Trainings. Psychocorrective programs. business games Team of authors

Training "Activation of personal resources, development of self-esteem" (for teenagers).

Explanatory note.

A teenager looks at himself as if "from the outside", compares himself with others - adults and peers - looking for criteria for such a comparison. Thanks to this, he gradually develops some of his own criteria for evaluating himself, and he moves from the view "from the outside" to the view "from the inside." Orientation to the assessment of others is replaced by an orientation to self-esteem, an idea of ​​\u200b\u200bI - the ideal is formed. It is in adolescence that the comparison of real and ideal ideas about oneself becomes the true basis of the I - the concept of a teenager. A new level of self-awareness, formed under the influence of the leading needs of age, determines and influences self-affirmation, confident behavior and communication with peers. This psycho-corrective training will help teenagers gain self-confidence, increase their own importance, activate personal resources, develop self-esteem and independence. The training is aimed not only at developing an individual style of behavior, but also at understanding the reasons that give rise to psychological barriers in behavior. The proposed training is focused on the inner world of a teenager, on restoring stable self-esteem, self-confidence, and minimizing the imbalance between the real and the ideal "I".

The goals of psycho-corrective training:

To help adolescents most successfully and fully realize themselves in behavior and activities, to assert their rights and their own value.

To help children get to know themselves better, their strengths, develop self-esteem, overcome insecurity, fear.

The program includes 3 stages:

Stage I - indicative(2 lessons)

The purpose of the stage: emotional unification of participants. The main content is formed by psychotherapeutic exercises aimed at relieving tension and cohesion of the group, as well as at self-determination and self-awareness.

Stage II - developing(2 lessons)

The purpose of the stage: activation of confidence in behavior. Increasing self-importance, value.

Stage III - fixing(1 lesson) The purpose of the stage: increasing self-confidence in order to update personal resources.

Strengthening exercises.

Organization of a psycho-correctional group: the program is designed for social - psychological work with children of adolescence, general education classes. The optimal number of group members is 15 - 25 people.

Frequency and duration of sessions: Classes are held throughout the week for 6 hours. The peculiarity of this psycho-correctional training lies in the fact that during the work game methods, methods of group discussion, as well as psycho-gymnastics are used. Training allows you to help a teenager realize his own strengths, increase confidence in his own importance, and form confidence in behavior. The training assumes a humanistic position of the trainer, is based on the principles of gradualness, stage by stage: each subsequent stage follows logically from the previous one. Thanks to this, the teenager gradually deepens into the process of knowing himself and his behavior.

Lesson one

Theme "Hello, nice to meet you"

Target: creation of favorable conditions for working in a group, familiarization with the basic principles of the work of socio-psychological training, the initial development of self-diagnosis techniques and methods of self-disclosure, as well as an active communication style and methods of transmitting and receiving feedback.

1. Exercise "Submission"

Target: self-presentation, acquaintance.

At the beginning of work, each participant draws up a card - a business card, where he indicates his training name: his real or game name. During the training, it can be changed, respectively, making out a new business card. It is attached to a pin, and all participants refer to each other by the specified names.

You can introduce yourself:

Through a hobby

Stand up and say what you're great at

Play the name.

Lead time: 10 minutes

2. Rules of our group

Purpose: development of rules and norms for productive work in a group, creation of a working atmosphere.

- After we have met, we will begin to study the basic rules of training and the features of this form of communication. Now we will discuss the main ones, and then we will begin to develop the rules for the work of our group. (Disclosure general rules see previous tutorials).

1. Confidential communication style.

2. Communication on the principle of "here and now."

3. Personification of statements.

4. Sincerity in communication.

5. Confidentiality of everything that happens in the group.

6. Determining the strengths of the individual.

7. The inadmissibility of direct assessments of a person.

8. As many contacts and communication with different people as possible.

9. Active participation in what is happening.

10. Respect for the speaker.

3. Exercise "One is superfluous"

Purpose: emotional and physical liberation, further acquaintance.

One member of the group in a circle asks a question, for example: "Who loves roses?". Those who love them get up and run until the stop command. Then they sit down in empty seats, the one who remains becomes the leader, etc. Run time: 10 minutes

4. Self-determination test

Purpose: the primary development of self-diagnosis techniques, to promote deeper self-disclosure, which leads to a change in oneself.

“We are starting a big and serious work on ourselves. But first we need to understand who we really are. To do this, we offer a test that will help you answer this question. And in the future, we will constantly return to the results of this test. So be careful and honest with yourself if you want to really change yourself, become stronger and more responsible, learn to understand your feelings and control your behavior.

