Training “Formation of success-oriented behavior” (for teenagers) Explanatory note A person who is success-oriented in his behavior is convinced of the right to realize the needs of his “I” and knows the methods and forms of such realization. Naturally,

Training “Activation of personal resources, development of self-esteem” (for teenagers). Explanatory note. The teenager looks at himself as if “from the outside”, compares himself with others - adults and peers - looks for criteria for such comparison.

Know Yourself To help someone who is significantly different from us, we must first become aware of our own attitudes, values ​​and behavior. Understanding and accepting one's cultural and social origins is the first important step towards understanding those who live and

Personal growth training program for teenagers "Understand Yourself"

The “Understand Yourself” training is intended for teenagers. Features of adolescence, as well as the difficult conditions in which modern youth are growing up: the instability of the family institution, the blurring of moral values, which are no longer a solid support for building one’s own personality, dictate the need for special measures for the development and strengthening of the teenager’s “I”, the formation of a viable an individual who has sufficient resources for successful adaptation in society.

Purpose of the training:

Create conditions for personal growth of adolescents.

Training objectives:

1. Create conditions for the formation of a desire for self-knowledge, immersion in your inner world and orientation in it.

2. Expanding the participants’ knowledge about feelings and emotions, creating conditions for developing the ability to accept them without judgment, developing the ability to manage the expression of their feelings and emotional reactions.

3. Contribute to the development of communication skills, the ability to listen, express your point of view, come to a compromise solution and understand other people.

4. Promote awareness of your life perspective, life goals, ways and means of achieving them

The training is designed for teenagers, it is better if the participants are over 11-12 years old. Younger children have not yet entered the teenage period of self-discovery, and it will be difficult for them to engage with topics that are irrelevant to them.

Group composition:

· Optimal number of people: 10-15 people;

· Groups must be formed on a voluntary basis;

· It is preferable to conduct classes with a mixed-sex group, but homogeneous groups are also quite acceptable;

· It is advisable to include participants with a small age difference in the group.

Location:

Training hall, auditorium.

Form:

1. Introductory part (warm-up).

2. Main part (working).

3. Completion.

The training is designed for 6 lessons of 2 academic hours (total duration 12 hours).

The introductory part and the conclusion usually take up about a quarter of the total class time. About half of the time is most often devoted to work itself.

The introductory part of the lesson includes questions about the condition of the participants and one or two warm-up exercises. At the beginning of each lesson, it is important for the psychologist to get a feel for the group, diagnose the participants’ condition in order to adjust the work plan for the day. Questions to the participants can help with this: “How do you feel?”, “What new (good, unusual) happened during this time?”, “Name one good and one bad event that happened between our meetings?”, “What Do you remember from the previous lesson? etc. Various exercises are also used as a warm-up, which allow participants to switch from their worries to working in a group, become more active, tune in to further work on a certain topic, and engage in the situation “here and now”. These exercises are not usually discussed by the group.

In the first lesson, the introductory part takes more time and is expanded, since it is necessary to explain the rules, pay attention to the motivation of the participants and tell what the work will consist of. The first group session is critical to establishing group norms, motivating and engaging participants, and determining future direction.

The success of the training is largely determined by compliance with the specific principles of the group:

The principle of participant activity: group members are constantly involved in various activities - games, discussions, exercises, and also purposefully observe and analyze the actions of other participants;

The principle of the participants’ research position: participants solve communication problems themselves, and the trainer only encourages them to search for answers to emerging questions;

The principle of objectification of behavior: the behavior of group members is transferred from an impulsive level to an objectified one; in this case, the means of objectification is feedback, which is given using video technology, as well as other group members communicating their attitude to what is happening;

The principle of partner communication: interaction in a group is built taking into account the interests of all participants, recognition of the personal value of each of them, the equality of their positions, as well as complicity, empathy, acceptance of each other (it is not allowed to strike “below the belt” or drive a person “into a corner” and so on.);

The “here and now” principle: group members focus their attention on momentary actions and experiences and do not appeal to past experience;

The principle of confidentiality: the “psychological closeness” of the group reduces the risk of psychological trauma to participants.

The means of solving training problems are group discussions, role-playing games, and psycho-gymnastics. Their share varies depending on the specific goals of the group. It is these techniques that make it possible to implement the principles of training, which are based on the active, exploratory nature of the participants’ behavior.

Thus, during a group discussion, participants learn the ability to manage the group process of discussing a problem, as well as act as an ordinary participant in the discussion: a communicator, an idea generator, an erudite, etc. In the process of such active work, a number of group communication skills are acquired.

In role-playing, the emphasis is already on interpersonal interaction. The high educational value of role-playing games is recognized by many psychologists. In the game, participants “play out” roles and situations that are significant to them in real life. At the same time, the playful nature of the situation frees players from the practical consequences of their resolution, which expands the boundaries of searching for ways of behavior and gives room for creativity. A thorough psychological analysis following the game, carried out by the group together with the coach, enhances the learning effect. The norms and rules of social behavior, communication style, and various communication skills acquired in a role-playing game and adjusted by the group become the property of the individual and are successfully transferred to real life.

Psycho-gymnastics includes a variety of exercises aimed at creating a comfortable group atmosphere, changing the state of group members, as well as training various communicative properties, primarily at increasing sensitivity in the perception of the surrounding world. Increasing this kind of sensitivity, which underlies a person's ability to understand other people, is sometimes the main goal of training.

Lesson program

Lesson 1 - “At the Start”, is devoted to introducing and establishing contact between the leader and the group, removing barriers, creating an atmosphere of trust and uniting the group.

Lesson 2 – “In the world of people”, is devoted to further unity of the group, increasing the communicative literacy of participants, teaching skills constructive communication, the ability to listen, express your point of view, come to a compromise solution and understand other people.

Lesson 3 - “In the Sea of ​​Emotions”, is devoted to expanding the participants’ knowledge about feelings and emotions, to develop the ability to accept them without judgment, learning the skills of expressing their own emotions and reading them from other people.

Lesson 4 – “Deep in the soul”, is devoted to creating conditions for self-knowledge, immersion in one’s own inner world and orientation in it.

Lesson 5 – “Past, Present, Future”, is devoted to creating conditions that promote awareness of one’s life perspective, life goals, ways and means of achieving them.

The 6th lesson “Final” is devoted to summing up, consolidating the results achieved, completing group work, and leaving contact.

WARM-UP EXERCISES

"Association with a meeting"

Participants are invited to express their associations with the meeting. For example: “If our meeting were an animal, it would be... a dog.”

"Weather forecast"

Instructions. “Take a piece of paper and pencils and draw a picture that suits your mood. You can show that you currently have “bad weather” or a “storm warning”, or maybe for you the sun is already shining.”

"Typewriter"

Participants are given a word or phrase. The letters that make up the text are distributed among group members. Then the phrase must be said as quickly as possible, with everyone calling out their letter, and in the intervals between words everyone clapping their hands.

"Dwarfs and Giants"

Everyone stands in a circle. To the command: “Giants!” - everyone is standing, and to the command: “Dwarfs!” - you need to sit down. The presenter tries to confuse the participants - he crouches on the “Giants” team.

"Signal"

Participants stand in a circle, close enough and hold hands from behind. Someone lightly squeezing their hand sends out a signal in the form of a sequence of quick or longer squeezes. The signal is transmitted in a circle until it returns to the author. As a complication, you can send several signals simultaneously, in one or in different directions of movement.

"Package"

Participants sit in a circle, close to each other. Hands are kept on neighbors' laps. One of the participants “sends the package” by lightly tapping one of the neighbors on the leg. The signal must be transmitted as quickly as possible and return in a circle to its originator. Variants of signals are possible (various numbers or types of movements).

"The Changing Room"

Instructions:

Let's now slowly walk around the room... Now imagine that the room is filled with chewing gum and you are making your way through it... And now the room has become orange - orange walls. Floor and ceiling, you feel filled with energy, cheerful and light like the bubbles in Fanta... And now it’s raining, everything around has turned blue and gray. You walk sadly, sadly, tired...

Typology of exercises used in training

Warm-up exercises

Let's start with those exercises that are needed at the very beginning, from the first day of training. This type includes exercises that equalize the level of mental functioning of the participants, bring the group closer together, show the state of the teenagers, set them up for work, and pull the participants into the intragroup space. These exercises are necessary in order to organize the group and get into working mode.

This type includes exercises that are known to be acceptable to all participants and do not go far beyond normal behavior. These exercises are always group exercises. In order to get ready to work, the entire group must be included in a joint group action.

Exercise “Warm-up with a ball.” After the introductory speech and explanation of the rules of communication in the group, the leader takes out a medium-sized ball (the small one is constantly dropped and people run after it, and the large one is inconvenient due to its size), neither heavy nor light. Then he says the instructions: “Now you will need to throw this ball to someone sitting opposite you and say something at the same time. You can say whatever you want, whatever comes to mind. For example, “Hello”, “I’m seeing you for the first time”, “It’s winter”, etc. and so on.". There are many modifications to this exercise. Retrofitting is an expansion, deepening, complication, an attempt to diversify the exercise. One of the functions of retrofitting is to maintain motivation. You can throw the ball and say your name, the name of the person you are throwing to. At the same time, you can describe a person externally (“Blue jeans,” “ Long hair", etc.) and a more personally significant part of appearance - the face ("Thin lips", "Big eyes", etc.). This exercise forces teenagers to look at each other more closely, to take a closer look at each other, to see the other. Switch from contemplating yourself to perceiving another person. It is also aimed at developing personal vigilance, the ability to discern something in another person.

You can use visual psycho-gymnastics as a warm-up. For example, depict lighting a cigarette. After leaving the ball for some time, I stand up, ask the others to stand up and say: “The next exercise is very simple. You won't have to say anything. Just repeat after me what I will do.” And I do a pantomime: I take out an imaginary cigarette, a box of matches, take out a match, light it, light it, throw the match, take two or three puffs, then I start coughing a lot, throw the cigarette and trample on it. This is a simple exercise that can be done by anyone. There can be many options: you can wash your face, brush your teeth, have breakfast, etc. The criterion for choosing an option is the following: the action should be simple, natural, ordinary, since teenagers are not yet ready to do something unusual. At the same time, I never control the performance of this exercise; everyone does as best they can.

Exercise "Performing scenes." This is another warm-up exercise. I divide the group into two teams and say: “Come up with a story or remember a fairy tale, a skit, an anecdote. Anything. And role-play. Conditions: everyone must participate and during the playing process the names of each participant must be heard, preferably more than once.”

