Metaphor as a Method of Consultative Work of Psychologists and Social Teachers With Parents.

Abstract

The article presents the method of metaphors as a modern effective method that involves neurodynamic mechanisms of personal reflection on current life events. The formation, essence and functions of metaphor in psychological and pedagogical work are analyzed. The genesis of the concept "metaphor" reveals the growing dynamics of its use in the social and psychological sciences. It has been active since the mid-1970s, when metaphors became the independent subject of study. Phenomenologically, metaphor is manifested in all spheres of human activity, but the first sphere of its usage is language. Metaphorical language allows a specialist to convey relevant messages to the client in a fairly secure form and unobtrusively suggest solutions to the problem. It is due to this that it makes sense to use metaphor in consultative psychological and pedagogical work. The authors propose to regard the metaphor as a means of obtaining information about the peculiarities of the relationship in the system "parents - child". Depending on the content of the family life situation, metaphors can perform expressive, dissociative, diagnostic, explanatory functions. They are used in individual or group consultations, one can employ the following options: firstly, reading and discussing metaphors (expressed in parables, instructive stories, etc.) together with parents, which helps to establish the atmosphere of trust between a psychologist and parents, and becomes a starting point for discussion of a specific problem of child-parent relations. Second, discussing drawing with metaphors enables parents to be objectively aware of the problem and then work out possible effective behaviors and corrections. Thirdly, it is possible to work with metaphoric cards "Alphabet of parental love", "The wisest time", "All the facets of harmony", "Steps to wisdom", "Treasures of vital forces" and so on. Understanding the content of a card requires parents to think, feel and remember. In a state of reflexive calm, they can remember life situations, moments of difficulties in the relationship with their child. The article provides examples of metaphors and gives methodological commentary on the work of psychologists and social educators with them. Thus, the competent use of metaphorization in the counseling process can accompany the work of a psychologist and social educator from the moment of gathering information to the implementation of the last behavioral check of the performed intervention