You are invited to answer questions grouped into blocks, in each block there are 5 questions. Each group is identified by a letter. You need to answer each question "yes" or "no". Don't think long and hard about each question, answer the first thing that comes to mind.

Test

A1. Do you have a sense of humor?

A2. Are you trusting and frank with your friends?

A3. Is it easy for you to sit more than an hour without speaking?

A4. Are you willing to lend your things?

A5. Do you have a lot of friends?

B1. Can you entertain guests?

B2. Accuracy, punctuality are peculiar to you?

BZ. Are you saving money?

B4. Do you like a strict style in clothes?

B5. Do you think that internal regulations are necessary?

IN 1. Do you publicly show your dislike for anyone?

AT 2. Are you arrogant?

VZ. Do you have a strong spirit of contradiction?

AT 4. Do you try to become the center of attention in the company?

AT 5. Do they imitate you?

G1. Do you use harsh words when talking to people who are shocked by it?

G2. Do you like to boast on the eve of the exam that you know everything perfectly?

GZ. Do you have a habit of making remarks, lecturing, etc.?

G4. Do you ever have a desire to impress your friends with originality at all costs?

G5. Do you enjoy making fun of other people's opinions?

D1. Do you prefer the professions of a jockey, actor, television announcer to the professions of an engineer, laboratory assistant, bibliographer?

D 2. Do you feel at ease in the company of unfamiliar people?

DZ. Do you prefer to play sports in the evening instead of sitting quietly at home and reading a book?

D4. Are you good at keeping secrets?

D5. Do you love the festive atmosphere?

E1. Do you strictly follow the rules of punctuation in letters?

E2. Do you prepare in advance for Sunday entertainment?

E4. Do you like to tidy up?

E5. Do you have suspiciousness

Treatment.

Count the number of "yes" answers in each part of the test marked with a letter. In those parts where the majority of the answers are "yes", put the index: A, B, C, D, E, E. Then, where the majority of the answers are "no", put "O". You should get one of the answer options for each group of indices: 1) A, B, C; 2) D, D, E.

For example: 1) DOG; 2) 0D0.

Interpretation of responses.

1. According to the first three groups (A, B, C), or "How do you seem to others."

A00. You are often considered a reliable person, although in reality you are a little frivolous. You are cheerful and talkative, sometimes doing less than you promise. It is not difficult for friends to carry you along, and therefore they sometimes think that you are succumbing to the influence of others. However, in serious things, you can insist on your own.

AOW. You give the impression of a person who is not very shy, sometimes even impolite. Striving for originality, you contradict others, and sometimes even yourself, refuting today what you asserted yesterday. You seem to be a careless, sloppy, unnecessary person. But if you want to, you will become dexterous and energetic. You lack what is called balance.

ABO. You are very liked by those around you. You are sociable, serious, respect the opinions of others, never leave friends in Hard time. But your friendship is not easy to earn,

A B C. You like to command others, but only the closest people experience inconvenience from this. With everyone else, you hold back. When expressing your opinion, you do not think about the impact your words can have on people. People around you sometimes avoid you, fearing that you will offend them.

000. You are reserved, reserved. Nobody knows what you're thinking. It's hard to understand you.

00V. It is possible that they say about you: "What an intolerable character." You annoy the interlocutors, do not let them speak, impose your opinion and never make concessions.

OBO. People like you are exemplary students, polite, tidy, disciplined, always with good grades. Teachers respect them and trust them. As for comrades, some consider such "pushers", others offer them their friendship.

OBV. Perhaps someone considers you a person who constantly feels that he is offended. You quarrel over trifles. Sometimes you are in a good mood, but this happens infrequently. In general, you give the impression of a touchy and suspicious person.

2. For the last three groups (D, E, F), or "What are you really like." 000. You are attracted by everything new, you have an ardent imagination, monotony is a burden to you.

But few people know for sure what you really are. You are considered a calm, quiet person, contented with your fate, while in reality you strive for a life filled with bright events.

00E. You are most likely a shy person. This is evident when you have to deal with strangers. You can be yourself only in the circle of family or closest friends. In the presence of strangers you feel constrained, but you try to hide it. You are conscientious and hardworking. You have many good plans, ideas, projects, but because of your modesty, you often remain in the shadows.

0D0. You are very sociable, like meeting people, gathering them around you. You can’t even think about being alone, believing that then “everything is lost.” It's hard for you to even lock yourself in a room to write some important paper. The spirit of contradiction is very strong: you constantly want to do something differently than others. Sometimes you succumb to such an impulse, but most of the time you hold back.

ODE. You are restrained, but not timid, cheerful, but in moderation, sociable, polite with everyone. Get used to being praised often. I would like to be loved without any effort on your part. Without the company of friends, you feel uncomfortable. You enjoy doing good to people. But you can be reproached for a certain tendency to soar in the clouds.