Getting to know each other

The first thing to do after the manager has explained the rules is to say hello. Since training is a specially organized communication, the greeting procedure here is unusual. When organizing a greeting during the training, I say: “Please stand up. Now we will say hello to you. Each of you will now approach each participant one by one and extend your hands to him with open palms up. The one he approached should place his palms on top. After that, they silently look into each other's eyes for a while. When both of them or one of them decide that they have said hello, they hug and go to greet others. You can’t talk while doing this.” You don't have to say hello to everyone. The process itself is important. This procedure forces teenagers to actually see another person, approach him, and become close to him.

Then the dating procedure begins. Here, too, you need to move away from the usual cliches and forms. I am categorically against hanging a piece of paper, a tag, or a name badge on myself. This alienates the person from his name. Other people, instead of looking at the person, peering into the person and remembering his name, begin to look at his name tag. It is necessary to conduct the acquaintance procedure in such a way as to organize internal help for remembering names. Working with a name involves introducing the name into a group, organizing memorization and checking memorization, and reproduction. In this case there should also be many techniques, since the group is open and can change by 50%. The presentation procedure should be as theatrical as possible. The more artistic and unusual a person introduces himself, the better he will be remembered. To do this, you can tell a story associated with your name, ask a riddle, dance your name, or depict it in static form. The instruction could be: “Tell me, show me something so that we remember you and your name.” It is not necessary to meet everyone at once in the first lesson. If there are a lot of teenagers, this procedure can last for the entire lesson, and this is unproductive. The dating procedure can be extended over 2-3 sessions. The acquaintance procedure provides good opportunities to move beyond it into substantive, training procedures, because if someone has depicted their name well, then I can move on to techniques for depicting animals, feelings, situations, etc. It will be logical. Another form of acquaintance could be the following: a person says his name and deciphers it. For example, “Sveta – Serious, Cheerful, Unique, Mysterious, Neat.”

Exercise "Snowball". Each participant says his name, before saying the names of all those who have already introduced themselves. Thus, the first says only his name, the second - the name of the previous one and then his own, the third - the name of the first, then the second and then his, etc.

Exercise. Everyone says their name and briefly talks about themselves. He tells what he considers necessary to tell. After this, other participants ask him questions, which he can answer if he wishes.

Exercise. It is a variant of the previous one. All participants are divided into pairs. Both partners in the couple introduce themselves to each other. After this they introduce each other to the whole group.

Exercise "Performing scenes." It is described above.

Once the teens have introduced themselves, memory testing and recall can begin. Here it is appropriate to recall that the training is conducted under the auspices of the test. So I say: “Well, many have already introduced themselves. Who wants to test their memory? Volunteers are called and we perform several procedures to test memory. Exercise. One participant simply calls everyone by name. Exercise. Another does this with his eyes closed. Exercise. The third remembers the names of the participants with with open eyes, but after everyone had moved. Exercise. The next volunteer moves to the center of the circle. I ask the whole group to stand in a circle with their backs to him. He calls everyone by name from behind. If he correctly names someone’s name, then he turns and sits down, if not, he continues to stand with his back to him. If someone does not remember several names, then you need to work with him to remember them. Those whom he did not remember must be included in joint interaction with him. For example, there is a narrow board on the floor depicting a bridge over an abyss. The teenagers whom I included in the joint interaction begin to move along this board from different ends and must be able to disperse on this bridge. Another thing: move a sheet of paper pressed between your foreheads from one end of the room to the other. Hold a match between your teeth from different ends and pass it in a circle. And so on. There are many similar exercises you can come up with. Exercise. I tell the volunteer: “Carefully examine everyone present. You will have to recognize them with your eyes closed.” Then they change places and he, with his eyes closed, identifies them by touch. You can leave him standing in the center, and the others take turns approaching him. Since the group decreases and increases in size, these exercises can be carried out in more than the first few lessons.

Exercises for intense physical interaction

Exercises of this type help solve the following problems. First. Attach yourself to the client in his own activity. Most teenagers are fast, active, and mobile. It is necessary to adapt to them and master them in their own activity. At the same time, they are also looking closely at the leader to see if he can be on an equal footing with them. Does he accept them, does he recognize them as equal to himself in a psychological sense. All this helps to establish trusting contact. In addition, you need to roll the group so that it gets tired. So that after this exercise they sit down, take a deep breath and look at each other. But mostly these are auxiliary exercises. Sometimes, on the contrary, it is necessary to give children the opportunity to move after calm, reflective-cognitive, focused procedures and exercises. These are always group exercises in which the whole group is involved. The leader is included along with everyone else. These exercises can be repeated several times, because... they are intrinsically motivated.

In this type of exercise, as in any other, there are core and marginal. Core exercises belong to only one type, marginal exercises can belong to several at once, because they are multifunctional and solve the psychological problems of training from different types exercises. Exercise “Those who…” change places. The group, as always, sits on chairs in a circle. I get up, move my chair away and say: “As you all can see, I’m standing. But I, just like you, want to sit. Therefore, I am now organizing the situation in such a way that I have a chance to sit in someone's chair. At my command and as quickly as possible (so as not to be left without a chair), all those who have any property that I will now name change places. For example, all those who wear black in their clothes change.” The property must be new every time. If the group is not swaying well (which practically never happens), then the driver leads, and the leader names the property. When the group warms up, it's all about the speed of pronouncing words. At the same time, the presenter bears responsibility for safety precautions (chairs may break). Therefore, before class, you need to check the strength of the chairs. This exercise is contraindicated for those who feel unwell. The leader is obliged to warn the participants about this. The exercise should not be included in conjunction with the performance, but after the warm-up exercises. But on the first day, one game of this type of exercise must be lost. The game has internal self-sustaining motivation. So the problem arises of how to finish this exercise. To do this, you can introduce the following rules: “We end the game if the next three drivers change the first time. Or if they named a property that has already been named.”

Exercise "Ladies and Gentlemen". This exercise, unlike the previous one, is a complete unit of training: after a micro-act, reflection is organized. The group sits on chairs in a circle. In this exercise it is desirable to have external eyes and ears; spectators are needed. If there are many teenagers, you can take two from the circle. They sit with their eyes open and then tell what happened. Instructions: “Look at the person sitting opposite you. Now you will close your eyes and all at the same time go and change places with the one you have chosen. Until you sit down, don’t open your eyes.”

This is a sharp exercise. Therefore, if I don’t warn you, there may be bruises. Next I say: “Let us work carefully, carefully, calmly, gallantly. Like ladies and gentlemen." When I give this second part of the instructions, it is not clear at what pace the exercise should be performed. “Like ladies and gentlemen” – what is that? At what speed? Is it slow and uncertain or confident and fast? And how it will turn out, how it will turn out. I actually did some homemade stuff. I obviously earlier, i.e. when 2-4 people have not yet had time to sit down, I command: “Stop! Freeze! They stand with their eyes closed, and everyone is already sitting. You need to hold them like this for a while and start a conversation about them with those who are sitting: “What emerged during this exercise in each of them as a person?” "Slow." "Brakes." "Unsure." "Careful." "Not arrogant." And so on. Teenagers have the opportunity to express both positive and negative characteristics. Moreover, there should not be more negative ones than positive ones. If necessary, the leader must balance it himself: “Yes, they are slow, but they are honest, they have not opened their eyes.” You can ask observers: “What happened?” “Who were you walking with in your mind?” “Who exactly was walking?” It is necessary to give the opportunity to speak out to those who had acute sensations.

In the first run there is no need to discuss it, because Next comes a series of repetitions with retrofitting. In each subsequent repetition, it is necessary to give the teenagers the opportunity to test themselves a little more than the previous one. To do this, you can turn on time control: “I count to 10. Those who didn’t have time to change are forfeit.” You don’t have to use a phantom, just enter it to enable sports motivation. Or you can use it if the group has already warmed up enough. For example, ask to crow, grunt, etc. We do the full exercise (with reflection). Then I say: “What about 9?” Immediately, next: “And for 8?” I deliberately speed up the pace, force you to be active, to be cunning, and the cunning one is always visible. Therefore, he will be condemned by the group. There are more reasons for reflection. Teenagers begin to use various techniques: they change not with the one who is opposite, but with the one who is nearby, squatting, between the legs, not through the center, but in a circle, etc. One guy closed his eyes, took a chair with him and changed. In the conditions of the game it was not said that you could not take a chair with you. “Eyes” can be changed each time.

After that, I remove the time limit and say: “Now let's do this exercise slowly, slowly, calmly, let's have fun. We can even talk." After doing the exercise, you can discuss how the teenagers felt when doing it with and without a time limit. After a few sessions, this exercise can be repeated. After this, complicating this exercise, you can introduce the following retrofitting. Of those who remained, when I said “Stop!”, I take the most pliable one and tell him: “Stand in the center of the circle and catch everyone who touches you.” Instructions for everyone: “Switch places without touching the person in the center.” Then I put two people (from those who were caught) in the center, etc. This exercise is performed several times in its original form, and then, after 2-4 repetitions, I say: “And now something new. Be careful. Now we will close our eyes and change with someone opposite us. But when we sit down on a chair, we don’t open our eyes, but check to see if there is an empty seat nearby. And if there is, then we knock on the chair, thereby helping the others sit down.” If I participate in an exercise, then my assistant, chosen from among the participants, commands for me. I say: “When I see that everyone has taken their seats and changed positions (everyone’s eyes are closed), I clap my hands. Based on this signal, you need to study your right neighbor for 1-1.5 minutes with your hands (it must be especially emphasized that it is right, otherwise they forget whether it is right or left). Feel free to study in such a way as to recognize it or to imprint it in your memory in order to identify it later. When you become sighted. After 1-1.5 minutes I will clap my hands twice. You must leave your neighbor and take your original place. Help your neighbor sit down (knock on the right chair if it is empty) and do not open your eyes yet. When I see that everyone has sat down, I will give the command to open their eyes.” In this exercise I focus on recognition through tactile contact. At the same time, not a large percentage of children guess. Especially the first time. But let's get back to the exercise. After everyone has opened their eyes, we carry out identification. I begin to sequence how they sat when they swapped with their eyes closed and identified each other.

• Albert, who was sitting on the right? – he answers that Marina. Then I say:
• Sit next to me. How do you know?
• She's wearing jeans.
• But two more girls have jeans.

