Training for teenagers (an example of school training). Training for constructive communication among teenagers

Psychological games and exercises for teenagers

Team building games

Clock face

Description

Participants sitting in a circle form a “clock face” - each of them corresponds to a specific number. The easiest way is if there are 12 participants, then each one corresponds to one number. With a different number of players, someone will have to depict 2 numbers or, conversely, there will be 2 people for some numbers. This will make the game somewhat more difficult, but will also make it more interesting. If there are more than 18 participants, then it is advisable to make 2 dials at once. After this, someone orders the time, and the “dial” shows it - first, the one whose number corresponds to the hour hand stands up and claps, then the minute hand. The leader can make the first 1-2 time orders, then each of the participants in a circle.

The meaning of the exercise

Attention training, inclusion of participants in active group interaction.

Discussion

A brief exchange of impressions, as well as thoughts about what qualities are developed in this game and what they are needed for.

Clap on knees

Description

Participants, sitting in a circle, place their hands on the knees of their neighbors in such a way that right hand each one ended up on the left knee of the neighbor on the right, and the left one ended up on the right knee of the neighbor on the left. After this, they are asked to count in a circle clockwise so that the numbers are pronounced in the order corresponding to the position of the hands on the knees: the one who starts says “one”, the neighbor on the right says “two” (since his hand lies in the order of the next ), the neighbor on the left is “three”, and “four” is again the one who started counting, etc. Whoever made a mistake is eliminated from the game. The counting continues until approximately half of the participants leave the game. To make it more challenging, you can ask participants to count backwards or add or subtract one from each next number.

The meaning of the exercise

The exercise serves as a good intellectual warm-up, develops attentiveness, and creates conditions for observing communication partners.

Discussion

A lengthy discussion is not required, a short exchange of impressions is sufficient.

Rock climber

Description

Participants stand in a tight line, creating a “rock” on which protrusions (“snags”) stick out, formed from the extended arms and legs of the participants, their bodies bent forward. The driver’s task is to walk along this “cliff” without falling into the “abyss,” that is, without placing his foot beyond the line formed by the feet of the other participants. The driver himself chooses the way to solve this problem. You can't talk. It is most convenient to organize the exercise in the form of a chain - participants from one end of the “cliff” alternately make their way to the other, where they again “embed themselves” in it.

The meaning of the exercise

Building trust, breaking down spatial and psychological barriers between participants. In addition, the exercise works to develop nonverbal communication skills (communication without

the power of words through gestures, facial expressions, etc.) and coordination of joint actions. Physical and emotional warm-up.

Discussion

Exchange of emotions that arose during the game. What feelings did the drivers and the components of the “rock” have when performing this exercise? What helped and what hindered you from completing the task?

Living mirror

Description

Participants form groups of three. The music turns on, and one person from each trio begins to make any movements that he wants to it. Two other participants act as a “living mirror” - they repeat all his movements (1.5-2 minutes).

Then the roles are changed so that each of the participants is in the active position.

The meaning of the exercise

Warm-up, unity, creating conditions for more complete mutual understanding and receiving feedback - the opportunity to look at your movements “from the outside,” through the eyes of other people.

Discussion

What emotions and feelings arose while doing the exercise? What new things did you learn about yourself and those with whom you were in the trio?

Magic key

Preparation

For the exercise you will need a key and a long thin rope (the length is determined at the rate of 1.5 m per participant).

Description

Participants sitting in a circle are given a key with a long rope attached to it, and are asked to pass this rope under the clothes of each participant so that it enters under the clothes from above, at collar level, and comes out from below, at waist level. In this way, the whole group becomes connected. Then you can invite the participants to collectively perform several simple physical exercise(stand up, lean forward, sit down, etc.).

When the exercise is completed, it is advisable to leave the key in the line of sight of the participants as a kind of symbol of the group: “With the help of this key, we were connected by one thread. Let it hang in a prominent place and remind you that we are now one team.”

The meaning of the exercise

Team unity, which occurs largely on a symbolic level (“we are now connected by one thread”). Removing spatial and psychological barriers between participants.

Discussion

An exchange of emotions that arose during the exercise, as well as thoughts about in what life situations the participants find themselves “connected by one thread.”

Exercises for effective communication

Balloon relay

Preparation

Four inflated balloons (it’s better if there are also a few spare ones).

Description

Participants are divided into 3-4 equal teams, including an even number of participants (for the possibility of working in bunks). A relay race is held between him following rules: the first couple from each team receives a balloon, with which they must walk a distance (6-10 m), hit the intended target (approximately 50 x 50 cm) and return back. At the same time, you cannot pick up the ball; it must be in the air at all times, and partners are allowed to touch it strictly one at a time. Then the ball is passed to the next pair from their team, etc., until each pair has had it. The team that completes the relay faster wins. As a variant of the exercise, the ball is clamped between two participants in any way; touching it with your hands is prohibited. The pair that dropped the ball starts from the beginning of the distance.

The meaning of the exercise

Establishing mutual understanding in couples. Developing the ability to act in coordination with partners, quickly, decisively and deftly.

Discussion

What emotions arose during the game? What qualities, besides agility, are required to achieve victory in such a relay race? Where else are these qualities needed?

Nonsense

Description

Each participant receives a sheet of paper and writes on it the answer to the presenter’s question, after which he folds the sheet so that his answer is not visible and passes it to his right neighbor. He answers the presenter’s next question in writing, folds the sheet again, passes it on, etc. When the questions are over, each participant

unfolds the sheet in his hands and reads the answers written on it out loud, like a coherent text.

Sample list of questions:

Who?

Where?

With whom?

What did you do?

How did this happen?

What do you remember?

And what happened in the end?

The meaning of the exercise

Outwardly, the exercise resembles a joke, but the resulting texts sometimes turn out to be quite unexpected and make you think about the problems that are significant to the participants.

Discussion

There is usually no need to discuss this procedure in detail. It is enough to ask the participants to express themselves which of the resulting texts seemed most interesting to them and why exactly.

Group spampathy

Description

Each participant gets a minute of time to speak to the group. The performance is carried out in any form - it can be oral speech, a small acting role, a demonstration of some sports skills, etc. There is only one task - to arouse the sympathy of the group with the help of this performance. Then each participant rates the performances with points from 1 to 5, describing how much the participant aroused his sympathy.

This is done in writing, on small pieces of paper. When all the performances are completed, the presenter collects these pieces of paper and calculates the sum of points scored by each speaker and names the 3-5 participants who scored the highest score. It is not recommended to voice the list in full, as it may be uncomfortable; for participants who do not score high enough.

The meaning of the exercise

Training self-presentation skills, developing speech competence, training intelligence. Material for discussing what our likes and dislikes in relationships are related to.

Discussion

What meaning do we give to the word “sympathy”? What do the most highly rated performances have in common?

Guess the rhyme

Description

Participants are divided into two teams. The presenter pronounces a word that is common in the Russian language, to which it is easy to find many rhymes (for example, you can use: house, nose, day, soup, ice, goal, may). One team comes up with three rhymes for it.

Their task is to demonstrate these rhymes to the other team in such a way that they can guess them. At the same time, you cannot speak or point to surrounding objects; you need to demonstrate words only with the help of facial expressions and gestures. Then the presenter says the next word, the teams change roles, and the game is repeated (total duration 4-6 rounds). There is no formal determination of winners in this game, but it can be explained to players that the more effective team is the one that spends less time selecting rhymes and figuring out how to demonstrate them, as well as those whose rhymes are guessed faster by their opponents.

The meaning of the exercise

Nonverbal expression develops (the ability to express one’s thoughts and states through facial expressions and gestures, without the help of words), observation and the ability to understand interlocutors based on their facial expressions and gestures. Training fluency and flexibility of speech (the ability to quickly select rhymes is closely related to these qualities).

Discussion

Who liked the role of inventing and demonstrating rhymes more, and who liked the role of guessing, why? What variants of the proposed rhymes and ways of demonstrating them did you remember and seemed the most interesting, and why exactly? Why is it important to be able to convey certain information without the help of words, as well as to understand such information transmitted by other people?

Gretsov A., Bedareva T. Psychological games for high school students and students

Guidelines for leading groups.

