What is short-term positive psychotherapy?

We are guided by three main principles

The first of them - the principle of hope embodies the humanistic basis of the method. We believe that humans are born with the ability to adapt and improve. His abilities develop as he gains and comprehends life experience, and later with the help of targeted training. We distinguish two basic human abilities:

1. love (enter into relationships with the outside world and people in order to satisfy one’s needs) and
2. cognize (develop your knowledge and skills to better satisfy your needs).

Thus, all human reactions, incl. We view conflicts and symptoms as attempts, albeit not always successful, to adapt and develop our abilities. This resource-focused approach allows a person to realize that they are “not so bad,” accept the situation, and focus on available resources to find better ways to adapt.

The second principle, the principle of balance , reflects a psychodynamic view of the origin, content and treatment of symptoms. We look at life, personality development and reactions in four dimensions (body, relationships, achievements, future). An imbalance between them leads to conflicts and diseases. Therefore, the focus of therapy is not pathological reactions, but the content and dynamics of the conflicts of expectations, motivations and/or concepts behind them. This approach allows the client to deal with the root of the problem and minimize the possibility of relapse.

And finally, the third principle of counseling is to offer the client an active role in therapy from the very first meeting. This is possible thanks to a well-structured and simple five-step therapy model that allows you to quickly identify and resolve internal conflicts. Nossrat Pezeshkian has proposed a number of innovative terms and techniques that are so simple and natural that patients easily learn to use them. This ensures the short-term nature of the method. During the therapy process, the client learns basic techniques and can help himself and his loved ones. Nossrat Pezeshkian often said: “It’s not the one who doesn’t have problems who is healthy, but the one who knows how to solve them.”

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Training course program “PSYCHOTHERAPY”
1. Theory regarding assistance in personal growth
1.1 The main hypothesis regarding assistance in personal growth 1.2 Motivation for change and results 1.3 General hypothesis about human relationships 1.4 Signs of helping behavior 1.5 The concept of “artificial” relationships 1.6 An objective view of psychotherapy 1.7 The process of change as a result of psychotherapy 1.8 Subjective view

2. The process of personality development

2.1 Areas of work for a psychotherapist 2.2 A conscious approach to experiences 2.3 The essence of a positive attitude towards oneself 2.4 The positive side of a person’s personality 2.5 Penetration into the deeply emotional 2.6 What does the process of becoming a person mean? 2.7 Features of experiencing feelings 2.8 Be open to yourself and experience 2.9 Trust your body and the concept of internal locus

3. Psychotherapy as a process

3.1 Conditions for the process 3.2 Stages of the psychotherapy process 3.3 Continuum of the psychotherapy process

4. Construction of human philosophy

4.1 Clients' choice of direction 4.2 Refusal to conform to the expectations of others 4.3 Control over one's life and behavior 4.4 Be open to experience and believe in oneself 4.5 What does it mean to be a “fully functioning person”? 4.6 The need to trust human nature

5. Understanding the facts

5.1 Experience and psychotherapy 5.2 Science's perspective on psychotherapy 5.3 Changing perspectives on science 5.4 Reality checks 5.5 Scientific evidence

6. Personality change in the process of psychotherapy

6.1 Criteria for studying personality changes 6.2 The essence and purpose of the study 6.3 Methods for measuring changes in self-perception 6.4 The relationship between the “Self-concept” of the client and the diagnostician

7. Client-centered psychotherapy

7.1 Place of assessment 7.2 Psychotherapy and involuntary functions 7.3 Various methods and the client’s reaction to them 7.4 Self-concept analysis

8. The role of psychotherapy in education

8.1 Psychotherapy and knowledge acquisition 8.2 The role of psychotherapy in the educational process 8.3 The essence of learner-centered learning 8.4 The concept of non-directive teaching 8.5 Ways to encourage thinking

9. The role of psychotherapy in family life

9.1 Ability to openly express feelings 9.2 Strong relationships based on feelings 9.3 Process of two-way communication

10. The role of psychotherapy in interpersonal communication

10.1 The essence of violations of interpersonal and intergroup communication 10.2 Studying understanding in large groups 10.3 What is congruence 10.4 The role of congruence in communication between people

11. Psychology of the creative process

11.1 Social need and creativity 11.2 Motives of the creative process 11.3 Internal conditions for creativity

12. Introduction to the theory of motivation

12.1 Analysis of the individual as an integrated whole 12.2 The concept of motivational states 12.3 Correlation of motivations 12.4 Types of motives 12.5 The concept of unmotivated behavior 12.6 Conditions and influence of reality

13. Theory of motivation

13.1 Types of basic physiological needs 13.2 The essence of the need for safety 13.3 The essence of the need for love 13.4 The essence of the need for knowledge and understanding 13.5 The essence of aesthetic needs 13.6 The rigidity of the hierarchical structure 13.7 Measuring satisfaction 13.8 The concept of multiple determination of behavior 13.9 Features of functional autonomy