G00. You tend to express and fiercely defend very paradoxical points of view. Therefore, you have many opponents, even friends do not always understand you. But you don't care much.

GOE. You will have to listen to not very nice words. How did you manage to choose such a combination of letters? The character is quite difficult, extremely unyielding. Poorly developed sense of humor, can't stand jokes. You often criticize other people's actions and force others to do what you want. And if you do not obey, you start to get angry. That's why you don't have many friends.

GDO. You are a great original and love to surprise your friends. If someone gives you advice, you do the opposite just to see what happens. It amuses you and annoys others. Only your closest friends know that you're not as confident as you seem.

WHERE. You are energetic. Everywhere you feel at your place. You are always self-possessed, sociable, but it seems that you love the company of friends only on the condition that you play the main role in the company. You like to be an arbitrator in disputes and organize games. People around you recognize your authority, as there is always a large amount of common sense in your judgments. Nevertheless, your desire to always teach tires those around you.

4. Self acceptance

A.-Let's work with some of our shortcomings and habits, those that the test helped us to identify and those that you were well aware of even before the start of classes.

To do this, divide a sheet of paper into two halves. On the left, in the “My shortcomings” column, as frankly as possible, write down everything that you consider your shortcomings today, now, in this lesson. Everyone has 5 minutes to do this. Do not feel sorry for yourself by filling out the left side of the table, everyone has flaws, and there is nothing to worry about.

After that, in front of each shortcoming that you remembered and which you put on the list, write one of your advantages, that is, what can be opposed to the disadvantage that you have in this moment and what people around you accept in you. Write them down in the "My virtues" column. For the second stage of work, you are also given 5 minutes.

B. - The next stage is grouping into groups of 3-4 people and discussing the notes. It will be better if you sit in a group with the people you know least of all, with whom you have not yet interacted in this session. During the discussion, be extremely frank in your statements and attentive to what your partner says to you. Please remember our rules. You can ask each other questions, but in no case should you “criticize” the person who spoke to you. Just thank him for his sincerity and trust in you. You have 10 minutes to discuss within the group.

V. - "Whoever is not against us is with us."

There are two processes that in any study group must be started simultaneously, for example, as the movements of the right and left legs when walking. We are talking about the simultaneous study of the content of joint activities and the very form of jointness, ways of communication and cooperation in the development given content. All of us must, in other words, self-determine in two questions: what are we going to do together? How are we going to do this together?

Compatibility is built on the level of:

a) the conscious agreement of the group on the norms of cooperation;

b) at the level of bodily and emotional trust.

Run time: 60 minutes

5. Exercise "Counting to ten."

Purpose: group cohesion, development of the ability to control their feelings.

Everyone stands in a circle, not touching each other with shoulders and elbows. At the signal “begin”, you should close your eyes, lower your noses down and count to ten. The trick is that you will take turns counting. Someone will say "one", another - "two", a third - "three", etc. However, there is one rule in the game: only one person must pronounce the word. If two voices simultaneously say, for example, "four", the count starts over. All clear? Shall we start?

You have ten attempts. If you get to ten in ten attempts, consider yourself wizards and your group extraordinarily coordinated. After each failed attempt, you can open your eyes, look at each other, but without negotiations. Try to understand each other without words - explain with looks, gestures.

You have discovered an important psychological pattern. When something does not work out, people begin to get angry, annoyed, become aggressive, unfriendly towards each other. We must learn to restrain ourselves, not to express anger. Let's try again…

Run time: 20 minutes

6. What are we?

Purpose: self-disclosure of participants, development of the ability to master verbal and non-verbal means communication.

Everyone sits in a circle, receives a small piece of paper from the psychologist. Each participant writes their name at the top of the sheet and divides the sheet vertical line into two parts. We mark the left one with a “+” sign on top, the right one with a “-” sign. Under the “+” sign, we list: the name of the favorite color, favorite season, favorite fruit, animal, book title, the easiest way to please the participant, etc.

On the right side of the sheet, under the “-” sign, everyone names: an unloved color, etc. The trainer reads the name of each item in turn, writes his answers and participates in the exercise together with everyone. Introduction to the answers.

Run time: 20 minutes

7. Exercise "Reflection of past exercises"

Run time: 20 minutes

8. Exercise "Pass the movement"

Purpose: removal of psycho-emotional stress.

Participants stand in a circle and, at the signal of the coach, pretend to pass each other a big ball, a heavy weight, a hot pancake, a flower, etc. Recommendations to the coach: the exercise is performed in silence.

Run time: 15 minutes.