Editorial TEAM

Suvorova S.V. - doctor, chairman of the board of the organization “Doctors for Children”
Shakhmatova G.K. - teacher of the highest category, methodologist GBOU 586, honorary worker general education

Egorova O.V. - psychologist, head of the department of day care and social patronage of the St. Petersburg State Budgetary Institution "Social Rehabilitation Center of the Frunzensky District St. Petersburg", Project Coordinator of the organization "Doctors for Children"
Koshkina E. A. - specialist of the department of guardianship and trusteeship of the intra-city municipal formation of St. Petersburg of the Prometheus municipal district
Kuznetsova N. A. - psychologist, psychologist-trainer of the “Resource Center” project of the organization “Doctors for Children”
Kharitonova N. E. - psychologist, head of the specialized department of social support for families with minors prone to committing crimes, St. Petersburg State Budgetary Institution "Center for Social Assistance to Families and Children of the Kalininsky District of St. Petersburg", project coordinator of the organization "Doctors for Children"

Social training for teenagers and youth “Adult steps”. Guidelines for leading groups. - St. Petersburg: St. Petersburg public organization “Doctors for Children”, 2013. - 92 p. This publication is a social training program for adolescents and young people prone to committing crimes. The program is aimed at the social adaptation of minors, awareness of rights and civic responsibilities, understanding of the causes and consequences of offenses, the formation of socially acceptable forms of behavior, as well as the prevention of repeated offenses. The training program was developed and tested by specialists from the St. Petersburg public organization "Doctors for Children" together with specialists from the St. Petersburg State Budgetary Institution "Social Rehabilitation Center for Minors of the Frunzensky District", St. Petersburg State Budgetary Institution "Center for Social Assistance to Families and Children of the Kalininsky District" and St. Petersburg State Budgetary Institution " Center for Social Assistance to Families and Children of the Nevsky District." The manual is addressed to social educators, psychologists, social work specialists and other professionals working with at-risk adolescents.

Introduction

Juvenile crime has been growing disproportionately in recent years. The juvenile crime rate is usually calculated based on the ratio of the juvenile crime rate to the population size adolescence. Thus, over the past 10 years, crime among minors has approximately doubled.

Today, on average across the country, every tenth crime is committed by a teenager, and in some regions - every fourth. In recent years, there has been a significant increase in crime among children under 14 years of age. There are cases where 11-12 year old children have extensive experience in pickpocketing and car thefts. As a rule, such children grow up in dysfunctional families, where one of the parents, and sometimes both, are deprived of parental rights. Problems in the family, poor relationships with parents, and financial troubles “push” children onto the street.

The need for communication and self-affirmation, the realization of their capabilities and abilities, the recognition of their personality by others, the search for psychological and physical protection from unreasonable claims from the outside force them to unite in groups.

Despite the increase in criminal activity of minors, in currently The state and society are not taking enough measures to prevent and eradicate this phenomenon. A teenager who has committed a crime has certain personal characteristics, such as: lack of restraint and aggressiveness; tendency to interpersonal conflicts; stubbornness; unwillingness to obey generally accepted rules of behavior; difficulties of social adaptation, combined with a powerful mechanism of psychological defense (projection of one’s own problems, feelings, emotions onto others); tendency to antisocial behavior.

“Adult Steps” is a social training for minors prone to committing crimes, developed by specialists from the St. Petersburg public organization “Doctors for Children” together with specialists from the St. Petersburg State Budgetary Institution “Social Rehabilitation Center for Minors of the Frunzensky District of St. Petersburg” and St. Petersburg State Budgetary Institution “ Center for Social Assistance to Families and Children of the Kalininsky District of St. Petersburg.” This methodological guide offers a series of 10 lessons for group work with teenagers who are in conflict with the law or who find themselves in a difficult life situation. The program is aimed at making participants aware of their rights and civic responsibilities, the causes and consequences of offenses, the prevention of social disadaptation and offenses, including repeated offenses, rehabilitation and the formation of socially acceptable forms of behavior, positive attitudes and motivation to resist negative influences environment.

Goals and objectives of the training

The social training program “Adult Steps” is intended for group classes with teenagers and young people aged 14 to 21 years, including minors in difficult life situations, minors in conflict with the law and registered in police departments and criminal-executive inspections. This program can also be used in educational institutions to prevent the commission of offenses by minors.

The main goal of the “Adult Steps” training is the prevention of social maladjustment and delinquency, as well as the formation of socially acceptable forms of behavior in adolescents, boys and girls.

Main objectives of the training

To increase the level of knowledge of training participants about their rights, responsibilities, causes and consequences of offenses, to develop the analytical sphere, as well as emotional and volitional components.

To develop in participants effective skills of self-control and assessment of their own emotional state in order to make the right decisions.

Help participants evaluate and adjust their attitudes regarding illegal behavior in general and their own in particular.

to form positive motivation and attitudes aimed at resisting the unwanted influence of the environment.

Final results

It is expected that upon completion of the training, participants will:

have an adequate understanding of the consequences of committing offenses, their rights and responsibilities;

feel confident in your ability to resist unwanted environmental influences and advocate safe behavior in various situations;

be able to communicate effectively with other people, especially in high-risk situations;

Know what to do best when faced with peer pressure;

demonstrate non-discriminatory attitudes towards different groups of people;

have the knowledge and skills necessary for employment and organizing useful leisure time.

Training is a form of active learning in a small group, involving the acquisition of new knowledge, skills, behavioral norms and social attitudes through the implementation of practical tasks and their subsequent analysis, including through feedback from the leader and participants, self-analysis of behavior , feelings, attitudes. The use of active forms of work in training leads to the inevitable emergence of processes of group dynamics. That is why the success of the training is ensured not only by its content (program), but also by the ability of the presenters to work with the group. Thus, a successful trainer must:

possess the necessary knowledge and skills on the training topic (for example, know the legal consequences of committing offenses by minors, possible motives for risky behavior, ways to constructively resolve conflicts, etc.);
have a developed training program that includes goals, objectives, a scenario for each lesson (description of the sequence of exercises, analysis plan, content of information blocks, warm-up options, etc.);
possess the knowledge and skills necessary to work with a group (first of all, communication skills with the group, knowledge of the laws of group dynamics and the ability to manage the group process, observation skills), and also, if we are talking about trainings for teenagers and young people, knowledge of age characteristics of this group.

It must be remembered that training is not only a sequence of exercises, theoretical blocks and warm-ups. The interaction of group members with the leader and with each other is an important and integral part of group work that cannot be planned in advance. Often, group processes make their own adjustments to the training scenario, and therefore one of the important qualities of the facilitator is flexibility and the ability to respond to changes in group dynamics.

Participation in the training requires students to be active, open, and willing to perform practical exercises, share their experiences, and analyze their mistakes. For this to be possible, all participants must feel comfortable and safe during the activity. Creating a safe, friendly and comfortable atmosphere in the group is one of the most important tasks of the training facilitators. This is facilitated by: the personal position of the trainer (qualities such as goodwill, openness, flexibility, the ability to reflect the feelings of others, reflection, willingness to share their ideas and experiences, etc.), as well as compliance by all participants with the rules of group work.

TO basic rules group work include: confidentiality, mutual respect, activity, lack of criticism and evaluative statements, the right to one’s own opinion, punctuality, voluntary participation. The rules are announced by the presenters at the first lesson, discussed and accepted by all training participants. During subsequent classes, the leader must ensure that the rules are followed. A more detailed description of the rules and the process of discussing them is presented in Lesson 1.

Cognitive-behavioral approach

It is recognized that the main and most effective method of correcting behavioral disorders in children is behavioral therapy. This technique is based on learning theory and draws on some principles of social psychology and developmental theory. The behavioral approach assumes that a person can acquire social skills and emotional responses through:

a) classical conditioning (when, as a result of learning, a conditioned stimulus is combined with an unconditioned one);

b) instrumental conditioning (when during the learning process certain actions or reactions are reinforced);

c) learning by observation; learning during observation is based on the mechanisms of imitation, imitation or identification of the child with a model. In particular, it has been found that the observer, especially if it is a child, tends to perform the same actions as the person he is observing.

In this regard, the behavioral approach focuses on the analysis of observable and measurable behavioral reactions, since “difficult behavior” is viewed more as a result of inadequate and incorrect learning, rather than a manifestation of hidden pathology. Based on this, the object of influence in the process of behavioral therapy is human behavior itself.

Many authors note the effectiveness of behavioral therapy when working with adolescents. They see the reason for such effectiveness in the following: 1) the possibility of control social environment adolescents, 2) the possibility of influencing the mechanisms of maladaptive behavior in children, 3) the relative brevity of therapy.

The essence of the cognitive-behavioral direction in group work comes down to the fact that, along with the classical procedures of behavioral therapy, cognitive restructuring techniques are used. These include the formation of alternative ways of mastering the situation, an “attack” on irrational beliefs, the formation of the ability to understand the essence and consequences of one’s own behavior, responsibility, correct attitudes and habits. In this case, the most important thing is not so much putting in order opposing beliefs, but rather strengthening behavioral procedures by connecting cognitive processes, namely verbalization (pronunciation). All therapeutic procedures become more effective when a person realizes the meaning of his own actions or his own resources (the power of “I”). Observations of the achievements and successes of others can become one’s own beliefs that a person turns to in difficult situations. In this case, he may have a feeling of his own strength, based on internal impulses in a state of relaxation and control. But a deeper sense of the power of the “I” appears on the basis of a person’s own experience when he independently performs certain actions.