They also take turns sitting down, and with his eyes closed, he again identifies them and chooses one of them. That is, we thus perform a memory retrospective (investigative experiment). Task: remember as much as possible. But in the first attempt you won’t be able to line up the whole group, because... the first identification of a neighbor by groping was sloppy, taboo. I show them this. I say: “You did a bad job. Let's do it again." I repeat the instructions and encourage them not to be shy. Perform the exercise without laughing, calmly, without excitement. Then I carry out a full identification procedure, trying to build the entire circle. At the same time, in the process of reproducing the original order, I ask teenagers questions to develop the ability to reflect: “Well, how do you like nothing in general? What does it feel like? What did you feel and experience when you identified your neighbor with your eyes closed? What can this be compared to? etc. If many people do not remember again, you can do the exercise a third time, but no more.

Another extension of this exercise. It can be done on the same day (if teenagers are good at it) or after 1-2 lessons. Instructions: “And now we do the same thing, but, recognizing our right neighbor, we think about who recognizes us on the left.” And after identification, we begin to build a circle not to the right, but to the left:

• Albert, who identified you?
• Don't know.
• Okay, describe how you were identified.

He describes.

• Which of the people sitting here could recognize you like that?
• Maybe Marina?
• Marina, were you the one who identified him? Was he to your right?
• Albert, please describe, characterize the person who identified you this way. What features, what psychological qualities emerged in the process of such identification? What came out in the person at the same time?

These and similar questions can be asked when performing this exercise with this modification. Exercise “The Guard and the Fugitive.” The leader divides the group in half. If the number of participants is even, he goes to one of the teams so that there is one more person in it. The team with one less person sits on chairs in a circle, and members of the other team stand behind them. They are guards. And one guard stands behind an empty chair. Those who are sitting (“fugitives”) must quickly move to this chair so that they are not caught by the “guard.” The “fugitive” is considered caught if the guard touches his shoulder with at least one hand. Then the “fugitive” returns to his place. After 5-10 minutes, the “fugitives” and “guards” change places.

Exercise “Break into the circle”, “Break out of the circle”. The group stands in a circle and joins hands. One of the teenagers (the one with high self-esteem) is trying to break into the center of the circle. You can complicate the task: teenagers clasp their elbows and stand like a tight wall. In this exercise, the group gives nonverbal feedback. I measure the ease and difficulty of breaking into the circle. You can stand with your back. The circle can be placed in a soft position with eyes closed if I need to increase the self-esteem of the one who breaks into the circle (breaks out of the circle). To increase self-esteem and the degree of acceptance by the group, it is better to use the “Break Out of the Circle” exercise. The group symbolically makes it clear to the teenager that it does not want to let him go.

Exercise "Locomotive". Instructions: “Now we will stand up, place chairs along the wall, close our eyes and take several steps in different directions. After that, you must find a person with a braid as quickly as possible (or in a hat that I put on someone, or in glasses, in a jacket, etc.).” And I say to this person: “Don’t stand still, actively move around the whole room.” To the rest I say: “If you find this person, line up with him, grab him by the waist or shoulders and follow him. If there is already someone behind him, look for the last one and line up at the end.” The result is a living, fast train that runs around the room, and can also run out into the corridor.

Psychological workshop

This type combines many exercises from popular literature on psychology, demonstration tests that can be carried out in a group setting. They are auxiliary in nature, intended to fill pauses. If the lesson takes place during a psychology lesson, it can take up the entire lesson. Children can perform these exercises, and the psychologist explains the psychological patterns, effects, and phenomena that appeared in these exercises. They can also be given for relaxation, for a change of rhythm, after tea.

Exercise “Damaged phone”. I announce that 4-6 volunteers are needed. They must pay in order and go out the door further away so as not to hear or see anything. I take out a sheet of paper with a large picture on it: a drawing, a painting, a reproduction, a photograph, etc. General requirements for the picture: 1) material unfamiliar to teenagers (not from school curriculum); 2) a large number of characters, multi-figure situation. Next I ask: “Are there anyone here who wants to test their visual memory?” Someone responds. “Now I’ll show you a picture for 30 seconds. You need to look at it very carefully, because... You will describe its contents in as much detail as possible to whoever is about to enter the room.” The picture is under no circumstances shown to the audience (so that they do not give hints and are interested in it themselves). I say: “You can’t write it down. Watch and remember." Then I call the first person in line outside the door and tell him: “Now they will tell you the contents of a certain picture. Be careful, remember everything as completely and accurately as possible, because you will have to retell the same thing to the next one. You can ask, but it’s better to listen first.” I tell the group: “Have as many emotions as you want, but don’t give me any hints.” The more retellings, the more distortions, fun and laughter. If desired, you can explain why distortions occur.

Agility and reaction exercise. A volunteer is called. He places his hand on the back of the chair (safetying his hand so that it cannot move down). I toss the new bill between his thumb and forefinger. His task is to catch the bill. This is very difficult, almost impossible, because... the person does not have time to react, and the bill slips between his fingers and falls to the floor.

Mindfulness exercise. First: one person performs a pattern of behavior consisting of 10-12 fragments, and the other must repeat them as accurately as possible. For example, I make 10-12 movements from the door and sit down. Someone repeats. Second: throw coins, watches, keychains, combs, etc. on the table or floor. Everyone watches for 10-15 seconds. Then they close their eyes, and I change places of some objects. They open their eyes and someone guesses what has changed. You can add or remove something. Third: 10-20 (according to the number of participants) walnuts, apples, oranges, etc. give it to teenagers and say: “Look carefully at your nut, remember it.” After that, I collect all the nuts, mix them and the teenagers look for their nut. Fourth: the sense of rhythm. I beat out a rhythm and ask someone to repeat it.

Intellectual tasks

Adolescence is sensitive to tasks of this kind. Teenagers love to think, philosophize, and argue. Therefore, testing exercises can be used in training logical thinking, ability of deduction.

Exercise "MPS". MPS is My Right Neighbor. From the volunteers who volunteer, I choose those who do not know what MPS is. One, two or three people walk out the door. To those who remain, I explain what MPS is and say that all the questions that the first person to enter will ask (you can start two or three people at a time) must be answered, keeping in mind your right neighbor. Answer as if they were asking about the right neighbor. I say to the volunteer who came in: “Now you must find out what “MPS” is. You can ask all of us any questions, except, of course, the direct question “What is MPS?” His task: to understand from the answers of those sitting, describing their right-wing neighbors, what the MPS is.

Exercise on spatial-logical thinking. Leader: “Who wants to test their ability to reason logically?” The volunteer walks out the door. Then I ask the group to take their chairs and sit in the room completely randomly, in a chaotic order. After this, I propose to make a guess for one of the participants, who will have to guess whoever comes out the door. They made a wish. Then I say: “Move your chair a little or sit down so that everyone can say unambiguously whether the person we have chosen is sitting to the right or left of him. Moreover, it doesn’t matter whether it’s ahead or behind.” I give instructions to the participant who enters: “We have made a wish for one of us. Your task is to guess who exactly. You have one opportunity for this. You can ask each of us only one of two questions. First: “Is he on your right?” Second: “Is he to your left?” They will answer you “Yes” or “No”. And at the intersection of the answers to these questions, you must guess who we have in mind. Moreover, keep in mind that if you accidentally ask the person we have chosen, he will naturally answer “No” to both questions. Since he is neither to his right nor to his left. This exercise requires you to demonstrate both spatial thinking and logic. If he doesn’t succeed, he can be allowed to ask questions a second time. If there is a queue, you need to exhaust it, while at the same time complicating the task with the help of retrofits. For example, without the knowledge of the guessing person, we in a group agree that all the girls are telling the truth and the boys are lying. When the next volunteer comes out, you can change: girls lie, boys tell the truth.

Exercise “Conspiracy in a madhouse.” Volunteer - out the door. To the rest I say: “Imagine that we are all crazy in the hospital. Everyone has their own diagnosis, but we agreed that we would pretend to be one diagnosis: split personality. To do this, we will answer not the question that is asked to us, but the previous one. The first person answers any imaginable question.” To the person who came in, I said: “We are all crazy in a madhouse, and you are our chief physician. We all agreed on something. You must find out the essence of our conspiracy. You can ask all of us any questions.” The “chief physician” must realize that the “patients” are answering not their own question, but the previous one, as if for another person. That is, each of those sitting considers himself a different person (the one who was just asked the question) and after that understands the simulated diagnosis - split personality.

Exercises to gain new sensory experiences

Exercises of this type are characterized by the following properties: 1) they are of an explicit testing nature; 2) this individual exercises, but with good motivational potential. The test of one participant increases the motivation of another, as a result the whole group can complete the task; 3) these exercises are ecologically valid, i.e., for the most part, they were taken from the adolescents themselves, are in their area of ​​interest, and are not alien to them; 4) this complete exercises, i.e. they always maintain the structural unit of training: a micro act and sensory reflection about it. They are readily discussed; 5) these exercises are easy to retrofit.

The general principle of constructing exercises of this type is to turn off one sensory modality and load another. Basically, vision is turned off, and the load falls on tactile sensations, the vestibular apparatus, and the sense of smell. The general principle of the organization is that the teenager is placed in a situation in which he obviously must experience this new sensory experience. The rest of the participants observe and discuss with him what happened, what he felt. There are two spheres of this new sensory experience: 1) in relation to the objective world; 2) in relation to the living world. We will explain this in the exercises below.

Exercises for new vestibular sensations. They are present in every training. These exercises are interesting and rich in content.

Exercise “Girl on a chair”. Instructions: “Who wants to test themselves? I want girls to volunteer.” If several people volunteered, then let them wait for the extra ones at the door; you need to leave one girl. Instructions: “Sit deeply and comfortably on a chair. Close your eyes and don't open them under any circumstances. You will open only when I say. Don't think about anything. Nothing bad will happen to you." After this, two or four guys silently (or a group can make noise) approach the chair and pick it up. You can turn the chair, rock it. But the main thing is safety! To do this, before the test, you need to practice with the guys: on command, simultaneously lift a chair. When the team works well together, you can invite the girl. You can have a roller coaster ride with the next girl - figure eight in two planes is better with your eyes closed. The volunteer is surveyed in a simple form: “Well, how?”, “What did it feel like?”, “What did you feel?”, “What happened?”, “What did you feel?” But first, let's listen to the self-report. Afterwards we help with questions. We also ask those who observed: “How did you see what you saw?”, “Were you worried about her?” When you've talked enough with the first one, you can call the next one and test her. I don't test guys in this exercise. There are more complex options for them.