9. Exercise "Who am I?"

Purpose: development of further self-disclosure, self-knowledge, the ability to analyze and determine the psychological characteristics of one's own and those around them.

Each person has their own theory about what makes them unique, different from other people. This raises the question: “Do others share my point of view?” The children of the group are invited to divide a sheet of paper into three columns vertically: in the 1st column, answer the question: “Who am I?” To do this, quickly write 10 epithet words, you should write in the order in which they come to mind. In the 2nd column, write how your parents, acquaintances (any significant other) would answer the same question. In the 3rd column, someone from the group answers the same question. To do this, everyone puts their signed leaflets on the table, they are mixed, then each, without looking, takes a leaflet from the table and writes about the person whose leaflet he came across. Then the leaves are again folded on the table and everyone takes their own.

When discussing the results of this procedure, the following aspects can be noted:

Is any quality, word repeated in all three columns;

What can this mean (for example, about a person’s openness in communication);

How well a person knows himself (the number of words in the 1st column);

Attitude towards oneself (ratio of positive and negative epithets);

The self-concept and ideas of others about this person coincide or do not match;

What makes up the ideas of others about a person (here it is possible to discuss the issue of a person’s responsibility for presenting himself to other people), etc.

Run time: 40 minutes

10. Exercise "It's nice to say ..."

Purpose: development of reflection, psychological support.

- Let's get up closer friend to a friend, we form a tight circle and stretch our hands to its middle.

At my command, we all join hands at the same time and do it so that each of us has one hand in each hand. At the same time, we will try not to join hands with those who are standing next to you.

So let's get started. One, two, three ... Now, touching your hands, you must say a kind word to each other.

Run time: 15 minutes

11. Parable "Crow And peacock" (N. Pezeshkeyan)

Purpose: development of further self-disclosure, self-knowledge, clarification of the self-concept, the ability to analyze and determine the psychological characteristics of one's own and those around them.

In the park of the palace, a black crow perched on a branch of an orange tree. A peacock walked proudly across the manicured lawn. The crow croaked: “Who helped such a ridiculous bird appear in our park? With what self-conceit she acts, as if she were the Sultan in person! Just look how ugly her legs are, and her plumage - what a disgusting Blue colour. I would never wear this color. She drags her tail behind her like a fox. The crow fell silent, waiting. The peacock was silent for a while, and then answered, smiling sadly: “I think that there is no truth in your words. The bad things you say about me are due to a misunderstanding. You say that I am proud because I walk with my head held high, so that the feathers on my shoulders stand on end, and my double chin spoils my neck. In fact, I am anything but proud. I know perfectly well everything that is ugly in me, I know that my legs are leathery and wrinkled. This is what grieves me most of all, and that is why I raise my head so high so as not to see my ugly legs. You see only what is ugly in me, and close your eyes to my virtues and my beauty. Didn't it occur to you? What you call ugly is what people like the most ... "

Discussion…

Run time: 60 minutes

12. Exercise "Association"

Purpose: emotional and physical liberation.

Get in a circle. Put your hands on each other's shoulders. Look kindly at each other. Smile joyfully at each other and say, “You, individuality!” Add your associations with outstanding personalities, such as politicians, film actors, historical figures or literary characters.

Any of you has the right to ask why your partner associates you with this person or hero. I advise you to write down everything that you will be told during the greetings. This interesting material for comprehension. But really, why, for example, were you associated with the image of Khlestakov or Little Red Riding Hood?

Run time: 20 minutes

13. Exercise "Easy paths lead to a dead end»

Purpose: to teach to find the main individual characteristics in oneself, to determine one's personal characteristics.

- At the very beginning of the lesson, we got to know each other, learned new names and, most importantly, the individual characteristics of all members of our group. Now you need to write down in the "Individuality" table what you remember in each person, that is, the essence of each participant's statement about their individuality. Remember what he said while meeting you, what others said about him when we sat in a wide circle. It's certainly not very easy, but "the easy way always leads to a dead end." You can also add your own conclusions about the personality of this person that you were able to draw during the session. For example, you can write: "Irina is distinguished from everyone by her calmness."

Individuality

Then you're going to big circle and take turns reading your notes, correcting the inaccuracies in the column "His own statement."

Run time: 30 minutes

14. Exercise "My portrait in the sun"

Purpose: development of the ability to determine their personal characteristics.

- Draw the sun, in the center of the solar circle write your name or draw your portrait. Then, along the rays, write all your virtues, all the good things that you know about yourself. Try to have as many rays as possible.

This will be the answer to the question: “Why do I deserve respect?”

Run time: 15 minutes

15. Exercise "Reflection of the past lesson"

1. What exercise has had the biggest impact on you?

2. Which member of the group was closest to the goal of the training today?

3. How free did you feel?

4. The behavior of which of the participants hindered or helped you?

Run time: 15 minutes.