Organization of classes

When recruiting and running groups, it is necessary to follow generally accepted recommendations on the number of participants (7-15 people, preferably both male and female) and facilitators (2 trainers, preferably male and female).

Advice for facilitators on the training process

always encourage positive behavior from participants;
express support for participants;
verbally express positive assessments of the participants’ actions;
try to avoid negative value judgments;
classes should be equally informative and entertaining (fun);
encourage group interaction;
demonstrate appropriate confident behavior;
speak simple and accessible language (avoid complex terms and statements);
encourage participants to share experiences;
listen carefully to participants;
be tolerant;
don’t give up and keep trying - if something doesn’t work out, try another option;
remember the difference between the group leader and the teacher; enable participants to react, act, respond, think and analyze.

Stimulation and support

Positive encouragement must be present throughout the program. People receive encouragement for their actions through respect, through positive statements and gratitude from other people.

By providing each group member with positive encouragement, the facilitator can greatly enhance their class participation experience. Whatever the contribution of each participant (sharing experiences, expressing opinions, trying to achieve their goal, no matter whether successful or unsuccessful), the facilitator should express support and gratitude to this participant, emphasizing the positive aspects of his contribution.

Developing behavioral skills can be difficult for participants. Facilitators must be very attentive to even the smallest signs of progress and development, giving feedback, stimulating and motivating participants.

Simulation and demonstration

The saying “Don't do what I do, do what I say” has nothing to do with modeling. It is important to remember the importance of your role as the leader of the group. Any of your behavior, words and actions, the way you behave from the first minute of meeting with participants and during classes is modeling.

Essentially, you are imparting experience of behavioral skills to participants by demonstrating those skills in action. If you demonstrate a confident demeanor from the start, participants will have the first-hand experience they need to succeed in various exercises such as negotiations, etc.

You can even share your personal experiences with participants if you feel comfortable and appropriate. Group cohesion can be stronger if members share experiences equally. When sharing experiences, use examples or models of successful skill development.

Problem Resolution

(how to deal with “difficult participants”)

ignore “bad” behavior;
redirect the participant towards the desired behavior;
Encourage even small movements towards the desired behavior.
Potential Difficult Situations
The participant interrupts other participants and the coach.
Possible reasons: wants to attract attention, express anger; feels unsafe; achieves the respect of peers; has painful emotional experiences.
Leading reactions: ignoring, redirecting and supporting desired behavior; involving a participant in a role-playing game or other exercise; one of the presenters goes outside the group with this participant to talk.
The participant is very talkative (difficult to stop).
Possible reasons: likes to share ideas; attracts attention; demonstrates his knowledge; normal behavior (for talkative individuals).

Reactions of presenters: do not “pull back” the participant; ask a thought-provoking question; interrupt with “That’s a very interesting point of view. What opinions do other participants have?”; thank them for their statements and their experiences, but emphasize the need to move on or hear the opinions of others; suggest returning to this topic later, for example at the end of the lesson (if appropriate).

The participant often gets into bickering and arguments.

Possible reasons: attracts attention; tries to keep people from getting closer; expresses his anger; wants to dominate; behavior that is typical for him when communicating with other people (can’t do it any other way).

Reactions of the presenters: clearly control their emotions and the state of the group (do not allow tension to build up); focus on the positive aspects of the participant’s statements; involve the participant in role-playing games for confident behavior; during a break, you can find out if there is anything specific that causes dissatisfaction with the participant; one of the facilitators to talk to a participant outside the group.

The participant does not want to talk.

Possible reasons: feeling of fear, insecurity; boredom or disinterest; believes he knows the answers to all questions.

Reactions of the presenters: support any manifestation of participation; ask for help in conducting role-playing games; give an exercise to work in pairs; If a participant experiences a depressed state, provide the opportunity to talk with the facilitators and offer acceptable help.

The participant often expresses dissatisfaction.

Possible reasons: this style of behavior is in the usual way communications; negative attitudes and expectations; the participant has a painful problem; dissatisfaction has objective grounds.

Presenter reactions: highlight which aspects can be changed and which cannot; set up a role-play in which one of the participants is unhappy and wants change, using first-person expressions; Discuss the dissatisfaction with the participant after the lesson, if it may have objective grounds, and think about how they can be resolved.

The participant speaks haltingly.

Possible reasons: anxiety; the topic is not clear to the participant; wants to contribute, but doesn't know how; has problems concentrating; overloaded with negative thoughts; wants to impress the group.

Reactions of presenters: introduce the topic by asking a question on the topic or supporting any statement that returns to the topic; use the statement “This is interesting, but I don’t understand how it relates to the topic being discussed.”

The participant is concentrating on the wrong topic.

Possible reasons: does not understand the content of the lesson; have your own plan; needs a feeling of confidence and attracts attention; discussing a given topic brings discomfort.

Presenter Reactions: You can use the phrase “It looks like something I said has thrown you off topic. We are now talking about (topic)”; try to find out if the topic the participant is focusing on has personal significance; ask the group if the topic being discussed needs discussion; try to find out the reasons for the discomfort.

The participant constantly wants to hear the presenter’s opinion.

Possible reasons: attracts attention; wants advice; tries to model the behavior of the presenter; does not understand what is the best position to take; wants to test the leader.

Presenter reactions: maintain participation and attentiveness; return the question back to the participant and group for discussion; give a direct answer if appropriate, while encouraging the participant to express his or her own opinion; ask them to remember similar situations and use them in role-playing games.

Conflict between participants.

Possible reasons: the participants do not like each other; lack of skills to resolve problem situations; weak skills of confident behavior.

Facilitator reactions: Emphasize the importance of reaching agreement; maintain positive behavior; focus on goals that combine both points of view.

Participants feel upset, depressed, or express suicidal thoughts.

If a participant cries or his emotional state interferes with the facilitation of the group and he refuses to speak, the facilitator should ask the participant to leave. Then the leader should remain alone with this participant and invite him to speak out, express his feelings until he can feel calm and return to the group.

If a participant expresses suicidal thoughts, you can say, “It is important for you and the entire group to remember that we take such statements very seriously. Although sometimes people say such things in their hearts without meaning it, I would like you to go out now and talk to the second host.” Then one of the presenters should go out with the participant and talk about his words, trying to assess how serious his statements are. If the participant is serious, it is necessary to try to provide crisis assistance or refer the participant to the appropriate services (helplines, etc.).

Facilitators need to do everything possible to alleviate anxiety and fears, while not allowing the incident to completely take the group out of the lesson program. You can offer the group helpful hotlines or opportunities to talk in person after class.

Participants are under the influence of alcohol or drugs

A participant who shows signs of alcohol or drug intoxication may be asked to speak to one of the facilitators outside the group. If a participant is drunk or high, other participants may notice and this will interfere with the activity. Therefore, the presenter, who goes out the door with the participant, should directly ask: “Did you use alcohol or drugs?” If the participant responds in the negative, discuss the problematic behavior and determine whether he or she can return to the group without further complications or disruption.

A participant who has admitted consumption must be reminded that coming to class under the influence of alcohol or drugs violates the rules of the group and, therefore, is disrespectful towards other participants. A participant is not allowed to return to the group while intoxicated. If appropriate, the participant may be provided with information and referrals to addiction services or self-help groups.

After returning, the second leader must explain to the group that the participant is not allowed to attend class today. Remind participants once again of the group rules and the inadmissibility of coming to class under the influence of alcohol or drugs. A brief discussion is then allowed before the group returns to the topic of the lesson.

The “Adult Steps” training program consists of ten lessons on the following topics:

Introductory lesson
Emotions and feelings
"Pros and cons"
Risk. Motives and consequences
Conflicts
Law enforcement
Offenses
Tolerance
Apparatus employed
Organization of leisure time. Completing the program

Topic 1: Introductory lesson

The goal is introduction to the program, group formation.

Information about the program
Meeting the participants
Making rules

Materials:

Flipchart
Markers
Poster "Circle of Emotions"
Badges

Progress of the lesson

Good afternoon (don’t forget to introduce yourself, who you are and where you’re from) This training is for those who want to feel confident in situations with increased risk, as well as for those who want to learn to recognize and control their emotions, to have their own opinion , be able to resist pressure from others. We will discuss the difficulties and problematic situations that may arise for any person who is on the threshold of adulthood. We will talk about your rights, responsibilities, how to find a job, and together we will try to figure out how to properly manage your time. We hope that our meetings will be useful for you. So here we go!

First, we need to get acquainted. I suggest you do this in an unusual way. Now each of you will have literally a couple of minutes to communicate with your neighbor and find out from him:

Age
What does he do (work, study)
Hobby

After this, you will need to introduce your neighbor to the group. But it’s not easy to imagine, but even to brag about it a little - not everyone is lucky enough to sit next to such a wonderful neighbor!