Exercise "Guy on a chair." This is a more rigid form of the previous exercise. Safety precautions are very important here. The young man stands with his feet on the chair. He must stand for a while and tremble. At this time, I start a conversation with him: “Well, with your eyes closed or with your eyes open? Come with the closed ones! With or without insurance? Come on without insurance! Who will lift you up - guys or girls? Who do you trust more? etc. No need to blindfold. If he wants, he closes it himself. The guys who will lift it need to be trained, they must be strong enough. The chair should be smooth and strong. The manager provides insurance. There should be nothing sharp or dangerous nearby. There must be a high ceiling. This is a challenge. The teenager is lifted by the legs of the chair to different heights. This is an emotionally charged exercise. During the discussion, first there are involuntary statements from the audience: “What can you say, Anton? Did he pass the test or not, what do you think? Who did you empathize with - him, the one who raised or me - my heart was pounding? Do you want to try it? Are you ready? No, I won't test you. But are you ready? Self-report follows. “What did you feel, what did it look like, what do you think - did you stand it or not?” etc. After the discussion, the next teenager tests himself. Retrofitting “Girl with a guy on a chair.” Together with the guy, a girl who is afraid stands on a chair. The guy backs her up and encourages her. Then we compare: when we are together and when we are alone (alone).

Exercise “The Blind Man and the Guide”. The group is divided into “boy-girl” pairs; V as a last resort, same-sex. In pairs, participants are divided into a “blind” person and a “guide”. Instructions: “Guides - you are active. Introduce the blind person to everything important that is in the room with all parts of the body, even if he licks it with his tongue. You are given 5 minutes to do this.” You can suggest what to look at: steps, sharp handles, doors, windows, chairs, people, tables, passages, curtains, switches, etc. Then everyone opens their eyes and we ask the “blind” about their feelings. After this, the “blind” again close their eyes and a second instruction is given: “Now the “blind” must be active.” Their task is to identify various objects presented to them.” They identify objects blindly. Items: all of the above, as well as items that are removed from pockets and bags. 10-12 items. It's better not to suggest. Third instruction: “Guides”, release the “blind”, walk next to them without touching them. Let them go on their own. Insure them only in dangerous cases.” You experience amazing sensations when you walk “blind” through a large space, knowing that if necessary, you will be covered. All these sensations are then discussed, and a reflection procedure is organized. It would be a good idea for each couple to have a mandatory form of expressing their feelings. You can help them with questions: “What did you feel?”, “What was it like?”, “What was new, the most incomprehensible, mysterious?”, “Did it hurt?”, “How do you like your partner? 2,” “Are you sure?” in him?”, “Did he help you or hinder you?”, “What do you want to tell him?”, “What’s unusual?”, “What can you say about your partner?” The “guides” are motivated to change places. You can do the same exercise, or you can move on to the next one.

Exercise "Crash into me." Main function: a person experiences a situation of meeting with a “living” space. Not with the body, because it does not collide with the body - the person moves back (to the side). In this exercise you need to get to the experience of “living” space. This experience is also visible to the rest of the training participants, because The dynamics of the participant’s behavior changes upon entering the “living” space: he closes himself, slows down, puts his hands forward, extends his shoulder, bends over, etc. When discussing: “What was he like at that moment? Externally and internally. How did he feel about it?”

Exercise “Knife to Butter”. This exercise is a continuation of the previous one. Only in it the volunteer crashes not into one person, but into the entire group. We place 5-6 chairs in two rows with their backs facing each other and move them apart, making a corridor. In the middle of the corridor, all the training participants stand in a tight group between the chairs, forming a “traffic jam”. The belayer sets the direction and catches if necessary. We ask any volunteers to step outside the door so they don't see us training. The training is as follows: while the volunteer is approaching the group (intending to crash into it), it should disperse along the chairs, so that the volunteer can freely run along the corridor into the hands of the belayer.

After this, the first volunteer comes in, and I tell him the instructions: “I want to test you - whether or not you can run into the group with your eyes closed.” He closes his eyes and walks (runs) slowly or quickly towards the group. The group disperses at this time and observes the change in his behavior. If necessary, the belayer catches the volunteer to prevent him from hitting something. Then comes the discussion. Both the volunteer and the group must be allowed to speak. This exercise can be repeated when training someone who made a mistake: slowed down, didn’t crash, got scared, etc. When repeating with one person, sometimes you don’t have to leave so that he doesn’t know what awaits him. Next is a pair exercise: one brave and one timid. The timid one follows the brave one to the back of the head. Then we make the corridor wider and they walk side by side, holding hands. A couple can also crash into one person in the “Crash into Me” exercise. But always with my eyes closed.

Exercise “Smell of a girl.” The volunteer first sniffs each girl (hair, neck) with his eyes open. Then he sniffs with his eyes closed and identifies (says the name or describes the appearance). At the same time, the girls change seats or simply approach the volunteer. The guy is the volunteer. In the exercise “Smell and the Boy,” if there is a brave girl, she is given the task of identifying guys by smell. After this, the leader organizes a reflection procedure.

Exercise “Confidence Fall”. The group is divided into pairs. In each pair, one of the participants turns his back to the other, closes his eyes and falls on him. He catches him. After this, you can complicate the exercise. The volunteer stands on a raised platform (chair, table, window sill), turns his back to the group, closes his eyes and falls. The group catches him. After the exercise, self-reflection of the participants is organized.

Exercise “Everyone lifts one.” The most insecure teenager is chosen. He lies down on a table, chairs or on the floor (if there is a carpet) and the whole group lifts him high in their arms. You can wiggle it a little.

Exercise “Wax Candle”. The group stands in a circle, with a volunteer in the center of the circle. He closes his eyes and completely relaxes. The group gently and smoothly pushes him from side to side. Then, as usual, the process of reflection is organized.

Exercise “Wagon and locomotive”. The group is divided into pairs. A pair, respectively, for “car” and “locomotive”. The “car” stands in front of the “locomotive”, closes its eyes and completely relaxes. The “locomotive” must push the “car” around the room in different directions. The result is a chaotic movement of the entire group around the room. The task of the “locomotives” is not to collide with other “cars” and “locomotives”. Questions for reflection: “How do you like your “locomotive”?”, “Did you trust him?”, “Are you satisfied with the way he pushed you?”, “Describe your feelings,” etc. After this, the “car” and the “locomotive” change places.

Speech Action Exercises

When describing this type of exercise, I use the terminology introduced by Pyotr Yakovlevich Galperin. In his theory of action formation, he clearly distinguished four types of actions. The basis for this classification is the nature of the objectivity of the executive part of the action. P.Ya. Galperin wrote: “Every action consists of an executive and an orienting part. The indicative part is automated, internalized, generalized and goes inside. The destiny of the subject part is the subject form in which only the action can be performed. Imagine a glass of water and mentally drink it. Have you quenched your thirst? No. No matter how much you imagine, you will not get drunk until you take a real glass of water. And everything previous was just a guide.” We offer the following classification actions: 1) physical actions with physical bodies; 2) perceptual actions with images; 3) mental actions, the objects of which are concepts and ideas; 4) speech actions - objectivity in words, directed at oneself or others (“Open the door”, “Sit down”, “I believe you”, “I hope”, “I love”, etc.). Speech actions include giving a compliment, the ability to say hello beautifully, congratulate you on your birthday, make a toast, confess your love, etc. Exercises on speech actions in most cases represent training, because... teenagers are still just mastering the above forms of speech acts. This part of the training also solves additional problems related to organizing relationships between boys and girls. If necessary, it can perform a diagnostic function.

Exercise. I ask the group to sit deeply in chairs, relax, close their eyes and imagine themselves in a place where they feel good. This is a familiar place or a place where they want to be. After a while I ask everyone where they are. When someone says they are at the table, I say, “Stop! All eyes were opened. We have a holiday, a birthday. What he (she) just said is all there now. He's the birthday boy. Let's tell him good words. Let's play toast." Based on the situation, you can choose a form that is mandatory for everyone or voluntary, training or recreation, teaching patterns or improvisation. This area is the zone of proximal development of adolescents. You can give the task to come up with a toast, congratulations to the person who is among them. You can add the second half: “What did you remember from what was said?”, “What was unusual?”, “What toast did Valera give you? Has your attitude towards him changed?” When everyone has toasted and discussed, I say, “Let’s take a step back. Let's imagine that we are just entering the door of the birthday boy (birthday girl). Give a gift, flowers. Say these words – words of congratulations.” You can take a dry bouquet of flowers for the birthday girl or any broom. You can play with several examples of how flowers are given.

Exercise “Compliments-Compliments”. Participation in this exercise is well stimulated by the use of competitive motivation. Two teenagers of any gender (but different genders are better to start with) stand in the center of the circle and take turns complimenting each other. The last person to compliment wins. If someone wins, then another pair is called. This is a rather difficult exercise, especially in the first couples. After teenagers participate in this exercise several times, it becomes easier for them, they gradually become more relaxed, and master the ability to give compliments. After this, you can offer them another version of this exercise - “Compliments-Curses”. One person compliments, the other scolds him in return. Both options are emotionally rich and have good development potential for personal growth.

Exercises on nonverbal communication and understanding emotional states

This type of exercise is aimed at developing in adolescents the ability to express themselves, express themselves, express emotions, feelings, and internal mental state. Well promotes the process of emancipation and self-discovery. Develops the ability to understand non-verbal manifestations of communication partners. Helps teenagers immediately see a person’s mood and well-being.

You can devote a whole day to this type of exercise, or you can spread it out over several days. It is taken from the communication training repertoire and is in the nature of training. The usual method for unfolding this day, as it developed in the training, is as follows. After warming up, I enter the circle and invite the teenagers to guess, i.e. translate from nonverbal to verbal several questions and phrases that I ask nonverbally. Questions and phrases from the easiest to the most complex: “What time is it?”, “Do you have a cigarette?”, “Let’s go,” “Come on, let’s go out,” “Aren’t you tired?”, “I’m hungry,” “Let’s go to the movie?".

