures, etc.

In order to provide psychological support to a child, an adult must use those words that work to develop the child’s self-concept and sense of adequacy. During the day, adults have many opportunities to create in a child a sense of his own usefulness and adequacy. One way is to show your child your satisfaction with his achievements or efforts. Another way is to teach the child to cope with various tasks. This can be achieved by creating in the child the attitude: “You can do this.”

Even if the child is not coping with something completely successfully, the adult must let him know that his feelings towards the child have not changed. The following statements may be helpful:

I would be very pleased to watch what happens.

Even if something didn't happen the way you wanted, it was a good lesson for you.

We are all human and we all make mistakes, after all, by correcting your mistakes, you also learn.

This way, the adult is more likely to learn how to help the child achieve self-confidence. As one parent put it, this is like inoculating a child against failure and unhappiness.

A central role in the development of a child’s self-confidence is played, as already noted, by the faith of parents and teachers in the child. The parent must show the child that he is an important member of the family and means more to her than all the problems associated with him. The teacher - that the child is a necessary and respected member of the group, class.

Adults often focus on past failures and use them against the child. Examples of such evaluation are statements like:
“When you had a dog, you forgot to feed it, when you studied music, you quit after 4 weeks, so I don’t think it makes sense for you to take up dance now.” This emphasis can create a feeling of persecution in the child. The child may decide: “There is no way to change my reputation, so let me be considered bad.”

To show faith in a child, an adult must have the courage and desire to do the following:

Forget about the child’s past failures;

Help your child gain confidence that he can cope with this task;

Allow the child to start from scratch, relying on the fact that adults believe in him, in his ability to achieve success;

Remember past successes and return to them, not to mistakes.

It is very important to take care to create a situation for your child with guaranteed success. This may require the adult to make some changes in the requirements for the child, but it will be worth it. For example, at a pedagogical council, a teacher may propose to specifically create a situation that will help the student develop a sense of adequacy and self-worth. He can help the student select tasks that the teacher believes he can handle, and then give him the opportunity to demonstrate his success to the class and parents. Success breeds success and increases self-confidence in both the child and the adult.

So, in order to support your child, you need to:

1. Rely on strengths child.

2. Avoid emphasizing the child’s mistakes.

3. Show that you are satisfied with the child.

4. Be able and want to demonstrate love and respect for the child.

5. Be able to help your child break large tasks into smaller ones, ones that he can handle.

6. Spend more time with your child.

7. Introduce humor into your relationship with your child.

8. Know about all the child’s attempts to cope with the task.

9. Be able to interact with a child.

10. Allow the child to solve problems himself where possible.

11. Avoid disciplinary rewards and punishments.

12. Accept the child’s individuality.

13. Show faith in the child and empathy for him.

14. Show optimism.

There are words that support a child and words that destroy his self-confidence.

For example, words of support:

Knowing you, I am sure that you will do everything well.

You do it very well.

Do you have some thoughts on this matter? Are you ready to start?

It's a big challenge, but I'm sure you're up for it.

Words of disappointment:

Knowing you and your abilities, I think you could do it much better.

You could do this much better.

This idea can never be realized.

It's too difficult for you, so I'll do it myself.

Adults often confuse support with praise and rewards. Praise may or may not be support. For example, too generous praise may seem insincere to the child. In another case, she may support a child who fears that he does not meet the expectations of adults.

Psychological support is based on helping the child feel needed. The difference between support and reward is determined by timing and effect. A reward is usually given to a child for doing something very well, or for some achievement in his life. certain period time. Support, as opposed to praise, can be given for any attempt or small progress.

When I express pleasure in what the child is doing, it supports him and encourages him to continue the task or try again. He enjoys himself.

You can support through: individual words (“beautiful”, “neat”, “wonderful”, “great”, “forward”, “continue”); statements (“I’m proud of you”, “I like the way you work”, “This is really progress”, “I’m glad for your help”, “Thank you”, “Everything is going great”, “Okay, thank you”, “I’m glad , that you participated in this”, “I’m glad that you tried to do this, although it didn’t turn out at all as you expected”); touch (pat on the shoulder; touch the hand; gently lift the child’s chin; bring your face closer to his face; hug him); joint actions, physical participation (sit, stand next to the child; gently lead him; play with him; listen to him; eat with him); facial expressions (smile, wink, nod, laugh).

Development effective style communication

Very often, adults, when communicating with children, strive to compete with them.
An adult may think: “It is important for me to insist on my own.” It would be useful to replace such a philosophy with the understanding that “the real winner is the one who knows how to treat other people.” Barriers between an adult and a child will collapse, the feeling of one’s own usefulness and need will increase, relationships in the family and at school will noticeably improve.

