Another area I work in as a psychologist is in the field of education. Where the essence of the psychological work is assistance in counseling in cases that are discovered in educational institutions, in diagnosis and systemic assistance. My work focus is on assisting those dealing with psychological phenomena common in the educational field. Phenomena such as coping with a learning disability or ADHD. Also, phenomena that occur due to the group-social structure of the education system such as social difficulties, boycotts, social rejection, bullying etc.
In this article I l reviewed the effects and changes I witnessed during the COVID-19 period in the three areas.
In general, the COVID-19 crisis seems to have influenced an increase in anxiety levels frustration, etc. when most of the interaction is with digital means, It seems that the quarantine can bring patients and caregivers to an increase even more the level of anxiety. A change in sting, in the daily reality such as the need to keep small children at home and a change in occupational behavior take the patient-therapist dyad out of the normal balance and enter the therapy room in terms of content and transference.
The axis between flexibility and keeping the boundaries is challenging during the quarantine period. mothers want to move from morning meetings to evening meetings, when the children are asleep, because in the mornings the children at home. Students want to move from evening meetings to morning meetings because there is no public transportation (if you arrive physically) and entertainment in the evening, so they do not leave the home in the evenings. The personal schedule of the therapist also changes as it is necessary to meet family needs. Challenging the conflict between flexibility and boundaries is a therapeutic opportunity to experience uncertainty and deal with this axis in life. The same is true of symptoms of anxiety, and lack of control as a therapeutic opportunity.