I say: “I will ask a question to someone specifically. And if he does not understand, then help him. And try to translate, and if you want, then answer in the same non-verbal way.” So I warm up the group, and then invite anyone to say something non-verbally. Next, I seat the children in pairs in two lines facing each other. It is better to make couples of different sexes. Instructions: “Talk to each other non-verbally. There must be a clearly understood question and a clearly understood answer. Don't stop if you succeed." At this time, I walk by and see who has the most successful conversation and after a while I ask them to repeat this conversation for the group. The group translates, guesses the meaning of the conversation. Then I move on to the next exercise, “Emotional gymnastics.” . To do this, I equate guys and girls. This is an exercise to repeat the facial expressions of the leader, and then not only the face, but also facial and non-verbal statements. I say: “Those who have their backs to me (and I stand behind one of the ranks) In no case do they turn around, they only look at the face of their partner. At this time, I make a grimace for another line and each of this line repeats the grimace to his partner. You can, for example, wink, stick out your tongue, show that it’s sour, sweet, I like you, I don’t like you, my neighbor doesn’t like me, my neighbor is a fool, I’m tired, etc. The second rank may ask: “How should we respond?” I say: “Naturally, as you wish.” At some point I change position and move behind the first line and everything repeats. Next, I move on to the “Praise-scold with the eyes” exercise. It is also being prepared. At this moment I have to make the last changes in pairs. I break up unsuccessful couples and then they themselves perform some actions in relation to each other according to my instructions. Let's start with the easiest one. I say: “Those who have their backs to me, try without words, using lip movements, facial expressions, movements of the head, arms, shoulders, to scold your partner, but without a sound. Scold seriously, for a long time, without words. You can stand up.” When they have finished, I say: “Stop! Rest. Now another line - the same thing, but praise your partners.” Next: “Close your eyes to one of the ranks. This rank should praise or scold your partner with your eyes closed.” Then I give the task to another line: “Try to scold, but with your mouth tightly clenched. Clench your teeth. With your eyes open.” The ranks cannot be changed every time. I say: “You can open your mouth, but without sounds and without movements of your arms, legs, head. Just scold or praise with facial expressions.” Then we reach a situation where they accept the task of scolding or praising only with their eyes. Eyebrows are not allowed. At this point we move to the fourth stage. The competitive-individual moment is included. Before this there was training. Now - check. Design: a series of exercises with the same structure. I clap my hands and for 1/2 a minute one of the ranks praises or scolds a partner (using the possibilities that I leave, that is, first using everything: arms, legs, head, mouth (lips), facial expressions; I gradually reduce the means of expression and leave only the eyes). Then after 1/2 a minute I clap my hands twice and they begin to scold (if they praised the first 1/2 minute) or praise (if they scolded before that). The partner must guess: he was first scolded and then praised, or vice versa. To encourage them, I say: “Girls are better guessers than guys” or “The previous group guessed well,” etc. Then you can move on to communicating with bodies. I ask you to stand in two lines, move your chairs away and lean your backs against each other. "First, study each other's backs. Then try to say something to your partner with your back." If they can’t think of anything to say, I help them: “Well, how are you? Well, how are you?”, “Are you here?”, “Is everything okay?”, “I like you,” “I’m afraid of you.” ", "Scold your partner with your back", "Get out of here", "Fuck off." Then “Reconciliation with your back”, “Sorry”, “Get your back”. “Next, talk with your backs - at least two phrases: a clearly understood question and a clearly understood answer.”

Communicating back to back is an emotionally charged process. After this, you need to sit in a circle again, relax or move actively.

Tactile communication exercise. Children continue to sit in pairs in two lines. I suggest you close your eyes. Then I say: “Left rank, touch your partner’s shoulders, knees, back, forehead, nose, ears and tell him in words what they are like. But do all this separately and study one thing for a long time, then describe it. After that you can turn on your vision and go to the exercise "Describing a face". They do not know how to do this (like toasts, compliments). But, as best they can, they describe the face of their partner for him. Then, in response, he describes his face. This is all done at once by the whole group . Then everyone speaks to the group about what surprised him in his partner’s description of his face. What he liked, what was missed in the description. How he would like his face to look in the eyes of his partner. You cannot judge! There are rich opportunities for development in this procedure reflections, as well as with knees, shoulders, etc. This entire series (from the very beginning) can last 1.5-2 hours. You can continue with the exercise “Emotional adjustment.” In visual games there is also such a type of exercise as “Depiction of emotional states.” Can be performed by one person, an interacting pair or three. I invite one of the group members to take a certain position, which I describe to him, and he freezes in it. For example, “Beggar”, “An unpleasant letter”, “A man watching TV, which shows an action-packed detective story, football, hockey”, “On the beach”. All this can be depicted on a table, on a chair, on the floor, lying down, sitting. You will have to stay in this position for a long time. When a teenager takes the indicated pose, I choose, if possible, a relaxed, artistic person and ask him: “Try to adapt to him so that you are together and have the same feeling, the same mood. It’s better if you touch him with at least something.” . But this is not important. We will feel whether you are together or not. You must merge with him, and not change the feeling that comes from him. Take your time. Walk around him. The main thing is not to prevent him from remaining in the same mood, that same feeling." I give this task to two or three participants in succession. It turns out to be a group of 3-4 people. Fifth, I ask: “Attune yourself, but bring your emotion, your mood, your meaning into this sculpture. Make it so that we are centered on you. So that a new powerful paint appears.” If one of those whom I ask to fit in does not do it well, he cannot “fit in,” then we can start discussing what exactly, i.e. verbalize the created mood that he wanted to destroy. This technique can be repeated with a different mood (pose, group).

The “Verbal Adjustment” exercises are more likely included in the “Speech Actions” type. The group sits in a circle and I ask everyone to be attentive and answer my question with the first thing that comes to mind. I do a warm-up: I walk in a circle and ask everyone quick question: “Where?”, “With me?”, “Did you give it?”, “What are you talking about?”, “Is there?”, “I don’t want to, and you?” These questions are in no way related. I ask the first question that comes to mind, looking into the teenager's eyes. The previous answer should not be related to my next question. This warm-up can be done one day, and the exercise itself the next. Then I say: “Now do you understand what I’m asking? Now you ask, and I will answer just as quickly.” The exercise itself involves a slow joint search for some meaning of the first phrase spoken at random. We are adjusting to each other and understanding the phrases that we say. My partner and I pronounce a phrase without yet knowing that there will be a conversation.

First, warm-up: - Well, how? Nothing? - Black? - White. - Yes, no, black. - What happened to you? - Everything is fine. - You bought? - Not yet. - Buy it. - Do you understand anything? - Approximately. - Let's do it tomorrow. - No. - Don’t you want it tomorrow? - I am not ready. - And I'm ready. - It seems to me that we need to know everything more clearly. - Well, why put it off?

I say now: - Ask me a question. - Well, how? - They don’t press. - Fine. - Do they press you? - No. It was fun? - You know, at first it wasn’t very good, and then I left. - He left in vain. “I understand that all the fun started after I left.” Next time I won't leave. - From what? - How why? What are you talking about? - But yesterday? - I don’t understand, what does this have to do with yesterday? - Yesterday everything was fine. Where were you yesterday?

This exercise is adequate to their cognitive sphere. It's teenage. From a psychological point of view, it has good potential in terms of developing the ability to start and maintain a conversation, find common interests and topics for conversation. The next exercise, “Talking on a Bench,” is aimed at the same thing. A guy-girl pair is selected. She sits on a chair representing a park bench. He is given the following task: “Imagine that you are walking through the park, you see a girl sitting alone on a bench, you liked her and wanted to get to know her. Your task: go up to her, sit next to her, start a conversation and talk for at least 5 minutes about anything. The main thing is not to be silent. During the conversation, find out her name, telephone number, and arrange a new meeting.” Performing this exercise for shy teenagers allows them to feel freer and more confident in everyday communication.

Visual and role-playing games

The previous type of exercise was preparatory to this one. In this type, work continues on the development of personal vigilance in adolescents. This is already the last third of the training. At this stage we can observe a warmed-up group, rich in its own history. Sometimes it is possible to warm up a group to perform exercises of this type by the fifth lesson. You can also do these exercises the whole day, or several times for half a day. In any case, you need to pay a lot of attention. Performing these exercises begins with your own warm-ups for this type. They prepare the group and prepare them emotionally.

The general principle of visual games: group members (one at a time or all together) need to depict (in minimal dynamics, concisely or statically) an animal, thing, plant, mood, emotion. I give the task, and the volunteer imitates. Or he pretends, and we guess everything. You can depict proverbs and phrases. First simple things, then complex ones. To start, I give everyone a card with an animal written on it. They take turns pretending, and the whole group guesses. The next step is to hand out cards with the task of depicting some kind of emotionally charged action, for example, “Pretend that you sat on a button”, “Pretend that you sat on a wet one”, “Pretend that you ate a lemon”, “Pretend that you are falling asleep in front of TV”, “Pretend to be happy for your favorite team’s goal”, etc. The main thing is the depiction of emotional states. Therefore, next I distribute cards with the following tasks: portray rage, tenderness, humility, condescension, etc.

Based on their results, good reflection can be organized. These exercises are taken from sensitivity training. I mold an emotion out of someone and say, “What is he experiencing?” The group guesses. Then others sculpt. Two pairs can sculpt - then we discuss. The next step is to work in pairs. Volunteers are selected and I give them the task of depicting the plot in static form: tenderness together, parting, meeting, hopelessness, quarrel. Three of us can do it. For example, a guy has two girls and he doesn’t know which one to marry. I tell the girls: “Give him a chance to feign the impossibility of deciding who to go with and freeze.”

A natural continuation of these exercises is a variety of acting sketches. The group is divided into threes (minimum), with representatives of both sexes. Assignment: play a small, fast-paced story picture. But play in three different story ways. The plot being played out is always a solution to a conflict situation. We need to play a solution to this problem, situation, conflict in three ways. I tell them: “Three options - that means hard, soft and neutral. If you want, four options. Involve all members of the group.” I determine the complexity of the conflict situation for each subgroup myself, based on the forecast about its capabilities. For example, a simple task - a person walked by and pushed; the task is more difficult - a guy and a girl are drinking coffee and he accidentally spills coffee on her skirt. You can offer pictures from Rosenzweig's test. During the 5-10 minutes they rehearse, I watch how well they do and then line them up from weakest to strongest. Details - what they can get. One of the group members speaks for the author. He briefly explains what will happen, what the essence of the problem is. It is better to form groups as desired. Can be completed. On the same day or in the next lesson, you can move on to role-playing games, where the plot is more significant and the events in it are more unforeseen, this is a small scene. General principle: the content of stories should be in the zone of proximal development of adolescents. Examples of role-playing games that I offer to children. The guy drinks tea from the girl until 12 o'clock. He wants to stay with her. I whisper to her: “Kick him out, you don’t need him today.” To him: “Do everything to stay.” This is how the first pair plays. A little can be discussed, but only so that there are new people who want to play differently. The second couple plays: “He rings the doorbell, but she doesn’t let him in.” I tell him: “How is it - you came to visit, find a way to get in. Get her to let you in.”

