- Milenina, M.M. (orcid.org/0000-0002-7320-3453) and Dovha, Mariia (orcid.org/0000-0001-7440-8293) (2023) Group Dereflexion Method when Working with Older Students for Stabilization of the Psycho-Emotional State and Prevention of Neurotic and Psychotic Spectrum Diseases Education and Development of Gifted Personality, 4 (91). pp. 45-50. ISSN 2309-3935
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Abstract
State of martial law undoubtedly affects mental processes. Typically, they manifest as a general disharmony in the mental makeup of the personality while preserving abilities and intellect, leading to disruptions in interpersonal relationships and social adaptation. To gently and effectively support and address these conditions, preventing losses in the realms of mental well-being and intellectual capacities, the authors of the article propose school psychologists or teachers to master and consistently implement the method of group dereflection on a regular basis. The method of dereflection was developed by the Austrian psychotherapist Viktor Frankl in the early post-war years as an individual therapy method to address psycho-emotional disorders. The philosophical foundation of the method lies in the fundamental understanding that any negative (and positive) event in a person's life – be it war, loss, illness, suffering, or death – is a specific task that the individual must address. Therefore, the personality needs to decipher this task and choose an instrument to cope with it. In the article, the authors highlight that the primary goal of dereflection is to eliminate hyperreflection, a condition that affects almost everyone who spends an extended period in stressful, stress-generating situations. Hyperreflection involves excessive attention and concentration on oneself, one's symptoms, one's attitudes towards life events, and constant analysis. Hyperreflection is often interconnected with hyperintention (excessive striving to achieve a desired outcome): hyperintention fuels hyperreflection, and hyperreflection, in turn, reinforces hyperintention. Dereflection encourages redirecting attention from self-observation and personal experiences to something that holds meaning in the external world, something that can be mbodied in values. The authors propose for the “school psychologist/teacher – student” interaction format the optimal form of dereflection – a group work in the form of free conversation. It is effective to conduct dereflection groups at least once a week, allocating an hour for communication, with the recommended total number of sessions to establish a lasting therapeutic effect being 8-10 meetings. The dereflection group curator sets the tone for the conversation and establishes rules prohibiting students from delving into their own problems. Instead, each participant learns to listen to others. Together, the group members discuss assigned topics related to joyful and inspiring experiences, learn to celebrate each other's successes, and shift their focus from negative to positive emotions. According to the article, the term “dereflection” refers to the process of redirecting the individual's focus away from their internal problems towards external tasks, those close to them, and reorienting them towards their specific calling and life mission.
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