Participants get to know each other and introduce themselves. Participants write their names on badges.

It’s wonderful to have such interesting people in our group! As I already said, our classes will take the form of training. Who knows what training is? (listen to options). That's right, the word “training” itself is similar to the word “training”. That is, in addition to simply receiving information, during the classes we will train some skills. Such classes differ from school ones in that we do not give grades, and it is not only possible, but also necessary to speak your opinion! And in order for all of us to work easily and comfortably, our group needs to develop a number of rules. What do you think these rules might be? Listen to the options, write them down on a flipchart, and try to guide the group members to the following rules:

confidentiality (for personal information)
activity
don't criticize
do not insult, treat each other with respect
do not interrupt other participants, listen to each other carefully, says one participant
don't be late, be punctual
(options are possible)

Well done! You did great! Now we suggest you warm up a little. By the way, during the training we will offer you more than once to play - so as not to sit too long and cheer up.

Game "Dragon"

Attention! This game requires mobility from participants and is intended for large space. If the room is small, then it is better to use the “Pass the object” game.

All participants stand one after another and put their hands on the shoulders of the person in front, the coach asks them to imagine that the whole group is now turning into a hungry dragon, so hungry that it will now hunt for its own tail. The participant at the very beginning is the head of the dragon, at the end is its tail. At the command of the leader, the task of the dragon's head is to catch the tail, and the task of the tail is to escape. If the head catches the tail, the tail drops out (“falls off”). Thus, the dragon becomes smaller and smaller as the game progresses. Game "Pass the object"

Participants in a circle must pass some object, but the method of transmission must be new for each participant; if the object falls, the game begins again.

Presenters can use any other game from their repertoire or from the list in the application. We recommend focusing on the number and activity of group members.

As we have already said, our training will cover various issues. You and I all live in society, that is, in society. What is society to you? Is life possible outside of society?

If participants find it difficult to answer a question, try to restart the discussion. For example: discuss hermits, life on a desert island, Mowgli children.

About 7 billion people live on our planet. In order for all people to live in peace and harmony, throughout human history we have developed different rules and laws. Some of them are official, they are enshrined in various documents, legislative acts and are binding. Others are part of the moral and ethical sphere of our lives. Do you think everything that is invented by society makes sense? What is the point in invented laws and rules? Do you agree with these rules? Let's imagine that you have the opportunity to come up with laws yourself. What would you suggest?

Give participants time to think and speak out. Support the discussion! Amazing! You have a lot of interesting ideas!

Exercise “Letter to yourself”

Each participant is given a sheet of paper on which they must write the answer to the following question: what will I be like after completing the “Adult Steps” training, what will change in my life?

If the group is “open”, then each participant present at the introductory lesson is invited to voice their expectations from the training. The facilitator records all this on a flipchart, saves the notes throughout the entire cycle and returns to them at the last lesson to analyze.

Exercise “Circle of Emotions”

This exercise will be performed every lesson, at the beginning and at the end, in order to make it easier to track changes in mood in the group.

At the end of the session, we would like to know how you are feeling. We'll do it in an unusual way. We have a “circle of emotions.” It is divided into sectors, and each sector corresponds to a specific emotion. Each emotion can manifest itself to varying degrees, on our circle - from “0” to “5”. We invite you to choose, one by one, the emotions that you are feeling right now. You can choose one or more emotions, depending on how you feel right now.

Instead of the “Circle of Emotions” exercise, you can use any other exercise that allows you to track the emotional state of the group before and after the lesson, the main thing is that the exercise used becomes a kind of ritual throughout the entire training. An example of such exercises:

Exercise “Weather Forecast”. Each participant in a circle is asked to talk about the “weather” in his personal region, for example: “In the Anna region today it is rainy and cloudy” or “In the Nikolai region it is clear, the sun is shining and a light breeze is blowing.”

Exercise “Rose-colored glasses”. The presenter gives instructions with the following content: “Sometimes in Everyday life we use such a stable expression as “Look at the world through rose-colored glasses.” This usually means that the person is in a good mood and perceives everything that is happening optimistically and even a little naively. I will now ask each of you to tell me what color glasses you are wearing at the moment. For example, mine is now bright orange because I’m glad that we met. Next, all participants name the color of their “glasses.”

Feedback about the lesson. In conclusion, I would like to ask you what was interesting in our lesson, what was useful? What did you like? (Participants speak in a circle)

Appendix 1 to lesson No. 1

(Introductory lesson)

Circle of emotions

instructions

We have a “circle of emotions.” It is divided into sectors, and each sector corresponds to a specific emotion. Each emotion can manifest itself in different degrees, on our circle - from “0” to “5”. We invite you to take turns choosing the emotions that you are feeling right now. You can choose one or more emotions, depending on how you feel right now.

Note

You can fill the circle with emotions together with the participants: when the participant names his experience, it fits into the circle. The degree of expression of the emotion determines its position in the circle: the stronger the emotion, the closer to the edge it is located. Repeated emotions are noted in one sector. When it is difficult for participants to name their emotions, presenters can give examples of possible emotions and fill in several sectors of the circle: “joy”, “interest”, “sadness”, “irritation”, etc. The number of sectors is not limited.

Topic 2: Emotions and feelings

The goal is to develop in participants effective self-control skills and assessment of their own emotional state in order to make the right decisions.

Learn to identify your emotional state
Learn to use your emotional state to make the right decisions
Teach methods of self-control and assessment of one’s own emotional state
Group cohesion. Creating a Positive Attitude

Materials:

Flipchart
Markers
Poster "Circle of Emotions"
Cards for the exercise “Four corners”
Pocket mirror
Paper or notepads
Pens

Progress of the lesson

Good afternoon We are glad to see you today. Today is our second lesson, and we have a very interesting topic, but first our traditional “Circle of Emotions” exercise.

Exercise “Circle of Emotions”

We have a “circle of emotions.” It is divided into sectors, and each sector corresponds to a specific emotion. Each emotion can manifest itself to varying degrees, on our circle - from “0” to “5”. We invite you to take turns choosing the emotions that you are feeling right now. You can choose one emotion or several, depending on your mood.

Amazing! Thank you for sharing your emotions!

Today our lesson is dedicated to them: emotions and feelings. Emotions are a person’s subjective reactions to the influence of external and internal stimuli. They are reflected in the form of a person’s experiences, manifested in the form of pleasure, displeasure, etc. In the narrow sense of the word, emotions are an immediate, temporary experience, and in this way it differs from the feelings that are called long-term, time-stable experiences . So, if we consider the emotions and feelings experienced by fans in the stands of the stadium, then love for football (or, for example, hockey, tennis) is a feeling, and a state of pleasure, admiration that a fan experiences while watching good game, or disappointment from bad game- these are emotions.

Exercise “Emotions and Feelings”

So, what are the emotions and feelings? How do you think?

We record the participants' answers on a flipchart. Encourage expression. If the group is active, you can conduct an auction exercise: participants take turns naming an emotion or feeling until no one can come up with anything. You can't repeat yourself. The last person to name an emotion or feeling wins. Such a participant can be rewarded with a small prize: candy, keychain, etc.

Well done! How can you divide this list? By what criteria?

(the task of the presenters is to lead the group to “positive” and “negative” emotions/feelings and mark them with “+” and “-” icons on the flipchart)

The division of emotions and feelings into “bad” and “good”, “positive” and “negative” is very arbitrary. Every person has all these emotions, and we need all of them. Another thing is that some of them are not always pleasant for us to experience. Joy is more pleasant to experience than anger, and happiness is more pleasant than resentment. Why do we need emotions, and do we need them at all? To better understand this issue, let's do the following exercise.

Exercise "Four Corners"

The presenter lays out signage signs in different corners of the room, on which it is written:

Emotions are harmful and disruptive
Emotions are necessary and useful
Don't pay attention to emotions
Own opinion

The participants’ task is to choose a “corner” with a pointer that corresponds to their opinion and go there. Next, discuss in teams why they chose this or that “angle”.

The task of the presenters is to listen to opinions and organize a discussion.

If the whole group ends up in one corner, then the leader himself acts as an opponent for the group. Argue, then admit your real position. Reward the most active participants.

Let's admit that emotions really play an important role in our lives. Under the influence of emotions, a person can commit either a heroic act or do something stupid. Let's talk again about the benefits of emotions. Indeed, emotions are the first signal of any discomfort; they can help us prevent an impending risky situation; “positive” emotions have a good effect on a person’s daily life: health, work, sex, etc. But, despite this, In decision making, emotions are a bad advisor.

Imagine that a judge making a responsible decision in a criminal case was having a lot of fun and “joking” or, conversely, was angry, even furious.

What emotional state do you think a person should be in in order to make an adequate decision? (listen to the answers)

Let's look at our circle of emotions. To make a decision, the numbers on the circle must tend to zero.