"A guy or girl introduces their parents to a friend (girlfriend)." "Drunk husband comes home." "The wife returns home in the morning." Each scene is played by more than one cast, because everyone finds their own colors. "The husband returns from a business trip, and the wife is drinking tea with someone." “Divorce of young spouses: “You have been married for 4 years, you have a small child. The husband is a drunkard. You are tired of everything, and you decided to apply." Then they work from scratch, improvise. The vast majority of losing situations are successful, and sometimes brilliant. “A minor girl is expecting a child.” Here I have to guess the one who will take this role. Before that moment, I said many times: “Guys, training is such a thing that in any of the exercises we are visible, but at the same time we are playing, i.e. it's not us. You cannot identify a person with the fact that he is in training, just as you cannot identify an actor with his role." I tell her (whisper in her ear): "You are pregnant (15-16 years old) for 6 months. Your parents will kill you if they find out. And the guy left you. You decided to consult with someone. Choose it. He doesn't know what you're going to consult about." In some groups, you can let teenagers come up with stories themselves. "A guy and a girl want their friend to leave them an apartment for a while." The person they come to visit doesn't know what they're asking for. want. We need to persuade him." Sometimes you can play scenes verbally, i.e. discuss how and what happened. But discussion is again necessary in order to understand who is interested in playing differently. Then I say: “Get yourself a lineup and play.” The training has a final role-playing game, in which the whole group can be involved. You don't have to play it on the same day, you can play it on another day. But you need to tune in to it. The best scene is "Operation in a Hospital", where we start with the fact that there is a ward, a patient, doctors, nurses, mother, boyfriend (girlfriend) of the heroine (hero). Trainees, surgeons, a guard who doesn’t let mom into the room, sometimes a wizard with living water, a priest come. I just encourage them to do a series of skits. I am the engine among the actors themselves. I take an active part and literally lead: I push, complete, introduce new roles, correct the behavior of other participants (for example, “mother” rushes into the room too often and zealously - I tell her: “Don’t concentrate all the attention on yourself, just get involved in pauses in the main action that takes place at the table"). New plot twists are layered on top of each other, and in the end, everyone gets the picture.

Subtype "Quick rest".

Exercises of this type are similar to auto-training, relaxation that fills the pauses between exercises, the so-called. interruptions.

Exercise. Instructions: “Sit comfortably on the chairs, close your eyes, try to imagine yourself where you feel good, where you like. You have been there or you dream of going there. Move there and stay there. I will come up to some of you and put my hand on your shoulder "Answer with your eyes closed, please, clearly. It will be important for everyone to hear." I go around in a circle and ask every third or fourth person, with my questions I help him feel better, more fully in this situation, I detail the situation that he describes. I ask about the situation, clarifying external and internal details. But not in too much detail. Just to help others. I’ll clarify whether he’s alone or not. Does he need someone, what is he doing, what else is he feeling, is this a familiar place.

Exercises on attention to the individual, on personal vigilance

This type of exercise combines many different exercises, where children characterize their own or someone else’s personality or guess a person based on a personal description, a description of qualities, character traits.

I begin preparing for exercises of this type from afar - from the first lessons. Here are sample warm-up elements that prepare you for the main exercises of this type. I come to the second lesson in the group and ask: “Hello, guys. What’s new in me now?” They notice that, for example, clothes have changed. I say: “Yes, but in me.” And someone will finally say, “You’re very cheerful today.” "Yeah, great." “Admit it, you’ve been sitting here for a long time, you’ve had time to look at each other, maybe someone in your partner was surprised by something, some unusual mood, something different in his face.” They need to look at each other and remember whether it was surprise. This was the first gun posted. Next, I point out that one must not only have the vigilance to see something, but also the courage to say it. I help them with this. I push them. I enter unexpected form statements about this. The group sits in a circle, I ask everyone to raise their hand and say: “Please, don’t be shy, it’s not customary to point a finger, but here you can. Let’s begin. Please point to the youngest in the group. As you feel. The most experienced in the group. The most cunning. One of the most beautiful. At least one member of the group that you like. A person who has at least a small flaw that you know about." This way I'm preparing for more important things. The next exercise (hardly a warm-up) is transitional. An exercise to enhance the perception of each other as individuals: a guy and a girl or two girls sit on a chair. I'm standing in front of them. There is a guy standing behind them and I ask him questions, and he points his finger at one of the girls. The girls never turn around. I confuse them with my glances so that they cannot determine who he is pointing at. I ask him: “Which one of them seems to be the youngest?”, “Which of them is the best student?”, “Who has more brothers and sisters?”, “Which of them is more popular with boys?” Logic of questions: from simple ones that he could observe to his predictions. "Who will have more husbands? And children?" Next, I ask one of the girls: “You definitely took some of what I asked for yourself, and you definitely gave some of it to your partner. Was it like that?” "Yes it was". “What did you take for yourself?” Let's share our impressions. Then I finish: “Look how much is the same and different in you. But there is also something very important and different that we didn’t talk about, but you know about it, it’s obvious to you that in this you are different, in what ?". Thus, I encourage the participants to contribute some features and characteristics themselves. If one of them doesn’t want to, then don’t – and so much has already been said. This is an average level of difficulty for personal attentiveness.

When I’m in the mood, I say this: “Let’s sit down and calmly look at each other. Now I will describe to you how I feel, how I experience one of you. I will not describe his appearance. Most likely, you have seen situations when I I was worried about this person, maybe you feel the same way, and you will guess him.” You need to start with the most prominent one. I say, "As soon as you have a version, raise your hand." If someone raises his hand and names someone, I don’t agree, but begin to question him: “On what words of mine did you decide that it was him. What fits this person from what I said. And you yourself (that , who was pointed to) was trying on the description? Not everything fits, right? No, it’s not him.” And I’m still getting information or repeating something important that he didn’t take into account. If he gets it right the first time, I praise him, but I still promote him. I will give two or three examples from those who are well known. The important thing here is that someone picks it up. I guess such a person. After the third time I say: “Well, now, one of you can do it, just like me. Just don’t look at the person you are describing, look up. First look at everyone, choose this person, and then, while describing it, look at the ceiling." You don't have to make a wish for all teenagers. There are nondescript, matte ones. The person I am describing must remain silent. Exercise. I divide the group into subgroups: 3-4 boys and 3-4 girls and give each subgroup the task to describe one boy (for girls) and one girl (for boys). You can divide the whole group into boys and girls and give the same task.

You can give the "Who Am I" test. Require 10 responses. Next, I collect pieces of paper from everyone with their answers and I formulate a guess. It is important to make the guessing process interesting: I (or a group member trained by me) use an editing technique - traits that give too much information about a person are omitted from the characteristics. For the first reading, I skip them. I swap the characteristics so that the person himself does not recognize this entry the first time. While reading, I may add something at random, because... guessing proceeds along two lines - along the substantive and along the formal. Content - personal qualities. Formal - a change in the behavior, facial expressions of this person. I say: “When I read, look carefully at each other. This person will definitely reveal himself, he will change.” To do this, I add new characteristics. So that he gives himself away. I tell the group: “Don’t confess right away, only when we can no longer guess at all - only then.”

Retrofitting. "Technique of marriage announcements." Everyone writes a marriage announcement, and then I read it in turn and everyone guesses whose announcement it is. In this “Technique...” I tell them how to write advertisements: you need to describe yourself and the person you are looking for. To make it interesting to guess until the very end (this also applies to self-descriptions), so that they don’t guess by elimination, I allow you to write two self-descriptions and advertisements. In fact, not everyone writes two. And until the end we look at everyone.

Trainings. Psychocorrectional programs. Business games Team of authors

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

Explanatory note.

The teenager looks at himself as if “from the outside”, compares himself with others - adults and peers - looks for criteria for such comparison. Thanks to this, he gradually develops some of his own criteria for assessing himself, and he moves from the view “from the outside” to the view “from the inside.” An orientation towards the assessment of others is replaced by an orientation towards self-esteem, and an idea of ​​the ideal self is formed. It is in adolescence that the comparison of real and ideal ideas about oneself becomes the true basis of the Self - the concept of a teenager. New level self-awareness, formed under the influence of the leading needs of age, determines and influences self-affirmation, confident behavior and communication with peers. This psychocorrectional training will help teenagers gain confidence in their own abilities, increase their own importance, activate personal resources, and develop a sense of 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 to 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 ideal “I”.

Goals of psychocorrectional training:

To help teenagers realize themselves most successfully and fully in behavior and activities, to assert their rights and self-worth.

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

The program includes 3 stages:

Stage I – indicative(2 lessons)

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

Stage II – developmental(2 lessons)

Goal of the stage: activation of confidence in behavior. Increasing your own importance and value.

Stage III – consolidating(1 lesson) Goal of the stage: increasing self-confidence in order to update personal resources.

Strengthening exercises.

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

Frequency and duration of sessions: Classes are held during the week for 6 hours. The peculiarity of this psychocorrectional training is that in the course of work they use gaming methods, group discussion methods, as well as psycho-gymnastics. The training allows you to help a teenager realize his own strengths, increase confidence in his own importance, and build confidence in behavior. The training presupposes a humanistic position of the trainer and is based on the principles of gradualism, stage-by-stage: each subsequent stage logically follows from the previous one. Thanks to this, the teenager gradually deepens into the process of understanding himself and his behavior.

Lesson one

Topic "Hello, I'm glad to meet you"

Target: Creation favorable conditions for working in a group, familiarization with the basic principles of socio-psychological training, initial mastery 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 “Presentation”

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. You can change it during the training, creating a new business card accordingly. It is attached to a pin, and all participants address each other by the indicated names.

You can introduce yourself:

With the help of a hobby

Stand up and say what you're great at

Play on the name.

Lead time: 10 minutes

2. Rules of our group

Goal: developing rules and norms for productive work in a group, creating 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 rules for the work of our group. (For a description of the general rules, see previous trainings).

1. Confidential communication style.

2. Communication based on the “here and now” principle.

3. Personification of statements.

4. Sincerity in communication.

5. Confidentiality of everything that happens in the group.

6. Determination of personality strengths.

7. 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 too many”

Goal: emotional and bodily liberation, further acquaintance.

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

4. Self-determination test

Goal: primary mastery of self-diagnosis techniques, to promote deeper self-disclosure, which leads to self-change.

– We are starting big and serious work on ourselves. But first we need to understand what 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 truly change yourself, become stronger and more responsible, learn to understand your feelings and control your behavior.