The proposed style of communication between an adult and a child is based on mutual respect. Mutual respect implies that both the child and the adult
– will allow each other to honestly and openly express feelings and thoughts, without fear of being misunderstood and rejected.

Effective communication is: acceptance of what the partner communicates; accepting his feelings; refusal to judge your partner.

In other words, we must show the other person that we understand his thoughts and feelings. Remember that you may not agree with your child, but you can accept his feelings. Acceptance can be demonstrated through tone and appropriate words. Developing this communication style takes patience and practice. This also includes mastering communication skills such as
“reflective listening and reporting.”

What is reflective listening?

Reflective listening is an important communication skill because we cannot send our thoughts and feelings directly to the other person. We must use a code: words, tone, gestures, postures, etc. As a listener, we interpret messages with a greater or lesser degree of accuracy. In order to understand the message as accurately as possible, it is useful to use one of the skills necessary for communication - feedback.
Feedback is nothing more than a message about what exactly you heard. In turn, the interlocutor may say: “Yes, that’s exactly what I meant” or “No, that’s not what I meant. I'll try to explain again."
These components—messages, feedback, and confirmation checks—make up the feedback process.

“SENDER” – MESSAGE – “RECIPIENT”

- FEEDBACK -

– CONFIRMATION – The effectiveness of reflective listening and the use of the feedback process can be seen in the following example.

A mother heard her son return from school and say, “What a bad day! The teacher got angry at me and called me a liar because I forgot to bring my homework. She screamed at me! Here is a note from her."

To check that she has understood her son correctly, and to make sure that he is really upset about the school incident, the mother may say: “It looks like you really had a terrible day today.” This will serve as a signal to the son whether the mother understood what he wanted to say. In this case, the mother understood her son correctly and he says: “You can repeat it again.” This time the mother, after thinking, says: “It must be terribly embarrassing when they shout at you in front of the whole class. The child, in turn, agrees: “Of course I’m ashamed and I feel very bad.” The rest of the conversation might look something like this:

MOTHER. I'm willing to bet you're hurt and offended by her criticism.

SON. Yes! Just like I’m willing to bet that she too has forgotten something and, perhaps, no one “pecked” her for it.

MOTHER. Most of us think this way when someone hurts us.

SON. Well, that's somewhat reassuring.

This example clearly shows that reflective listening with feedback helps to clarify and understand the problem and find a solution.
If feedback it is not possible to establish, misunderstanding, irritation and frustration arise.

Understanding the difference between a closed and an open response is important to mastering the skill of reflective listening. A closed answer shows that the adult either does not hear or understand the child, or prefers to ignore his story. In other words, it limits the message.

An open response indicates that the adult hears the child and is interested in what he is talking about. Open answers encourage the child to continue his story. In addition, open-ended responses reflect the child's feelings behind the story.

Open responses can be classified into the following categories:

"Starters"; “I understand,” “Oooh,” “Mmmm,” “I’d like to know more about this,” “Tell me something else.”

Silence: don’t say anything, but show your interest in the conversation.

Open questions instead of closed questions.

Open questions are designed not just to inform an adult about something, but to help the child clarify his problems. On the contrary, closed questions are inherently close to a statement and can only be answered with “yes” or “no”. The difference between open and closed questions is easier to understand with a concrete example.

OPEN QUESTION: “Could you tell me what happened at school today?” or “How do you feel about your friends ignoring you?”

CLOSED QUESTION: “Did you have a good day today?” or “Are you angry at your friend because she doesn’t notice you?”

Reflective listening requires parents and teachers to understand the variety of feelings of the child and the ability to establish emotional contact with him. As a result, the child feels that he is being listened to and strives to continue the conversation.

Reflective listening involves certain attitudes and behaviors. First of all this general installation adult in relation to the child: “I worry about you, and I am interested in everything that happens to you and what you do,” as well as verbal and non-verbal forms of behavior, as if telling a child: "I am listening to you".

The attitudes and feelings needed to engage in reflective listening include:

The desire to listen to the child and the understanding that this will take some time;

The desire to help this particular child;

Accepting both negative and positive feelings of the child;

Recognizing that the child's feelings are his true feelings;

Treating the child as an independent person with his or her individual identity and feelings;

Deep belief in the child’s ability to manage, overcome, and find solutions to their feelings;

Understanding that feelings are temporary, not permanent, and that expressing negative feelings has the ultimate goal of helping the child end them.