Small group discussion

And now we will divide into 2 groups (you can divide the participants in different ways, using some kind of game or simply counting on the first or second).

So, now your task is to discuss the following question in your groups: What emotions do you think can force a person to commit a crime (offence)?

Group discussion is given 5-7 minutes. After this, you need to listen to the opinions of the groups and discuss.

Is it easy for us to control our emotions? Now we will find out the Game “Reflection”

We need a volunteer (it is advisable to choose a cheerful, emotional participant).

The volunteer’s task is to hold a mirror in front of him and look into it without showing any emotions. The task of everyone else is to make him laugh with some funny phrases, jokes, songs, etc. You just can’t touch the volunteer.

If you get an unemotional participant, you can try again by choosing another volunteer. Instead of this exercise, you can use any other game to control emotions.

Let's ask our volunteer, was it difficult for him to restrain his emotions?

This is truly not an easy task! information block

Let’s be objective, it’s difficult to imagine a situation where we would make a decision without feeling anything. How to make the right decision if emotions run high?

The three most common options are:

Change one emotion to another or relieve emotional stress, preferably without using other people (for example, tear a sheet of paper, crumple a newspaper, hit a pillow, etc.).

Postpone making decisions and any actions for a while until emotions subside (“the morning is wiser than the evening”).

Taking into account your condition, make a decision, assuming in advance that it is wrong.

Our lesson has come to an end for today. Does anyone have any questions?

As at the beginning of our meeting, let’s turn to the “Circle of Emotions”

Exercise “Circle of Emotions”

Feedback. In conclusion, I would like to ask you what was interesting in our lesson, what was useful? What did you like?

(Participants speak in a circle)

Thanks everyone for your work! Until next time.

Topic 3: Pros and Cons

The goal is to provide a clear understanding of values related to decision-making in situations of high risk and peer pressure.

Assess the degree of influence on your own behavior from others.
Formation of skills to assess the danger of other people's behavior.
Development of skills for objective assessment of one’s own actions.

Materials:

Flipchart
Markers
Poster "Circle of Emotions"
Cards of two colors (green and red)
Photo for the exercise “Physionomicist”

Progress of the lesson

Good afternoon Today we will talk about people. There is such a proverb - “They meet you by their clothes, but they see you off by your mind.” By saying this, we mean that first impressions are certainly important, but they are often wrong. There are good people and not so good people, and today we will try to figure out how to distinguish between them and talk about the right choice of position in communicating with people. But first, as always, we'll take our emotional thermometer.

Exercise “Circle of Emotions”

Well, time to warm up before a serious conversation.

Warm-up “Greeting”

Now we will greet you, but not just by hand, but in an unusual way. The task is to say hello to those parts of the body that I will call you.

The facilitator names different parts of the body that participants should use to heal (knees, elbow, head, wrist, heels, back, etc.) and gives time to complete the task. It is advisable to start with simpler tasks and gradually increase complexity.

Depending on the desire of the presenter, any other greeting game can be used.

Now it's time to move on to our topic for today.

Exercise "Opinion"

The presenter gives each participant two pre-prepared cards, red and green.

You have cards in your hands of two colors - red and green. Now I will read the statements, and if you agree with them, you raise a green card, and if you disagree, you raise a red card.

So, the statements.

A friend is a person who supports you.
The opinions of friends and acquaintances are very important.
Man is a social being.
Before you do something, you need to see what result this action led to the others.
You have to try everything in life.
Everything in this life is decided by connections.
Friends won't give you bad advice.
Each person has his own rules, laws and norms.
If your friends say that you are right, then you are.
It's better to give in than to lose a friend.

After each statement, the opinions of the participants should be discussed. Try to take a neutral position yourself. Control the time of discussion.

So, if you have picked up the green card more than three times, then you, like most of us, are susceptible to influence from others. Sometimes this influence is beneficial to us, sometimes it is harmful, it all depends on the person and the people who surround him. But how do you understand what kind of person is in front of you? And how safe is his behavior?

Exercise “Physiogomist”

Now we will be a little physiognomists. We will try to determine from the photograph what kind of person is in front of us, what he is like, what he has achieved in life.

The presenter shows a portrait of a person. Each participant assumes what kind of person he is, what his work, leisure time, profession is, character traits, family, etc. The purpose of the exercise is to demonstrate a positive image in a photograph, to show the participants what lies behind the pleasant appearance, may be hiding a dangerous person. For example, Anders Behring Breivik. You can take a photograph of any famous criminal, the main thing is that he is depicted in the most pleasant way.

In fact, the photo shows Anders Behring Breivik (Norwegian Anders Behring Breivik; born February 13, 1979) - a Norwegian nationalist, terrorist, organizer and perpetrator of the bombing in the center of Oslo and the attack on a youth camp on July 22, 2011. The attacks killed 77 people and injured 151. Anders confessed to committing these crimes, but refused to admit his guilt. On August 24, 2012, he was found sane, guilty and sentenced to 21 years in prison.

Now you and I see that it is impossible to predict a person’s behavior just by appearance, and a rather pleasant-looking person can turn out to be a dangerous criminal, and vice versa, an unpleasant-looking person can turn out to be a worthy member of society.

Group discussion

What is needed to make human behavior more understandable? Let's discuss.

Listen to the answers. Try to get participants to understand that understanding human behavior takes time.

So, understanding human behavior takes time. And when you find yourself in a new company, it is not always possible to determine at first glance to what extent people in this company are guided by generally accepted rules and norms of behavior, and whether their influence on you will be negative.

Relationships with people are an ordinary, constant, but still very complex process. Whether to communicate with a person or not is a matter of choice for everyone. However, for some reason, many people make the mistake of making their choice in favor of communicating with a person, interaction with whom leads to negative consequences.

It must be said that we are faced with the problem of choice every day, both in the simplest everyday situations, for example, in a store (which type of tea to choose), and in much more complex ones, for example, what profession to choose, who to be.

Exercise pros and cons

Divide participants into two small groups.

Now I will read the situations to you. You are faced with the problem of choice. The task of the first group is to discuss and write down the arguments “For”, and the second - the arguments “Against”. Then we'll discuss it. So, the situation:

You are in a new company that you have been trying to get into for a very long time. You get together and have a great time. Suddenly one of your new friends comes up with an idea to have fun. His housemate has gone on a business trip, and his new car is parked outside the windows, and it would be just great to drive it. Everyone was excited about this idea. Naturally, you are also invited to participate.

You have a difficult financial situation. Your friend offers you some extra money. The task is simple: deliver a small package to the addressee. You don’t know exactly what’s in the package, but you can guess that it’s about something illegal.

You're at your friend's birthday party. Everyone is having fun, but your girlfriend left you the day before and you feel sad. One of your friends notices your mood and says: “Forget it, look what I have. A couple of sips and it’ll be gone.” And hands you a bottle without a label.

Depending on the performance of the group, the presenters can analyze either one or all three situations, or additionally use some other situations in which there is a choice problem.

Well done! Such a dialogue “Pros” and “Cons” occurs in any person when he is faced with the problem of choice. And these “Pros” and “Cons” must be listened to very carefully. Especially if fear and discomfort arise.

Information block

So, when interacting with people you should:

Be sure to predict further developments.
Weigh your own options.
Evaluate the Pros and Cons of the choice.
Be sure to figure out: you choose or they choose for you.

Exercise “Circle of Emotions”. We have a “circle of emotions.” It is divided into sectors, and each sector corresponds to a specific emotion. Each emotion can manifest itself to varying degrees, on our circle - from “0” to “5”. We invite you to take turns choosing the emotions that you are feeling right now. You can choose one emotion or several, depending on how you feel right now.

That's all for today! Remember that the choice is always yours!

Topic 4: Risk. Motives and consequences

The goal is to teach participants to identify situations of varying degrees of risk and their possible consequences, as well as to provide a clear algorithm for getting out of such situations.

Formation of skills for identifying risky situations.
Informing teenagers about ways to counteract negative group influence.
Formation of skills to get out of risky situations.
Group cohesion. Creating a positive attitude.

Materials:

Flipchart
Markers
Poster "Circle of Emotions"
Paper or notepads
Pens
Volunteer situation

Progress of the lesson

Good afternoon Today we will talk about risk. But first... Exercise “Circle of Emotions”

game "Rock"

One of you will be a rock climber. Who's ready? The rest will be a rock. Stand in a tight line to create a cliff. Protrusions (“snags”) should “stick out” from the rock, formed from outstretched arms and legs, bodies bent forward. The climber’s task is to walk along this “cliff” without falling into the “abyss,” that is, without placing his foot beyond the line formed by the feet of the other participants. The climber himself chooses the way to solve this problem. You can't talk.