Lesson two

Topic: "Self-determination and self-knowledge of participants"

Target: creating an atmosphere of trust and openness in the group. Teaching the ability to express one's point of view. Activating the process of self-knowledge, deepening the processes of self-disclosure, receiving positive feedback to strengthen self-esteem and update personal resources. Disclosure important qualities for effective interpersonal communication.

Run time: 10 minutes

2. Exercise "Submission"

“All of us” is an associative-role portrait of the participants, all those who gathered in the group. He will show how everyone sees himself.

One participant exits. The psychologist asks each participant to say something pleasant about the departed. It's being recorded. The participant then enters. The psychologist says, for example: “While you were away, we accidentally started talking about you. You won't believe how many nice things have been said about you. One said…” The participant must guess who said what and why.

Run time: 15 minutes

3. Exercise "The most-most"

Purpose: disclosure of important qualities for effective interpersonal communication.

- Each person is a unique individual. In some ways, he is completely inimitable and beyond any competition. But precisely because not everyone sees this, a person may be dissatisfied with the way others treat him. Let's fix this. Have the members within each team talk about their strengths with which they can compete with others. So, think about it and everyone in the team take turns talking about your merits and confirming them with facts. And now we ask you to tell about your merits with the facts confirming this. Please. Let's now sum up the results and, within each team, single out the “most-most” according to the indicators that were discussed here. For example, the most-highest, most-most. cheerful, the most resourceful, etc. Now it remains for us to determine the “most-most” of all teams. In conclusion, let's applaud the "most-most".

Run time: 40 minutes

4. Exercise "No one knows"

Purpose: to create an atmosphere of trust and openness in the group.

Children sit in a circle. The psychologist has a ball in his hands.

- Now we will throw this ball to each other and the one who has the ball completes the phrase “None of you knows that I (or I) ...”

Be attentive and make sure that everyone takes part in the task. Each ball must visit many times.

Run time: 15 minutes

5. Exercise "My quality"

Purpose: strengthening self-esteem and updating personal resources.

- Choose from the list of your characteristics one quality you like .. Sit comfortably, take a deep breath, relax.

When and how in last time did this quality manifest itself in your behavior? Recreate this incident in your imagination. What did you see then? What did you hear? What did your body feel... your hands... the skin on your face? Immerse yourself in that situation, relive it...

You can stay in this memory for as long as you want. And with a deep breath, you can exit it whenever you want.

Run time: 40 minutes

6. Exercise "Sculpture"

Purpose: Identification of relationships between members of the group, development of sensitivity, overcoming bodily barriers.

The group is divided into two parts. One should "sculpt" a sculpture of a man with self-esteem, the other - a man without self-esteem. The figure is "sculpted" from one of the participants, to whom all members of the group give the necessary pose, "create" his facial expressions. Each subgroup chooses a "guide" who will describe the sculpture, tell what and how it expresses. "Tourists" (members of the second subgroup) may agree or disagree, make their own adjustments.

Run time: 20 minutes

7. Exercise "Concessions"

Purpose: development of trust, disclosure of important qualities for effective interpersonal communication.

– It is known that by giving to others, a person receives more, although at first glance this is not so obvious. Any grand gesture in the name of others remains in the memory for a long time. Nevertheless, in every person there is a possessive principle that restrains charitable impulses. Let's try to contrast these two beginnings. Please split into pairs. Now I propose to discuss your innermost dreams. After all, everyone has their own dream, distant, close, real or unrealizable. Let's share our dreams with each other ... And now it would be nice to think aloud: how each of you could help in the implementation cherished dream. What could you give each other, give, give away? Just like that, from pure heart! Sometimes it can even help good advice. Try to talk about this topic. Have you ever felt that giving gifts is more pleasant than receiving them? Share your impressions.

Run time: 35 minutes

8. Exercise "Gift"

Have each of you take turns making a gift to your neighbor on the left (clockwise). The gift must be made (“handed over”) silently (non-verbally), but in such a way that your neighbor understands what you are giving him. The one who receives a gift should try to understand what is being given to him. There is no need to say anything until everyone has received gifts. We do everything silently.

Run time: 15 minutes

9. Exercise "Parts of my" I "

Purpose: activation of the process of knowing one's own "I", deepening the processes of self-disclosure, obtaining positive feedback to strengthen self-esteem and update personal resources.

Materials: paper, sets of colored pencils (6 colors). The psychologist invites children to remember how they are in different situations depending on the circumstances (sometimes they act so unlike themselves, as if they are other people), how they happen to conduct an internal dialogue, and try to draw these different parts of their "I" . This can be done as it will, perhaps symbolically.