Behaviors required for reflective listening:

NONVERBAL:

Eye contact: look at the child you are talking to, but do not stare at him;

Body language, natural and free poses;

VERBAL, stimulating the child to continue the story and helping him understand what was said:

Feedback that lets your child know your interpretation of what he said;

Reflection of feelings;

WARNINGS:

1. Know when to use reflective listening.

It is most effective in cases where the child has a problem and you have enough time to solve it.

2. Know when not to use reflective listening.

If you, as a teacher or parent, feel that the child does not accept you or is pushing you away, you should not try to use this method, in which case it will not be successful.

3. Develop your listening skills. With practice, reflective listening will become a routine and habitual activity for you. Don't be afraid of disappointments, try again.

4. Accept that reflective listening will not be easy to use at first.

Mastering any new skill is always accompanied by a feeling of uncertainty at first. This is also true for reflective listening.

5. Try to combine other interpersonal skills with reflective listening.

Use reflective listening in combination with exploring alternatives, determining who “owns” the problem, etc.

Alena Vasilkova 06/4/2015 1683

Timely psychological support is akin to first aid, for example, for a stroke. A couple of hours of delay - and not a single doctor (psychologist) will help. How to properly provide psychological assistance to a loved one in a difficult situation?

Grandmothers and mothers in most families are not only keepers of the hearth, but also real vests for crying.

In difficult life moments, all family members turn to them for help and words of support. Adult children ask how to raise teenage children, grandchildren ask for help in sorting out relationships with the opposite sex, husbands ask for advice on how to resolve a conflict with their superiors.

And everyone needs help, everyone needs to be encouraged and supported. How to do it right?

There is no universal answer to this question; in any case, you will have to improvise and act according to the situation, based on your observations, life experience, psychological characteristics asking for help.

Family support is very important

And yet, when talking with a loved one who asks for help or advice, you should adhere to certain rules.

What you should absolutely not do

1. Downplay the problem

No matter how small, in your opinion, the problem with which a child, grandchild, husband or other loved one comes to you, in any case you need to listen to him. Don't have time to do it right now? Explain the situation and ask to reschedule your conversation for a certain time, and then be sure to return to it.

Hearing advice like “I have a problem too! Well, I had some troubles…”, the loved one will most likely withdraw and not say anything more on the merits.

2. Try to get to the bottom of things

You should not try to find out all the circumstances of the controversial situation during the first conversation. Your loved one will tell you everything he thinks is necessary. An attempt to find out more with the help of additional and often not very correct questions will only force him to once again plunge into his experiences.

3. Blame

Of course, sometimes we ourselves provoke the development of certain negative situations. However, to say bluntly that “You yourself are to blame for your problems”, “What you sought is what you got”, “Serves you right!” not worth it. Such words will cause rejection and disagreement in the narrator and will in no way help him cope with his experiences.

How can you help a loved one in a difficult life situation?

1. Get involved in the problem

What does it mean? You just need to be there, if not physically, then at least emotionally.

For example, if you know your grandson is very worried about his upcoming GCSEs, help him prepare for them.

Physical contact with loved ones is very important

No way to control educational process because you live in different cities? Discuss possible assignments over the phone, talk about your experience of passing entrance tests, control your daily routine, etc.

2. Praise

Kind words, compliments and praise boost morale. Do you see that your loved one is depressed due to problems at work/school? Remind him of his success in sports, family life or career.

3. Ask the right questions

Don’t probe, but ask leading questions that will help your loved one independently understand their experiences and feelings, set priorities, and see the problem from a different perspective.

4. Lead good examples from life

A story about how Aunt Olya/boss/colleague acted in a similar life situation will allow a loved one not only to make sure that the problem is solvable, but will also demonstrate one of the ways to overcome it.

5. Force action

Soft support in difficult life situations is not always relevant. Sometimes you need a push to action. Especially if the situation can be corrected with some effort.

Family members and friends need support and understanding during the life-changing process. important decisions(choosing an educational institution, changing jobs, divorce, etc.). And also when they are in a state of crisis, have a high workload at work/school, are recovering from an illness, have suffered the loss of a loved one, are working to achieve important goals, etc.

What do I need to do? Ask the person to calm down and come to his senses, turn on his head and start acting!

Providing psychological assistance and support to loved ones is a rather difficult and mentally exhausting task. It is, of course, necessary to participate in their solution, but you should not take other people’s problems to heart every time: too much effort, energy and health can be spent on this.

Take care of yourself and your loved ones!

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