14. Concept of need satisfaction

14.1 Consequences of satisfying any need 14.2 Consequences of satisfying basic needs 14.3 The process of character formation 14.4 The essence of healthy satisfaction 14.5 Dangers associated with satisfaction 14.6 Features of basic satisfaction

15. Theory of instincts and needs

15.1 Provisions of the theory of instincts 15.2 Disadvantages of the theory of instincts 15.3 The theory of instinctoid basic needs 15.4 Differences between higher and lower needs

16. Theory of psychopathogenesis

16.1 The essence of deprivation, frustration and threat 16.2 The connection between conflict and threat 16.3 The origin of threat 16.4 The essence of self-actualization

17. The concept of destructive behavior

17.1 Knowledge from ethology 17.2 Knowledge from child psychology 17.3 Anthropological research 17.4 Origin of destructive behavior 17.5 Clinical experience and destructive behavior 17.6 Research in endocrinology, genetics and other sciences

18. Analysis of psychological health

18.1 Methodology for selecting subjects 18.2 Features of the perception of reality 18.3 The essence of the need for solitude 18.4 Independence in psychological health 18.5 Healthy experiences 18.6 Interpersonal relationships and psychological health 18.7 The need to distinguish means from ends 18.8 A developed sense of humor 18.9 The influence of culture 18.10 The influence of values ​​18.11 The need to overcome dichotomies

19. Love of self-actualized people

19.1 Manifestation of self-actualization in love 19.2 The essence of care and responsibility 19.3 Respect for the individuality of the partner 19.4 The concept of love as the highest experience

20. The role of psychotherapy in good relationships between people

20.1 The role of psychotherapy for health and motivation 20.2 Personal growth in the process of psychotherapy 20.3 The essence of relationships between people 20.4 The place of psychotherapy in society 20.5 The importance of knowledge and skill in psychotherapy 20.6 The essence of group psychotherapy 20.7 The concept of autotherapy

21. The concept of norm

21.1 What is a norm 21.2 History of ideas about human nature 21.3 Inner human nature 21.4 The idea of ​​a psychological utopia 21.5 The origins of the norm, environment and personality

22. Psychology of errors by Z. Freud

22.1 Introduction to the theory of psychoanalysis 22.2 Features of psychoanalysis 22.3 The essence of erroneous actions and side effects 22.4 Interpretation of erroneous actions 22.5 Criticism of psychoanalysis 22.6 Analysis of erroneous actions as mental acts 22.7 Analysis of intentions, slips and misspellings 22.8 Features of forgetting intentions 22.9 The connection between errors and desires

23. Dreams in psychology

23.1 Understanding dreams 23.2 General characteristics of dreams 23.3 Differences in dreams 23.4 Method of dream interpretation 23.5 Reception of the first thought 23.6 The essence of freely arising thoughts 23.7 The connection between dreams and hidden thoughts 23.8 Explicit and hidden dream structures 23.9 Differences in children's dreams 23.10 The differences are undistorted false and distorted dreams

24. Dream symbols

24.1 The Concept of Dream Censorship 24.2 Common Dream Symbols 24.3 Dream Symbols with a Sexual Context 24.4 The Origin of Symbolic Interpretations 24.5 How Dreams Work 24.6 How Thoughts Turn into Images 24.7 The Importance of the Manifest Dream 24.8 Conducting Dream Analysis 24.9 Criticism of Dream Analysis

25. Relationship between psychoanalysis and psychiatry

25.1 Psychoanalytic view of neurotic phenomena 25.2 Analysis of symptomatic action 25.3 The essence of psychoanalysis of illness 25.4 Understanding the meaning of symptoms 25.5 Examples of analysis of obsessive symptoms 25.6 Various neurotic symptoms and reflection on experiences 25.7 Analysis of fixation on trauma, the role of the unconscious 25.8 Origin and task of the symptom

26. General theory of neuroses

26.1 The essence of resistance and repression 26.2 The process of libido development 26.3 The essence of the Oedipus complex 26.4 Understanding the processes of development and regression 26.5 The etiology of neuroses 26.6 The problem of conflict of desires 26.7 Methods of symptom formation 26.8 The purpose and origin of fantasies 26.9 The concept of nervousness and neurosis 26.10 The essence of neurotic fear 26.11 Nature fearfulness of children 26.12 Communication libido, narcissism and egoism 26.13 The nature of narcissistic neuroses 26.14 Presentation of psychoanalytic therapy 26.15 The question of the patient's interest in the doctor's personality 26.16 The recovery process 26.17 Techniques of direct suggestion 26.18 Features of analytical therapy 26.19 Disadvantages of psychoanalytic therapy