The exercise can be organized in the form of a chain - participants take turns making their way from one end of the “cliff” to the other, where they again “embed themselves” in it.

Discussion after the game: what feelings did the drivers and the components of the “rock” have when performing this exercise? What helped and what hindered you from completing the task? Encourage participants.

Now that we have warmed up and played, it’s time to talk about serious things.

What is risk, do you think? (listen to opinions). Risk is the probability of a possible undesirable outcome under an unfavorable combination of circumstances. What is the risk? (discussion).

During the discussion, group members must be brought to the conclusion that the risk can be justified, for example: the work of rescuers, firefighters, i.e. professional risk, heroic deeds, etc., and unjustified, for example: the use of psychoactive substances, crime, unsafe sex, etc. d.

Brainstorm

If we take situations of “unjustified” risk. Why do you think people take risks?

The presenter records the answer options on a flipchart - for example, “for fun”, “for company”, there is not enough thrill, adrenaline, there is not enough knowledge about the consequences, etc. Discuss.

Guys, in the last lesson we talked about the fact that situations constantly occur in a person’s life in which it is necessary to make a choice. Often these situations involve risk. Now I suggest you do the following exercise:

Exercise “At an appointment with a specialist”

We need a volunteer. Who's ready? It is advisable to choose an active participant. He is given a sheet with the situation. The task of the other participants is to get used to the role of specialists and give the volunteer participant their recommendations on how to behave in the current situation.

Volunteer Situation (taken from previous lesson):

The presenter records the recommendations of the specialists on a flipchart. After the “experts” have spoken, the presenter asks the volunteer to share his impressions and say which recommendations he would follow and which ones he would not, and why.

Do not commit repeated offenses.

Attend an educational institution (if you had large absences before, resume attending school, college, PU, etc.)

Enlist the support of the school's social educator and class teacher - in case of long absences in the past - take on tasks to pay off debts.

Organize your leisure time - teenage youth clubs, sports sections, etc.

Collaborate with helping organizations, such as Family and Children Assistance Centers, Social Rehabilitation Centers, public organizations. Visit a psychologist, social educator, social work specialist (here you need to give an example of institutions that exist in your region).

There may be some other options that the group will give.

Thanks to our volunteer and bravo to our specialists! You did a great job. I suggest you stretch out a little and play.

Game "Stream"

Stand in pairs one behind the other. Someone alone will be left without a partner. He must go between the couples and choose a mate for himself. The one left without a pair goes to the beginning and looks for a new pair in the same way (if the number of players is even, then two go one after another with an interval).

This game is for large quantity participants. If you have a small group, you can use any other warm-up game.

Since everyone has warmed up well, let's get back to our lesson. We have already talked to you about what to do if some risky situation occurs, and how to minimize Negative consequences this situation. Let's now take it a step further. Let's try to come up with and discuss ways to prevent a risky situation from arising.

Group discussion “How to prevent a risk situation”

Let's try, using the example of our previous situation with the theft of a car, to find ways to not succumb to the influence of the company and still not commit an offense. So, how to behave? Your options (the presenter writes down the participants’ options on a flipchart, the options are discussed. They need to be summarized in the following ways):

Say "No!" and that's all. Firmly, clearly, toughly. Don't doubt what you say. No is no, and nothing else.
Ignore the dubious offer.
Stop communicating, leave. Think about how important it is for you to spend time with these people who are so diligently dragging you into potential troubles.
Try to make a joke.
Lie. They agreed on some non-existent, but very important reasons. Lie with confidence!
Take the initiative and offer something socially acceptable as a way to spend your time.
Think before you do. The consequences have not been canceled!
If you don’t feel very confident, join that person from the company who is also not in the mood to participate in the adventure. Together it is easier to resist group pressure.
Referred to the negative experience of the past - yours or that of a friend, even a non-existent one (from the series - “I already got into this situation once, this and that happened, I don’t want to do it again!”)
Prevent the occurrence of a situation, learn to predict it.

I hope that now you and I have learned exactly how to get out of a risky situation. In conclusion, our traditional “circle of emotions”.

Exercise “Circle of Emotions”

Topic 5: Conflicts

The goal is to develop in participants the skills of effective self-control, assertive behavior and ways out of conflict situations.

Informing participants about the causes of conflicts.
Formation of skills for preventing and resolving conflict situations.
Group cohesion. Creating a positive attitude.

Materials:

Flipchart
Markers
Poster "Circle of Emotions"
Sheets of paper
Small objects for the “Collector” exercise (paper clips, matches, toothpicks, etc.)

Progress of the lesson

Hello! As usual, we start our lesson with... Yes, that's absolutely right! From the circle of emotions.

Exercise “Circle of Emotions”

Now let's move on to the topic of the lesson. Tell me, have any of you ever had a fight with someone? If yes, then why?

These questions are not without reason. Today we will talk about conflicts. What is conflict? Where do conflicts usually begin?

game "Pond"

Let's listen to the story:

Imagine that a heron, a frog and a butterfly live in one cozy pond. We all know that the heron eats frogs, and the frog eats butterflies. According to the conditions of our game, both the heron and the frog are terribly hungry. Naturally, no one wants to die. How to be?

Now we will divide into three teams. The task of each team is to defend its position. The first defends the position of the heron, the second - the frog, the third - the butterfly.

Each team is given 5 minutes to prepare arguments. Then the discussion begins.

As we see from the game, conflicts, as a rule, begin due to differences in views on some issue.

Let's look at the most common causes of conflict.

For clarity, we will play out each situation.

So, the first reason: conflict due to offensive language.

For example, imagine that there is a conflict in a family over the trash that hasn’t been taken out or the laundry. What phrases do family members usually exchange in such a situation?

The presenter writes down phrases on a flipchart such as: “Is it really so difficult to take out the trash when I ask you to”; “I’ve been like a squirrel in a wheel all day, is it really difficult to turn on washing machine"; etc.

Let's try to rephrase these words so that the meaning is the same, and there is no offense in them.

For example: “I’m very tired today, please help me with washing the clothes.”

The second reason: difference of opinions.

Let's divide into the same groups that were at the beginning of the lesson at the game "Pond". Each team will receive approval. Some statements may seem familiar to you. We can quite often hear them from parents, teachers, and generally from older people. Your task is to find as much rational and correct content in these phrases as possible. You have 5-7 minutes for this task.

You need to think about studying, not about partying!
Look what you look like! Boys/girls shouldn't dress like that.
I know better what you need.

Discuss the exercises, listen to opinions. At the request of the presenters, the phrases may be different.

The third reason: inattention.

Often people demand attention, but do not receive it from us. Everyone is pleased when people around them remember their date of birth, notice new things, etc.

We need a volunteer (select a volunteer). Stand with your back to the group. I will ask questions about the group members, try to answer.

An approximate list of questions: who is not in a very good mood today, what items of clothing the participants are wearing, what color of hair or eyes does any of the participants have.

If the volunteer completed the task well, be sure to mark this, since such situations are very rare. You can call someone else if time permits, or one of the participants thinks that he would do a better job of the task.

As we see, we do not always show attention, and lack of attention can provoke a conflict situation.

Fourth reason: competition.

What is competition? How do you think? (listen to the options) Yes, indeed, competition appears when several people compete for the same thing - a thing, a position, a significant person, etc. Let's use a simple exercise to try to get a feel for what competition is. To do this, we will conduct a small exercise, it is called “Collector”.

For this exercise, the presenter must prepare small items in advance - paper clips, matches, toothpicks - at the discretion of the leader.

Instructions for the exercise: the leader pours small objects onto the floor and invites the participants to collect as many objects as possible from the scattered ones, but with conditions: firstly, you cannot take and carry more than 3 objects in your hands: if you take three objects, put them in your separate a bunch; secondly, and this is the main condition - you cannot prevent the selection of objects from your pile, that is, any fast and dexterous participant can take three objects from your pile at any moment. 5 minutes are allotted for the game.

Well, how do you like the exercise? How did you feel when someone from your honestly collected pile tried to take items? And he not only tried, but also took it away! And who was more interested in not collecting things themselves, but stealing items from piles of neighbors? (discuss the exercise with participants)

We have focused on the most basic causes of conflicts. What other reasons do you think there could be? (listen to options; for example, lack of understanding of the other person’s position, personal antipathy, hostility, certain restrictions, etc.)

Let's think together about how to prevent conflicts.

Brainstorm. The facilitator records the answers on a flipchart. For example:

Have your own clear position, but do not try to impose it on others, because in a dispute only dispute is born, not truth.
Be kinder and more tolerant.
Set priorities - a situation that is about to flare up is not always worth it.
Remember about your emotional state: if emotions go off scale, it is better to wait to resolve the situation, because emotions are not the best adviser.
Treat situations with humor.
Give people the right to make mistakes.
Don't get too personal: assess the situation as a whole, not the person.
And etc.