You are asked to answer questions grouped into blocks, each block contains 5 questions. Each group is designated by a letter. You need to answer each question “yes” or “no.” Don’t think about each question for a long time; 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 for more than an hour without talking?

A4. Are you willing to lend your things?

A5. Do you have a lot of friends?

B1. Do you know how to entertain guests?

B2. Are accuracy and punctuality characteristic of you?

BZ. Do you save money?

B4. Do you like a strict style of clothing?

B5. Do you think house rules are necessary?

IN 1. Do you publicly show your antipathy towards anyone?

AT 2. Are you arrogant?

VZ. Is the spirit of contradiction strong in you?

AT 4. Are you trying 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?

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

GZ. Do you have a habit of making comments, reading notations, etc.?

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

G5. Do you enjoy ridiculing the opinions of others?

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 go in for sports in the evening instead of sitting quietly at home and reading a book?

D4. Are you able to keep secrets?

D5. Do you love a festive atmosphere?

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

E2. Do you prepare in advance for Sunday fun?

E4. Do you like to clean things up?

E5. Are you suspicious?

Treatment.

Count the number of “yes” answers to each part of the test indicated by a letter. In those parts where the majority of the answers are “yes”, put an 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) G, D, E.

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

Interpretation of answers.

1. According to the first three groups (A, B, C), or “How 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 easy for friends to carry you along with them, and therefore they sometimes think that you are influenced by others. However, in serious things you can insist on your own.

AOB. 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 affirmed yesterday. You seem like a careless, careless, unnecessary person. But once you want it, you will become dexterous and energetic. You lack what is called balance.

ABO. People around you really like you. You are sociable, serious, respect the opinions of others, and will never leave your friends in difficult times. But your friendship is not easy to earn,

A B C. You love to command others, but only those closest to you experience discomfort from this. With everyone else, you hold back. When you speak your mind, you don't think about the impact your words might 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.

00B. It is possible that they say about you: “What an obnoxious character.” You irritate your interlocutors, do not allow them to speak, impose your opinion and never make concessions.

OBO. People like you are exemplary students, polite, neat, disciplined, always with good grades. Teachers respect and trust them. As for comrades, some consider them “tricksters”, others offer them their friendship.

OBV. Some people may see you as someone who constantly feels like they are being bullied. You quarrel over trifles. Sometimes you're in a good mood, but that doesn't happen often. In general, you give the impression of a touchy and suspicious person.

2. According to the last three groups (G, D, E), or “What are you really like?” 000. You are attracted to everything new, you have a passionate imagination, and monotony is a burden to you.

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

00E. Most likely, you are a shy person. This is evident when you have to deal with strangers. You are only yourself when you are with your family or closest friends. In the presence of strangers you feel awkward, 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, you love to meet people and gather them around you. You can’t even think about being left alone, thinking that then “everything is lost.” It’s difficult 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 from others. Sometimes you give in to this impulse, but for the most part you hold back.

ODE. You are reserved, but not timid, cheerful, but in moderation, sociable, polite with everyone. I'm used to being praised often. I would like to be loved without any effort on your part. You feel uneasy without the company of friends. You enjoy doing good to people. But you can be accused of a certain tendency to have your head in the clouds.

G00. You tend to express and fiercely defend very paradoxical points of view. That’s why you have a lot of opponents, even your friends don’t always understand you. But you don't care much about that.

GOE. You won't have to listen very well pleasant words. How did you manage to choose such a combination of letters? The character is quite difficult, extremely unyielding. Insufficiently developed sense of humor, cannot stand jokes. You often criticize other people's actions and force others to do what you want. And if they don’t obey you, you start to get angry. That's why you have few 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, but irritates others. Only your closest friends know that you are not as self-confident as you seem.

WHERE. You are energetic. Everywhere you feel in your place. You always control yourself, are 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 love to be an arbiter in disputes and organize games. Those around you recognize your authority, since your judgments always contain a large amount of common sense. But 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 identify and those that you knew well about before starting classes.

To do this, divide a sheet of paper into two halves. On the left, in the “My shortcomings” column, write down very frankly everything that you consider to be your shortcomings today, now, in this lesson. Everyone is given 5 minutes for this work. Don't feel sorry for yourself when filling out left side tables, everyone has shortcomings, and there is nothing wrong with that.

After this, opposite each shortcoming that you remembered and added to the list, write one of your advantages, i.e., something that can be contrasted with the shortcoming that you have in you. this moment and what people around you accept about you. Write them down in the “My Strengths” column. For the second stage of work, you are also given 5 minutes.

B. – The next stage is to unite in groups of 3-4 people and discuss the notes. It will be better if you sit in a group with those people whom you know least and with whom you have not yet communicated in this lesson. During the discussion, be extremely frank in your statements and attentive to what your partner tells you. Please remember our rules. You can ask each other questions, but in no case “criticize” the speaker. Just thank him for his sincerity and trust in you. You are given 10 minutes to discuss within the group.

V. – “Whoever is not against us is with us.”

There are two processes that must be launched simultaneously in any training group, for example, like the movements of the right and left legs when walking. We are talking about simultaneous development of content joint activities and the very form of collaboration, methods of communication and cooperation in mastering this content. We all must, in other words, decide for ourselves on two questions: what are we going to do together? How are we going to do this together?

Collaboration is built at the level of:

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

b) at the level of physical and emotional trust.

Running time: 60 minutes

5. Exercise “Counting to ten.”

Goal: group unity, development of the ability to control one’s feelings.

Everyone stands in a circle without touching each other's shoulders and elbows. At the “start” signal, 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 say the word. If two voices simultaneously say, for example, “four,” the count starts over. All clear? Shall we begin?

You have ten attempts. If in ten attempts you bring the count to ten, consider yourself wizards, and your group - unusually 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 and gestures.

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

Running time: 20 minutes

6. What are we like?

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

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

On the right side of the sheet, under the “-” sign, everyone names: their least favorite color, etc. The coach takes turns reading the name of each item, writing his answers and participating in the exercise along with everyone. Getting to know the answers.

Running time: 20 minutes

7. Exercise “Reflection on past exercises”

Running time: 20 minutes

8. Exercise “Pass the movement”

Goal: relieving psycho-emotional stress.

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

Completion time: 15 minutes.

9. Exercise “Who am I?”

Goal: development of further self-disclosure, self-knowledge, ability to analyze and determine psychological characteristics, your own and those around you.

Every person has their own theory about what makes them unique and different from other people. This raises the question: “Do others share my point of view?” The children of the group are asked 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 words-epithets; you should write them 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 pieces of paper on the table, they are mixed, then everyone, without looking, takes a piece of paper from the table and writes about the person whose piece of paper he came across. Then the leaves are put back on the table and everyone takes theirs.

When discussing the results of this procedure, you can pay attention to the following aspects:

Is any quality or word repeated in all three columns;

What might this indicate (for example, a person’s openness in communication);

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

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

Whether the self-concept and the ideas of others about this person coincide or do not coincide;

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

Running time: 40 minutes

10. Exercise “It’s nice to say...”

Goal: development of reflection, psychological support.

- Let's stand closer to each other, form a tight circle and stretch our hands to its middle.

On my command, we will all join hands at the same time and do it so that in each hand of each of us there is one 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, with your hands touching, you must say a kind word to each other.

Running time: 15 minutes

11. Parable “The Crow” And peacock" (N. Pezeshkeyan)

Goal: development of further self-disclosure, self-knowledge, clarification of the self-concept, the ability to analyze and determine the psychological characteristics of oneself and those around them.

In the palace park, a black crow sat on a branch of an orange tree. A peacock proudly walked across the well-groomed lawn. The crow croaked: “Who helped such a ridiculous bird appear in our park? With what conceit she acts, as if she were the Sultan himself! Just look at how ugly her legs are, and what a disgusting blue color her plumage is. 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 double chin ruins my neck. In fact, I am anything but proud. I know perfectly well everything that is ugly about me, I know that my legs are leathery and wrinkled. This is precisely what upsets me most of all, which is why I raise my head so high so as not to see my ugly legs. You only see what is ugly about me, and close your eyes to my virtues and my beauty. Didn't that occur to you? What you call ugly is what people like most..."

Discussion…

Running time: 60 minutes

12. Exercise “Association”

Goal: emotional and physical liberation.

Stand in a circle. Place your hands on each other's shoulders. Look at each other kindly. Smile joyfully at each other and say: “You are an individual!”, while adding your associations with prominent personalities, for example, with 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 is said to you during greetings. This is interesting material to think about. But really, why, for example, were you associated with the image of Khlestakov or Little Red Riding Hood?

Running time: 20 minutes

13. Exercise “Easy paths lead to a dead end”»

Goal: to teach you to find the main individual characteristics in yourself, to determine your 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 about each person, that is, the essence of each participant’s statements about their individuality. Remember what he said when he met you, what others said about him when we sat in a wide circle. This is certainly not very easy, but “easy paths always lead to a dead end.” You can also add your conclusions about the individuality of this person, which you were able to draw during the lesson. For example, you can write: “Irina differs from everyone else in her calmness.”

Individuality

Then you will gather in a large circle and take turns reading your notes, correcting any inaccuracies in the “His own statement” column.

Running time: 30 minutes

14. Exercise “My portrait in the sun”

Goal: development of the ability to determine one’s personal characteristics.

– Draw the sun, write your name in the center of the solar circle 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 answer the question: “Why do I deserve respect?”

Running time: 15 minutes

15. Exercise “Reflection on a past lesson”

1. Which exercise had the greatest impact on you?

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

3. How free did you feel?

4. Which participant’s behavior hindered or helped you?

Completion time: 15 minutes.

Lesson two

Topic: “Self-determination and self-knowledge of participants”

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

Running time: 10 minutes

2.Exercise “Presentation”

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

One participant leaves. The psychologist asks each participant to say something nice about the deceased. This is being recorded. Then the participant 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.

Running time: 15 minutes

3. Exercise “The very best”

Goal: revealing important qualities for effective interpersonal communication.

– Each person is a unique personality. In some ways he is completely inimitable and beyond any competition. But precisely because not everyone sees this, a person may be dissatisfied with how others treat him. Let's fix this. Within each team, let the participants talk about their strengths with which they can compete with others. So, think about it and everyone within the team, one by one, tell us about your merits and confirm them with facts. Now we ask you to tell us about your merits with facts to support them. Please. Let's now sum up the results and within each team we will highlight the “best of the best” according to the indicators that were discussed here. For example, the highest, the highest, the most. cheerful, the most resourceful, etc. Now we just have to determine the “best” of all the teams. In conclusion, let’s applaud “the very best.”