27. Existential-phenomenological foundations in psychology

27.1 Existential-phenomenological foundations of personality 27.2 Different attitudes towards the patient 27.3 Existential-phenomenological foundations for understanding psychosis 27.4 Relationships with the patient through interpretation 27.5 The importance of recognizing individuality 27.6 The problem of ontological uncertainty 27.7 The concept of absorption and tearing 27.8 The concept of petrification and depersonalization 27.9 The dream connection vision and autonomy 27.10 State anxiety

28. The concept of self-awareness

28.1 What is the embodied and non-embodied “I” 28.2 Features of the individual’s relationship with the “I” 28.3 Features of the internal “I” in a schizoid state 28.4 The difference between the true and false “I” 28.5 “I” in relation to objects 28.6 The essence of self-consciousness 28.7 Types of defense in case of schizoid conditions 28.8 Clinical case of the problem of self-awareness

29. The process of development of psychosis

29.1 The problem of the transition from mental health to illness 29.2 Representation of the “I” in fantasy 29.3 Achieving a connection with the real through pain 29.4 The possibility of killing one’s “I” 29.5 The emerging feeling of guilt 29.6 Features of the splitting of the “I” 29.7 Cases of chronic schizophrenia 29.8 The meaning of reflective awareness

30. Psychotherapy and methods of Buddhism, Vedanta, yoga and Taoism

30.1 Psychotherapy as a process of liberation 30.2 Psychotherapy and connection with religion 30.3 The influence of society on the psyche 30.4 The place of man in the world around him 30.5 The place of language 30.6 The complexity of the process of psychotherapy and liberation 30.7 The example of Maya 30.8 The meaning of reincarnation 30.9 The role of the guru, teacher and psychotherapist 30.10 The similarity of Buddhist principles 30.11 Similarity Taoism 30.12 Explanation of the relationship through neuropsychology 30.13 The problem of false sincerity and pseudo-humility 30.14 The issue of trust in human nature

31. Positive perception of the world

31.1 The best qualities of a person 31.2 How to pass the Fordyce emotional test 31.3 An example from the life of Martin Seligman 31.4 What is the new positive psychology 31.5 A quick test for positive effectiveness 31.6 The need for intellectual development 31.7 Developing optimism and physical resources 31.8 Improving social skills 31.9 Pessimism as an obstacle to happiness 31.10 Creating an optimistic attitude towards the future 31.11 Ways to increase your optimism and hope

32. How to achieve personal satisfaction in life

32.1 Personal satisfaction in a career 32.2 The meaning of work in life 32.3 The difference between work and calling 32.4 Determining the meaning of life and setting goals

33. The meaning of love and relationships in positive psychology

33.1 The ability to love and be loved 33.2 Three types of love 33.3 Features of “calm” affection in love 33.4 The embodiment of virtues and virtues in family life 33.5 The importance of listening skills

34. Examples of clinical cases

34.1 Disorders associated with losses 34.2 Disorders associated with excesses 34.3 Disorders associated with the world of naive consciousness 34.4 Disorders associated with inspirations

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Intercultural approach

N. Pezeshkian , being an Iranian, grew up in Germany and knew first-hand how important it is to take into account cultural characteristics in communication, including therapeutic communication, and what problems closedness, inertia and prejudices can lead to. An intercultural approach allows you to see the wealth of unique experience behind conflicts and turn disagreements into an opportunity for mutual enrichment and development.

For more than 20 years, we have been helping certified doctors, psychologists, social workers and teachers improve their professional skills. They are trained by the best teachers of the World Association of Positive Psychotherapy and the Wiesbaden Academy of Psychotherapy, which is one of the 10 best training institutes in Germany.

Positive psychotherapy is accredited as a modality for the European and World Certificates of Psychotherapy.

What is child positive therapy?

Positive therapy for children is the same as counseling for adults: it offers the child a safe space, an opportunity to speak out, and provides tools for changing thoughts, feelings and behavior, and avoiding conflicts.

The only big difference between therapy for adults and children is the emphasis on breaking down mental illness, trauma, or any other complex problem the child is facing, and explaining to him what is going on with his psyche.

Positive therapy can help a child with the following negative events: parental divorce, emotional or physical abuse, traumatic events, alcoholism in the family, anxiety and depression.

The essence of positive child therapy is that it focuses on the future, not the past (the therapist will be very careful about learning about traumatic events), and sessions will consist primarily of non-verbal activities (games, drawing, exercise).

There are five challenges to positive therapy:

1. Create a child's self-esteem.
2. Help him improve his communication skills with peers.
3. Promote healthy, normal development.
4. Create an appropriate emotional repertoire.
5. Improve your emotional vocabulary.

This is exactly what specialized specialists do when working with children.

Methods of children's positive therapy

It will be very useful for you, as a parent, to learn about what exercises and games therapists use, and to understand that nothing bad is happening to your child there. Some of the most common and evidence-based methods and types of therapy are described below.