After completing the task, the children and the facilitator take turns showing their drawings to the group and explaining what they show.

Adolescents share their impressions about whether it was difficult to complete the task, whether it was difficult to tell what they depicted. With the consent of each of the participants, the facilitator collects the drawings (those who wish can keep them for themselves) on the condition that they will not be shown to any of the students or teachers, but the participants can look at them before and after classes.

Run time: 60 minutes

1. What exercises did you like or dislike

2. How do you feel at the moment

3. What new things did you learn about yourself or others in the process of doing the exercises.

Run time: 20 minutes

11. Exercise "Association"

Purpose: development of the emotional feeling of the other, expansion of the participants' ideas about themselves.

One of the training participants goes out the door. The rest choose someone from the group, whom he must guess by associations. The driver enters and tries to guess who exactly they thought of, asking questions for associations: “What flower does it look like? What taste? To what song? For what book? etc. At the same time, the driver shows who exactly should answer him. He asks a predetermined number of questions (usually 5), after which he must name the one who was guessed. If he guesses, then the named one becomes the leader. If not, it leaves again. If you didn't guess more than twice, you are out of the game.

Discussion.

When was it easier to guess: when did the one who was guessed answer, or someone else?

What is it connected with?

The difference between how we present ourselves to ourselves and how we present ourselves to other people.

Run time: 20 minutes

12. Exercise "Pleasant conversation"

Goal: creating an atmosphere of trust and openness in the group, the formation of empathy towards others.

- A person usually likes it when others say about him: "a pleasant conversationalist." This is a really useful skill - to easily and naturally get in touch, keep up the conversation and also easily part with your interlocutor. The ability to conduct a conversation allows a person to feel more confident in this world, not to avoid people and enjoy communicating with them. Now we will have a series of meetings, and each time you will meet a new person. You need to start a conversation, say something pleasant to your interlocutor and also part with him on a pleasant note.

The children of the group get up (sit down) according to the “carousel” principle, that is, facing each other and form two circles: an internal motionless one (children stand with their backs to the center of the circle) and an external movable one (children stand facing the center of the circle).

At the signal of the psychologist, all participants in the outer circle take 1 or 2 steps to the right at the same time (or change to a chair to their right) and find themselves in front of a new partner. There will be several such transitions. And each time you offer the participants a role.

Examples of a "meeting" situation

A. “There is a person in front of you whom you do not know at all, you see him for the first time, but you really need to know how to get to a certain place in the city where you are for the first time.”

The time for the whole conversation, i.e., to establish contact, mutual greetings and conduct the conversation itself, is 2-3 minutes. Then you give a signal, the participants must finish the conversation within 10 seconds, say goodbye and move to the right to a new partner. These rules also apply to the following situations.

B. “There is a person in front of you whom you like very much. You've been wanting to talk to him for a long time."

B. “Here is a person who is upset about something and cannot calm down. Approach him, start a conversation, calm him down.”

G. “They called you on the street. Looking around, you saw a stranger who also realized that he was mistaken. You start with…”

Run time: 40 minutes

13. Exercise "Kind animal"

Purpose: to promote team building, to teach children to understand the feelings of others, to provide support and empathy.

The coach says in a quiet, mysterious voice: “Please stand in a circle and hold hands. We are one big, kind animal. Let's hear how it breathes! Now let's breathe together! Inhale - take a step forward, exhale - step back. And now on the inhale we take two steps forward, on the exhale - two steps back. Inhale - two steps forward. Exhale - two steps back. So not only does the animal breathe, its large kind heart. A knock is a step forward, a knock is a step back, etc. We all take the breath and the beating of the heart of this animal for ourselves.”

Run time: 20 minutes.

14. Exercise "Leaf behind the back"

Purpose: formation of a trusting relationship with each other, teaching the ability to express one's point of view. Activation of the process of self-knowledge.

- Each person is interested in what other people think about him, how they feel next to him. However, it is not always possible to be sure that the whole truth, pleasant or unpleasant, will be told to your face. This exercise helps to overcome the barrier: it is anonymous, but occurs through eye-to-eye contact.

Each person will have a piece of paper attached to their back. You will walk around, stop near those people who interest you, look at him in order to form an impression of a person, and write this impression on a piece of paper pinned on his back.

Now look at each other. What faces attract you? How?

Which person would you like to approach?

Are you ready to be sincere?

Now you will walk, meet each other. While you will not write anything - just look at each other: what are you like?

Go ahead, you can move!

To many of you it seems strange to walk and look at each other.