We have discussed ways to avoid conflict, but imagine that none of them worked for some reason, and the conflict still flared up. How can you behave in a conflict situation?

Listen to the participants' opinions. Discuss the proposed options for behavior, analyzing for which situations the proposed options will be good, for which - not.

Information block

(The group leader gives it after or during the discussion of how to behave in a conflict situation.)

Competition is acceptable when:

rapid decisive action is required;
there is 100% confidence in the correctness of the chosen decision, and it is necessary to defend it.

Cooperation is acceptable when:

the common final goal will only benefit from a variety of positions;
you need to overcome the negative emotions that arose during communication.

avoidance is acceptable when:

the subject of disagreement is unimportant and there are other more important matters;
there is no opportunity to satisfy one’s own interests;
the likelihood of destroying a relationship is greater than improving it;
we need to give people the opportunity to calm down and move away from their worries;
other people can resolve the conflict more effectively;
Information must be collected before taking specific actions.

The device is acceptable when:

there is a need to listen to another point of view, to show flexibility of views;
the subject of disagreement is more important to others;
Harmony and stability of relationships are important.

compromise is acceptable when:

goals are important, but still not worth resorting to tough measures to achieve them;
opponents have equal strength, but strive to achieve different goals;
temporary agreement can be reached on important issues;
you can find an acceptable solution if there is not enough time;
you need to take a “step back” if cooperation and competition do not help you achieve your goals.

Well done! We worked very productively today! Now, according to tradition, our circle of emotions.

Exercise “circle of emotions”

Feedback. In conclusion, I would like to ask you what was interesting in our lesson, what was useful? What did you like? (Participants speak in a circle)

Topic 6: Law Enforcement

The goal is to increase the level of responsibility of training participants.

Informing adolescents about the types and conditions of detention.
Group cohesion. Creating a positive attitude.

Materials:

Flipchart
Markers
Poster "Circle of Emotions"
Paper or notepads
Pens
A set of cards for the exercise “Whom should the police protect”
Example cards
Application forms

Progress of the lesson

Hello! How are you feeling?

Exercise “Circle of Emotions”

Today the topic of our lesson is law enforcement agencies. What are law enforcement agencies? If we analyze this word “law enforcement”, it turns out that these are certain bodies that protect rights. Whose rights? Yes, ours are with you. Who are law enforcement agencies? First of all, these are police officers. Police in Russian Federation is designed to protect the life, health, rights and freedoms of citizens, the interests of society and the state from criminal attacks. Law enforcement agencies also include the court, arbitration court, constitutional court, prosecutor's office, internal affairs bodies, counterintelligence, customs control, tax police, justice. However, most often we encounter the police.

Exercise with cards “who should the police protect”

Let's see who the police should protect.

The presenter invites the participants to divide into two groups; each group is given the same set of cards (see Appendix No. 1 to the lesson).

Instructions for the exercise: “Your task now is to look through all the cards and select those people whom the police, in your opinion, should not protect, and justify your choice.” Participants are given 5 minutes to complete the task. The task of the presenter is to lead the participants to the fact that the police are obliged to protect any person located on the territory of the Russian Federation, in accordance with the legislation of the Russian Federation (Law of the Russian Federation dated 02/07/2011 No. 3-FZ: the police protect the rights, freedoms and legitimate interests of a person and citizen regardless - based on gender, race, nationality, language, origin, property status, attitude to religion, beliefs and other circumstances).

Information block

The police protect the rights of citizens; they have the right to take coercive measures. This means that the police officer has the right to detain you, but only on the grounds provided for by law, according to which the detention can be administrative and criminal procedural.

Administrative detention

Anyone can be administratively detained if:

he does not have documents, or they are executed incorrectly (dilapidated, no registration, incomplete data provided, etc.);
a person is suspected of committing an offense;
the person looks like a criminal;
the person does not obey the demands of the police officer.

In case of an administrative offense, the person is detained at the police station for a period of no more than 3 hours. But! It is very important to remember that the period of administrative detention can be extended if a person is in a state of drug, alcohol or toxic intoxication. In this case, the period of detention will be 3 hours plus the period the person was intoxicated. In this case, you may be searched, your personal belongings examined, and things and documents may be confiscated. After arriving at the police station, a detention report must be drawn up. If you believe that you were detained unlawfully, note your objections in the protocol. The parents or other legal representatives of the minor must be informed about administrative detention. Persons over 16 years of age are subject to administrative liability.

Criminal procedural detention is carried out in cases where:

a person is suspected of committing a crime, subject to the mandatory presence of one of three circumstances:
if you are caught immediately at the time of committing a crime or immediately after it is committed;
if eyewitnesses pointed to you as the person who committed the crime;
if traces of a crime are found on your face or clothing or you have a crime weapon on you;

You may also be detained if:

you tried to hide;
do not have a permanent place of residence;
your identity has not been established;
if you are wanted.

A minor, suspected or accused, is required to be provided with a defense attorney. Parents or legal representatives must be notified of the detention. Detention cannot exceed 72 hours; after 72 hours you must be released, or charged and sent to a pre-trial detention center (SIZO), where you can remain during the preliminary investigation and trial until a conviction is made and sent to an educational institution. labor colony (VTC), or acquittal and release from custody.

Criminal liability begins at the age of 14 for the commission of the following crimes: murder, intentional infliction of grievous bodily harm, intentional infliction of moderate harm to health, kidnapping, rape, sexual assault, theft, robbery, robbery, extortion, unlawful taking a car or other vehicle without the purpose of theft, intentional destruction or damage to property under aggravating circumstances, terrorism, hostage taking, knowingly false reporting of an act of terrorism, hooliganism under aggravating circumstances, vandalism, theft or extortion of weapons, ammunition, explosives and explosive devices, theft or extortion of narcotic drugs or psychotropic substances, rendering unusable Vehicle or means of communication. From the age of 16, full criminal liability for committing all crimes occurs.

(If necessary, the necessary information can be recorded on a flipchart)

Analysis of examples

After we have examined administrative and criminal procedural detention, let's try to look at examples. I read the situation to you, and your task is to guess whether the participants face any punishment, if so, how serious, etc. We will all work together on the principle of brainstorming. So, the situations:

Example 1: Kirill, who had a “dose” with him, met his friend, and they used it together. They are detained by police officers. A friend talks about what Kirill shared with him.

The friend is judged under the first part of Art. 228 of the Criminal Code of the Russian Federation (Illegal acquisition or storage without the purpose of selling narcotic drugs in large quantities - punishable by imprisonment for a term of up to three years).

Kirill is being tried according to the second part of Art. 228 of the Criminal Code of the Russian Federation (Illegal acquisition or storage for the purpose of sale, production, processing, transportation or sale of narcotic drugs - punishable by imprisonment for a term of three to seven years).

Example 2: Arthur and his adult friends were drinking strong alcoholic drinks near the metro station. Someone from the group started screaming, turned on loud music on their cell phone and swore.

Listen to opinions, encourage correct answers.

They were taken to the police station for committing an administrative offense. If Arthur’s condition can be called adequate, he speaks clearly, stands firmly on his feet, then he can get off with a fine of five hundred to seven hundred rubles (if you are under 16 years old, your parents pay the fine) if the blood alcohol content exceeds all norms , then Arthur can be held for up to two days from the moment of detention at the metro, and then his case can be sent to court or to the Commission on Minors and the Protection of Their Rights, where a decision can be made on administrative arrest for up to fifteen days or imposition of a fine. The police will be based in this case at Art. 20.20 and 20.21 Code of Administrative Offenses of the Russian Federation (Code of the Russian Federation on Administrative Offences). By the way, swearing is equated to petty hooliganism, for which they can also be brought to administrative responsibility - a fine (Article 20.1 of the Code of Administrative Offenses of the Russian Federation).

Example 3: Vitya and his best friend broke into a car at the entrance in order to drive around the area. However, they lost control and drove into a car parked nearby. The boys managed to escape and went home. But in the morning the police came to Vita.

Listen to opinions, encourage correct answers.

Vitya and his friend will be taken to the police station, where a criminal case will be opened. In your explanations, Vita must indicate that they wanted to go for a drive and put the car in place. It is important! Because then a criminal case will be opened against them under Part 2 of Art. 166 of the Criminal Code of the Russian Federation (Wrongful possession of a car without the purpose of theft by a group of persons by prior conspiracy). Punishable by a fine in the amount of up to two hundred thousand rubles, or in the amount of the wages or other income of the convicted person for a period of up to eighteen months, or by imprisonment for a term of up to seven years. And also, Vitya and his friend (or their parents) will be required to compensate for damage from a collision with a parked car.

Well done! We worked very productively! Let's warm up a little.

Game "Arctic"

Instructions: “Now we are divided into pairs. Imagine that you and I are polar explorers and are very cold. Now we will warm up. Our partner will help us with this - we can warm each other by rubbing our palms, cheeks, backs, ears, noses... Attention, let’s start.”