1

Game "Feeling"

There are many play therapy techniques that have been found to be effective, fun and engaging for children. The Feelings game is one such technique.

It begins with the therapist asking the child to list feelings that a boy or girl their age is experiencing. The therapist writes each word on a card or piece of paper, or draws a face representing the emotion if the child cannot yet read.

Each feeling will be written on a separate piece of paper. The therapist explains where the positive is, where the negative is and how they differ. He can also tell a short story by pulling out the corresponding leaves.

After this, the therapist can ask the child to tell his own positive story, and in the process, “pull out” the necessary emotions.

2

"Crazy Game"

Mad Play, developed by Patricia Davidson, can be used to show children that it is normal to feel angry and encourage them to express it in healthy ways. It can also be tailored for other emotions, such as sadness or anxiety.

The game is based on the therapist and child taking turns placing blocks on top of each other. With each turn, each participant must talk about some event that makes them sad or angry.

It is important that these events are harmless. For example, a therapist might set the following level: “I get angry when it rains outside and I can’t go for a walk” or “It’s not fair that you can’t eat candy from morning to evening.” Eventually, the game will progress towards something that specifically relates to the child's problems.

When all the blocks are stacked, the therapist asks the child to think about what makes him angry, make a face accordingly, and break the block structure.

This method allows the child to discuss his anger, especially if he is not accustomed to the feeling that it is acceptable to express such emotions. This exercise will teach him to do it correctly.

3

Slow motion game

This exercise will help the child learn to control himself and control his behavior.

The game begins with the therapist explaining to the child what self-control is and describing how difficult it is to do it if we start to rush.

He then presents cards that depict different activities: playing soccer, climbing a rock, or writing a letter.

The child randomly pulls out cards one by one. He should perform the desired activity in slow motion for a minute.

This activity is a fun way for children to learn about the concept of self-control and how to express it through play.

4

"Second Story"

This method of narrative therapy can help a child open up and share information about their trauma with the therapist (as well as with parents).

During the session, the therapist will gently encourage the child to move through the traumatic event by providing detailed information about what happened to him. When the doctor understands what the story is, he asks to tell the “second story.”

The second story is the same story about the traumatic event, but it focuses on the child's reaction to the event rather than on the details of what happened.

It may be difficult for a child to describe the effects of trauma, but focusing on themselves and their role in the story can give them a sense of self-confidence and independence that they may not have had before.

The therapist encourages the child to talk about his strengths: how he has grown since the incident. This method is a great way to get your child to focus on their strengths rather than obsessing over the details of the trauma they suffered.

5

“What am I grateful for?”

This game can be a great tool to develop positive thinking in your child.

The child needs to complete five phrases that relate to gratitude:

1. I'm grateful for my family because...
2. Here's what good happened this week:...
3. I'm grateful for my friendship with... because...
4. I'm grateful for who I am because...
5. Here's something else I'm grateful for...

You can use the last exercise (like all the others) with your child and at home yourself.

You, as a parent, also need to understand that seeking help from a specialist is not humiliating or shameful. If a child learns to cope with his emotions, this will certainly be a great happiness for you, and, in fact, all means are good here.

We wish you and your child good luck!

We also recommend reading:

• Storytelling
• How to teach a child to pronounce the sound “R”
• Development of fine motor skills in a child
• Oscar Breniffier. Book series "Let's Discuss"
• Psychological intervention
• Formation of self-esteem in children
• Play therapy when working with children
• Emotional and psychological trauma
• Getting ready for the new school year
• Narrative therapy
• How to help your child cope with depression

Key words:1Psychoregulation

When is pediatric therapy effective?

As noted above, pediatric therapy can be effective for a wide range of problems. If a parent is unsure whether a child needs counseling or not, the list of symptoms below may be a good guide. If a child experiences one or more of these symptoms in combination with parental concern, it may be worth taking action.

The following are symptoms that may indicate a problem:

• unjustified aggression;
• incontinence;
• difficulties associated with social situations;
• frequent nightmares and sleep problems;
• a sharp deterioration in school performance;
• constant anxiety;
• loss of interest in activities that previously brought pleasure;
• reports of voices in the head;
• social isolation and desire to be alone;
• alcohol and drug use;
• complaints of fatigue.

In addition to these problems, the child may be dealing with:

• feelings of sadness and apathy;
• constant anger;
• preoccupation with one's appearance;
• inability to concentrate;
• inability to sit still.

If you decide to contact a specialist, ask him the following questions:

• Why is psychotherapy recommended?
• What results can I expect?
• How long will my child remain in therapy?
• How much does a therapy session cost?
• How do we (parents) know about our child's progress and how we can help?
• How soon can we expect changes?

Only after this and having convinced yourself of the appropriateness of the event can you discuss the issue with the child himself.