Yes, adults often find it strange what is natural for children. Children love to look at people, just look at them, consider, admire or be surprised. And that is why children are such excellent psychologists.

Discussion.

“It would probably be better if you shared all your feelings with me. Please have everyone around the circle say a few words about their feelings about what they wrote to him, and whoever wants to can read one or two messages to him. Now raise your hands those who were really sincere during this game. It is very difficult to be absolutely sincere.

Everyone gets up in general circle, psychologist says warm words about trust to each other.

Run time: 40 minutes.

15. Exercise "I understand you"

Purpose: activation of the process of self-knowledge, deepening of the processes of self-disclosure,

Each teenager is invited to choose a person among the members of the group, whose state and thoughts he can guess by his eyes, facial expression, posture, etc.

Participants are given 3 minutes to write down what the selected person was thinking during the session, how they felt, etc.

The continuation of the exercise can take place in two ways.

A. Each teenager, addressing the person whose condition he described, tells him about him (about his condition and his thoughts). The one whose condition was described can comment on this story. If what is told corresponds to his actual thoughts and feelings, he can confirm the correctness of the observations. Otherwise, he can refute the guesses by pointing out the mistakes made.

B. Each teenager describes the state of a partner who does not know that all this applies to him. Children must identify whose condition was described.

Run time: 30 minutes.

16. Exercise "Homeless Hare"

Purpose: removal of psycho-emotional stress, removal of muscle clamps.

Children stand in a circle, choose a “hunter” and “homeless hare” with a counting rhyme. The rest of the children (hares) stand in hoops (houses) laid out in a circle. At the command "one - two - three - hunter catch" the hunter runs after a homeless hare around the houses. A hare can hide in any house, but then another hare must run away from the house. If the hunter has caught a hare, they switch roles.

Run time: 20 minutes.

17. Exercise "Autopilot"

Goal: awareness of one's own uniqueness, mood for a joyful and productive life in the future.

You must write down at least ten phrases-settings such as: "I'm smart!", "I'm strong!", "I'm charming!", "I'm beautiful!" and so on.

Naturally, these attitudes should relate directly to you, reflect your life goals and desire to become just that.

Take this task seriously, since a person's life is largely determined by what he thinks about himself, what he most often says to himself. In no case do not write phrases that emphasize your weaknesses and shortcomings. It should be an optimistic program for the future, a kind of autopilot that will help you in any life situation.

Run time: 30 minutes.

18. Exercise "Reflection of the past lesson"

What exercise has had the biggest impact on you?

Which member of the group was closest to the goal of the training today?

How free did you feel?

The behavior of which of the participants hindered or helped you? Run time: 10 minutes.

Lesson three

Topic: "Confident Behavior"

Target: teaching self-confidence techniques and promoting a sense of self-confidence.

1. Exercise "Expectation and well-being"

Purpose: development of reflection and teaching openness

Recognize and express in the circle the feelings and mood with which the participants came today.

Run time: 10 minutes

2. Exercise "Playback"

Purpose: to create emotional comfort.

Children sit in a circle.

- Let's start today like this: throwing the ball to each other, we will call the name of the person to whom we are throwing. The one who receives the ball assumes any pose he wants, and everyone else after him reproduces this pose. After that, the one who has the ball (and whose pose we just reproduced) throws the ball to the next one, and so on until the ball has been visited by each of us.

Run time: 15 minutes

3. Exercise "My behavior"

Purpose: to teach to distinguish when a person behaves confidently, and when he is insecure.

This doll (the presenter puts the doll on his hand) will say what happened, and the one who puts the second doll on his hand will have to show how he behaves in this situation, what a confident and insecure person says.

The psychologist, on behalf of the doll, proposes a certain situation. The second doll is put on by the one who must give the answer. After a few situations suggested by the facilitator, the trainees can be asked to come up with their own situations. If there are no volunteers, situations prepared in advance by the leader are offered.

It is important that all students participate in the exercise, and the facilitator draws attention to the fact that the students themselves qualify the answer as confident or uncertain.

Examples of suggested situations:

Undeservedly put a deuce;

Do you want to watch TV, and friends invite you to go for a walk;

Not accepted into the game;

Do you want to meet a peer, etc.

At the end, there is a short discussion and a definition of confident and insecure behavior.

Run time: 40 minutes

4. Exercise "Palm to palm."

Purpose: development of coordination of movements, interaction skills.

Children sit opposite each other, touch their partner's palms with their palms. The leading partner sets some movement with his hands, the follower follows them. Then the partners switch roles. After completing this exercise, a similar one is performed, only the hands of the partners do not touch.

Run time: 15 minutes.

5. Exercise "Mirror"

Purpose: the formation of confident behavior, the development of the emotional feeling of another.