Running time: 40 minutes

4. Exercise “Nobody Knows”

Goal: creating 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 have) ...”

Be attentive and ensure that everyone takes part in the task. Everyone should play the ball many times.

Running time: 15 minutes

5. Exercise “My quality”

Goal: strengthening self-esteem and updating personal resources.

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

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

You can stay in this memory as long as you want. And, taking a deep breath, you can come out of it whenever you want.

Running time: 40 minutes

6. Exercise “Sculpture”

Goal: Identifying relationships between group members, developing sensitivity, overcoming bodily barriers.

The group is divided into two parts. One should “sculpt” a sculpture of a person with self-esteem, the other – a person without self-esteem. The figure is “molded” from one of the participants, to whom all members of the group give the necessary pose and “create” facial expressions for him. Each subgroup chooses a “tour guide” who will describe the sculpture, tell what and how it expresses. “Excursionists” (members of the second subgroup) can agree or disagree and make their own adjustments.

Running time: 20 minutes

7. Exercise “Concessions”

Goal: 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 broad gesture in the name of others remains in the memory for a long time. Nevertheless, every person has a possessive nature that restrains charitable impulses. Let's try to contrast these two principles. Please divide into pairs. Now I propose to judge 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 out loud: how each of you could help in making your cherished dream come true. What could you give to each other, give, give away? Just like that, from pure heart! Sometimes even good advice can help significantly. Try talking about this topic. Have you sometimes felt that giving gifts is more pleasant than receiving them? Share your impressions.

Running time: 35 minutes

8. Exercise “Gift”

– Let each of you take turns giving a gift to your neighbor on the left (clockwise). The gift must be given (“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. Until everyone receives gifts, there is no need to say anything. We do everything silently.

Running time: 15 minutes

9. Exercise “Parts of my Self”

Goal: activation of the process of knowing one’s own “I”, deepening the processes of self-disclosure, receiving positive feedback to strengthen self-esteem and actualize personal resources.

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

After completing the task, the children and the leader take turns showing their drawings to the group and explaining what is depicted on them.

Teenagers exchange 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 presenter collects the drawings (those who wish can keep them) with 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.

Running time: 60 minutes

1. Which 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 while doing the exercises?

Running time: 20 minutes

11. Exercise “Association”

Goal: developing the emotional feeling of another, expanding the participants’ ideas about themselves.

One of the training participants walks out the door. The rest choose someone from the group whom he must guess by association. The driver enters and tries to guess who exactly they have guessed, asking questions based on associations: “What flower does he look like? What taste? What song? What book? etc. At the same time, the driver shows who exactly should answer him. He asks the number of questions agreed upon in advance (usually 5), after which he must name the person who was guessed. If he guesses correctly, then the named one becomes the driver. If not, he leaves again. If you fail to guess correctly more than twice, you are eliminated from the game.

Discussion.

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

What is this connected with?

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

Running time: 20 minutes

12. Exercise “Pleasant conversation”

Goal: creating an atmosphere of trust and openness in the group, developing 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 make contact, maintain a 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 to enjoy communicating with them. Now we will hold a series of meetings, and each time you will meet a new person. You need to start a conversation, say something nice to your interlocutor and also part with him on a pleasant note.

The children of the group stand (sit down) according to the “carousel” principle, i.e., facing each other and form two circles: an internal stationary one (the children stand with their backs to the center of the circle) and an external mobile one (the children stand facing the center of the circle).

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

Examples of a “meeting” situation

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

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

B. “In front of you is a person whom you really like. You’ve been wanting to talk to him for a long time.”

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

G. “You were called out on the street. Looking back, you saw a stranger who also realized that he was mistaken. You start with the words..."

Running time: 40 minutes

13. Exercise “Good animal”

Goal: to promote team unity, teach children to understand the feelings of others, 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 listen to how it breathes! Now let's breathe together! When you inhale, take a step forward, when you exhale, take a step back. Now, when you inhale, take two steps forward, and when you exhale, take two steps back. Inhale - two steps forward. Exhale - take two steps back. This is how the animal not only breathes, its big, kind heart beats just as clearly and evenly. Knock - step forward, knock - step back, etc. We all take the breath and heartbeat of this animal for ourselves.”

Completion time: 20 minutes.

14. Exercise “Leaf behind your back”

Goal: developing a trusting relationship with each other, learning the ability to express one’s point of view. Activation of the process of self-knowledge.

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

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

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

What kind of person would you like to approach?

Are you ready to be sincere?

Now you will walk and meet each other. For now, you won’t write anything – just look at each other: what are you like?

Go ahead, you can move!

Many of you find it 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, examine them, admire or be surprised. And that’s why children are such wonderful psychologists.

Discussion.

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

Everyone stands in a common circle, the psychologist says warm words about trust in each other.

Completion time: 40 minutes.

15. Exercise “I understand you”

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

Each teenager is asked to choose from among the group members a person 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 about during the lesson, what feelings they had, etc.

The exercise can be continued in two ways.

A. Each teenager, turning to 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. Every teenager describes the state of a partner who does not know that all this applies to him. Children must determine whose condition was described.

Completion time: 30 minutes.

16.Exercise “Homeless Hare”

Purpose: relieving psycho-emotional tension, removing muscle tension.

Children stand in a circle and choose a “hunter” and a “stray hare” using a counting rhyme. The rest of the children (hares) stand in hoops (houses) laid out in a circle. On 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 catches a hare, they change roles.

Completion time: 20 minutes.

17. Exercise “Autopilot”

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

You must write down at least ten phrases like: “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 tells himself. Under no circumstances write phrases that emphasize your weaknesses and shortcomings. This should be an optimistic program for the future, a kind of autopilot that will help you in any life situations.

Completion time: 30 minutes.

18. Exercise “Reflection on a past lesson”

What exercise had the greatest impact on you?

Which group member was closest to the training goal today?

How free did you feel?

Which participant's behavior hindered or helped you? Completion time: 10 minutes.

Lesson three

Topic: “Confident behavior”

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

1.Exercise “Expectation and well-being”

Goal: developing reflection and teaching openness

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

Running time: 10 minutes

2. Exercise “Reproduction”

Goal: creating emotional comfort.

Children sit in a circle.

– Let’s start today like this: when throwing a ball to each other, we will say the name of the person we are throwing to. The one who receives the ball takes any pose he wants, and everyone else follows him in reproducing 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 each of us has the ball.

Running time: 15 minutes

3. Exercise “My Behavior”

Goal: to teach how to distinguish when a person behaves confidently and when he or she behaves insecurely.

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, suggests a certain situation. The second doll is put on by the one who must give the answer. After several situations proposed by the facilitator, you can invite the training participants to come up with their own situations. If there are no volunteers, situations prepared in advance by the presenter are offered.

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

Examples of suggested situations:

Undeservedly given a bad mark;

You want to watch TV, but your friends invite you to go out;

Not accepted into the game;

Do you want to meet a peer, etc.

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

Running time: 40 minutes

4. Exercise “Palm to palm”.

Goal: development of coordination of movements, interaction skills.

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

Completion time: 15 minutes.

5. Exercise “Mirror”

Goal: formation of confident behavior, development of emotional feeling of another.

Children form two circles - internal and external (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 psychologist’s signal, the one standing in the inner circle must depict, without words, using gestures, posture, facial expressions, a confident or uncertain person, and the one standing in the outer circle must guess who he was portraying. If he guessed correctly, both participants raise one hand up. Then, at the leader’s signal, those standing in the outer circle take a step to the side and, finding themselves in front of another participant, try to understand what he depicted.

After the entire circle has been completed, the roles change. Now those standing in the outer circle take certain poses, and those standing in the inner circle guess.

The psychologist records the number of correctly guessed poses.

After completing the exercise there is a short discussion.

Which poses were most often thought of, and why?

Which ones were easier to guess, and why?

Completion time: 30 minutes.

6. Exercise “Plasticine doll”

Goal: awareness of your body.

The coach divides the children into pairs. One of the children in the pair 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 plays different roles, the coach asks: “Who did you like being more: a sculptor or a plasticine doll? Why? Was it comfortable for the doll to be in the pose that the sculptor came up with for it? Why?" etc.

Completion time: 10 minutes.

7. Exercise “City of Confidence”

Goal: teaching techniques for assertive behavior and promoting a sense of self-confidence.

Participants sit in a circle.

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

Completion time: 40 minutes.

8. Exercise “Walking with a compass”

Goal: 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, with 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 it). The leader, by moving his hands, helps the follower keep the direction, avoiding obstacles - other tourists with compasses.

After finishing the game, children can describe how they felt when they were blindfolded and relying on their partner.

Completion time: 15 minutes.

9. Exercise “Circle of Confidence”

Goal: building confidence in behavior through visualization.

– Imagine an invisible circle with a diameter of about 60 cm 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 manifested to the maximum. Everything was fine, luck was with you. If you have trouble remembering your own story, you can use the story of a movie character or legend you admire. The amazing thing about your brain is that it knows no difference between a real story and an imaginary one. Feel free to fantasize - no one will know about it!

Completion time: 40 minutes.

10. Exercise “Reflection on past exercises”

1. Which 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 while doing the exercises?

Running time: 20 minutes

11. Exercise “Emotions”

Goal: relieving psycho-emotional stress, developing children’s trust in each other, developing arbitrariness and self-control.

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

At the end of this exercise, the coach offers the children the following emotional states using pantomime: sadness, resentment, joy, anger, surprise, calm.

Completion time: 15 minutes.

12. Exercise “I – master"

Goal: building self-confidence.

– What is your idea of ​​the owner? (possible options: this is a strong, self-confident person, he does not expect evaluations, he is ready to evaluate himself; this is not an anxious, not fussy person, he feels relaxed and calm, he can manage others).

From the book About Education. Notes from a mother author Tvorogova Maria Vasilievna

DEVELOPMENT OF THE SENSE OF SELF The Beginning of the Formation of the Self 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 occupied psychoanalysts. Hand-mouth coordination

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

A SENSE OF OWN DIGNITY A person’s merits cannot be judged by his good qualities, but by the way he uses them.F. La RochefoucauldPsychotherapist Linda Sanford, who coined the term “self-esteem,” has done a lot of work to help her patients improve

Self-awareness and self-esteem People want to develop assertiveness for many reasons: to gain self-confidence, to improve communication skills, to replace aggressive behavior with more calm and rational interaction, to avoid