Children form two circles - inner and outer (if this is not possible, then they are divided into two teams - those who sit on the right and on the left side of the desk).

At the signal of the psychologist, the one standing in the inner circle must depict without words, with the help of gestures, posture, facial expressions, a confident or insecure person, and the one standing in the outer circle must guess who he portrayed. If he guessed correctly, both participants raise one hand up. Then, at the signal of the leader, those standing in the outer circle take a step to the side and, being in front of another participant, try to understand what he depicted.

After the whole circle is completed, the roles change. Now those standing in the outer circle take certain poses, and those in the inner circle guess.

The psychologist fixes the number of correctly guessed poses.

After completing the exercise, a brief discussion.

What poses were most often guessed, why?

Which ones were easier to guess, why?

Run time: 30 minutes.

6. Exercise "Plasticine doll"

Goal: awareness of your body.

The coach divides the children into pairs. One of the children included in the couple will play the role of a sculptor, the other - plasticine. The "sculptor" must sculpt the "doll", giving the "plasticine" a certain pose. "Plasticine" should be soft and pliable. After each child has been in different roles, the trainer asks: “Which did you like to be more: a sculptor or a plasticine doll? Why? Was it convenient for the doll to be in the position that the sculptor came up with for her? Why?" etc.

Run time: 10 minutes.

7. Exercise "City of confidence"

Purpose: To teach self-confidence techniques and promote a sense of self-confidence.

The participants sit in a circle.

“Let's all write a story together about a city where the most insecure people of all living on Earth have gathered and live. One of us will be the first and will say one or two phrases with which our story will begin.

Run time: 40 minutes.

8. Exercise "Walking with a compass"

Purpose: to develop in children a sense of trust in others.

The group is divided into pairs, where there is a follower (“tourist”) and a leader (“compass”). Each follower (he stands in front, and the leader behind, putting his hands on his partner’s shoulders) is blindfolded. Task: go through the entire playing field forward and backward. At the same time, the “tourist” cannot communicate with the “compass” on a verbal level (cannot talk to him). The leader with a hand movement helps the follower to keep the direction, avoiding obstacles - other tourists with compasses.

After the game is over, children can describe how they felt when they were blindfolded and relied on their partner.

Run time: 15 minutes.

9. Exercise "Circle of Confidence"

Purpose: the formation of confidence in behavior through visualization.

– Imagine an invisible circle about 60 cm in diameter on the floor about half a meter away from you.

Go into the circle and remember the wonderful time when you were “on the crest of success.” In that situation, all your abilities were maximally manifested. Everything was fine, good luck accompanied you. If it's hard to remember your story, you can use the story of a movie character or legend you admire. The amazing ability of your brain is that for it there is no difference between a real story and an imaginary one. Fantasy boldly - no one will know about it!

Run time: 40 minutes.

10. Exercise "Reflection of past exercises"

1. What exercises did you like or dislike

2. How do you feel at the moment

3. What new things did you learn about yourself or others in the process of doing the exercises.

Run time: 20 minutes

11. Exercise "Emotions"

Purpose: removal of psycho-emotional stress, development of children's trust in each other, development of arbitrariness and self-control.

Children sit on chairs. The trainer shows the children cards with the image of faces. Children, having determined the emotional state of the person depicted in the figure, silently raise their hand. The coach says: "One, two, three." On the count of three, the children all together must whisper the answer.

At the end of this exercise, the trainer offers the children the following emotional states with the help of pantomime: sadness, resentment, joy, anger, surprise, calmness.

Run time: 15 minutes.

12. Exercise "I – master"

Purpose: building self-confidence.

What is your idea of ​​a host? (possible options: this is a strong, self-confident person, he does not wait for assessments, he is ready to evaluate himself; this is not an anxious, not fussy person, he feels relaxed and calm, he can dispose of others).

From the book On Education. Mother's Notes author Tvorogova Maria Vasilievna

THE DEVELOPMENT OF SELF-SELF The Beginning of Self-Formation The question of the ways in which a child's sense of self and its mental representation becomes distinct from its perception of the world around it has long preoccupied psychoanalysts. hand-mouth coordination

Fostering independence, self-esteem and responsibility. About obedience All these qualities are connected. Self-esteem is an important part of the human personality. A person cannot exist normally without him. "Sick pride" is often

OWN Dignity A person's worth can be judged not by his good qualities, but by how he uses them. La Rochefoucauld Psychotherapist Linda Sanford, who coined the term "self-esteem", conducted great job to help their patients improve

Self-awareness and self-esteem People want to develop assertiveness for many reasons: to gain self-confidence, to improve communication skills, to change aggressive behavior into more calm and rational interaction, so as not to