If any participant does not have enough pairs, one of the presenters pairs up with him. Attention! This exercise is tactile, it may not be suitable for every group; if you have doubts, it is better to use another warm-up game.

Well done! We warmed up well. Let's get back to our topic. Brainstorm

Question to the group: what to do if you are detained by police officers? Listen to the options and write them down on a flipchart.

Behave calmly, do not try to run away, break free, or even hit a police officer.
Demand that a detention report be drawn up. It must indicate the reasons, date, exact time and place of detention.
Notify your relatives or social worker. If you are questioned, request the presence of a lawyer.
Never try to make up facts or events.
Do not sign any documents without reading them!
Do not sign blank interrogation forms.
Don't take on something that didn't happen.
Be careful not to throw anything at you (hold your pockets with your hands, button up your clothes).
Be sure to remember the name and rank of the police officer interrogating you.
If you were beaten by police officers, you need to record the beatings at the emergency room and write a statement to the district prosecutor's office.

If you have enough time left, you can practice writing statements to the police department and the district prosecutor's office (see Appendices 2 and 3 to the lesson). Application forms must be printed in advance and distributed to participants. This exercise usually goes well.

Practical work: filling out an application

Each participant is given two forms.

The statement is written either at your local police station or at the police station in the area where the crime occurred. You keep a copy of the application for yourself. The application must be signed by you; anonymous applications will not be considered.

So let's get started. Your task: fill out the application form. You have 5 minutes for this.

After filling it out, discuss what difficulties arose during the task and what emotions accompanied it.

Great. Now, according to tradition, at the end of the lesson there is a “circle of emotions”

Exercise “Circle of Emotions”

Feedback. In conclusion, I would like to ask you what was interesting in our lesson, what was useful? What did you like? (Participants speak in a circle)

Appendix 1 to lesson No. 6

(Law enforcement)

Cards for the game “Whom should the police protect”

Appendix 2 to lesson No. 6

(Law enforcement)

To the boss

Organ name

position, full name

from a citizen

Full name, place of residence, telephone no. passport

Statement

I would like to inform you that ""

house number on street

tion for the purpose of robbery.

During the robbery they confiscated from me:

The statement is written in your own hand and is correct. Warned about liability for giving false testimony (Article 306 of the Criminal Code of the Russian Federation).

"" 20 year signature:

Appendix 3 to lesson No. 6

(Law enforcement)

District prosecutor

district name, full name

from a citizen

Full name, place of registration, tel. passport no.

Statement

I would like to bring to your attention that "" 20. hours

near house no. on the street, it was committed against me

assault by a police officer with the intent to cause physical harm to me.

They confiscated:

I was physically injured:

The fact of bodily injury can be confirmed by my friends or certificates from the emergency room.

The statement is written in your own hand and is correct. Warned of liability for giving false testimony.

Topic 7: Offenses

The goal is to increase the level of responsibility of training participants and prevent repeated offenses.

Formation of skills of interaction with law enforcement agencies.
Informing teenagers about probation.
Group cohesion. Creating a positive attitude.

Materials:

Flipchart
Markers
Poster "Circle of Emotions"
Paper or notepads
Pens

Progress of the lesson

Good afternoon Today we will talk about rights and offenses. But first...

Exercise “Circle of Emotions”

game "Prison Escape"

We need to divide into two teams (you can ask everyone to settle on “first - second”). Instructions for the exercise: we stand in two lines facing each other: the first line will play the criminals, the second - their accomplices. There is a soundproof partition between you. Using facial expressions and gestures, agree with the person standing opposite you on an escape plan. Give participants time to complete the exercise.

Today, as already mentioned, we will talk about rights and violations.

Do all people have the same rights?

(listen to answers)

What is the name of the main document that enshrines fundamental rights and freedoms? Absolutely right, the Constitution of the Russian Federation.

Today you have a unique chance to write a document that would proclaim the rights that citizens of the Russian Federation have.

Exercise “Rights and Freedoms”

Each of you must write 5 rights and freedoms that he has

Participants write down their options on sheets of paper; 3 minutes are given for the task.

Great, now pair up with your neighbor and discuss what happened. Some rights will have to be removed, since after the discussion the two of you should have 5 rights left (3 minutes for the task). After this, we unite into a common group, and, discussing the rights obtained for each pair, we also leave 5. The leader writes down the final list on a flipchart.

Well done!!!

Depending on the erudition of the group, the number of rights and freedoms can be changed, you can give large quantity, for example: seven-ten.

Why do you think these particular rights remained?

(listen to the group)

How do those group members whose proposals were crossed out feel? Do you agree with the group's decision?

Perhaps each of us would like to have more rights than we actually have, but based on the fact that all people are born equal, with equal rights, if we ascribe to ourselves some right (for example, the right to steal something), or), we automatically grant a similar right to other people. And this puts our lives, health, property, and so on at risk.

Exercise “What will I gain/what will I lose”

All offenses are committed for the sake of something, consciously or not. A person, knowing the consequences of his actions, takes a risk, seeing some kind of benefit for himself from committing an offense. Now I suggest you divide into groups.

If there are a small number of participants, it is possible to conduct the exercise in the form of a “brainstorming”, without dividing into groups.

Each group will have to answer 2 questions: what will I gain from committing an offense? What will I lose from committing an offense? Answer options are written down on separate sheets of paper.

A specific situation is given for consideration at the discretion of the presenter, for example, the theft of a mobile phone. You are given 5-7 minutes to complete the exercise. Then the results of the groups' work are discussed.

If an offense is committed, what consequences does this entail for the person who committed the offense?

Listen to possible answers. The group should come to the following options:

the acquittal

suspended sentence

conclusion

With the acquittal and the conclusion, everything seems to be clear. Let's talk about probation.

What is this? Listen to the options. Create your group definition. For example, a suspended sentence is one of the criminal law measures provided for by the Criminal Code of the Russian Federation, without serving a sentence, with restrictions imposed by a court order.

Information block

(See also Lesson Appendix 1 for additional information.) Who should supervise the probationer during the probationary period? Right. Monitoring of a conditionally convicted person is carried out by the penal inspection at the place of residence of the convicted person. Such control is carried out during the entire probationary period. If the conditionally convicted person is a military serviceman, then he is controlled by the command of his military unit.

So, what is the purpose of the probationary period established for a conditionally convicted person? During this period, the probationer must prove by his behavior that he has reformed.

What responsibilities do probationers have?

Listen to opinions, encourage correct statements.

You said everything correctly. All these responsibilities can be classified into 3 groups:

report to the penitentiary inspectorates about their conduct,

fulfill the duties assigned by the court,

appear when called to the criminal-executive inspection.

If a conditionally convicted person fails to appear without good reason, he or she may be subjected to transportation.

The court has the right to impose the following duties on a conditionally convicted person:

do not change your permanent place of residence, work, or study without notifying the penitentiary inspectorate,

do not visit certain places,

undergo treatment for alcoholism, drug addiction, substance abuse or a sexually transmitted disease,

provide financial support to the family,

as well as other duties that contribute to correction.

The court has the right, upon the proposal of the penitentiary inspection, to either cancel, in whole or in part, the duties assigned to the conditionally convicted person, or to supplement previously established duties with new ones.

If, while on probation, a person commits a repeated offense, then the court can change the measure of restraint, that is, change the suspended sentence to a real one.

Game "Free/Prisoner Day"

The group is divided into two teams. The task of the first group is to describe, hour by hour, the day of a person who is at large and has no problems with the law: what he does, who he meets, and so on. The task of the second group is to schedule the day of a person in prison by the hour. 15 minutes per exercise. Upon completion, you must present the result of your work.

Discussion, addition.

Bottom line: as you can see, life in prison is very disciplined and controlled, both by prison staff (guards) and by fellow inmates. This is a deprivation of not only physical, but also psychological freedom.

Exercise “Circle of Emotions”

Feedback. In conclusion, I would like to ask you what was interesting in our lesson, what was useful? What did you like? (Participants speak in a circle)

Appendix 1 to lesson No. 5

(Offences)

Additional information for trainers (most frequently asked questions):

From what moment does the probationary period begin to be calculated - from the moment of criminal prosecution, the pronouncement of a court verdict, or the entry into force of a court verdict?

In accordance with Art. 189 of the Criminal Executive Code of the Russian Federation, the beginning of the probationary period must be calculated from the entry into force of the sentence. This may be important if the conditionally convicted person committed a new crime during the period of time when the sentence had already been announced, but having been appealed in cassation, it had not yet entered into legal force. In this case, should the courts consider the probationer to have committed a crime during the probationary period? Let us honestly admit that the majority of our judges either did not read or did not recognize Art. 189 of the Penal Code of the Russian Federation and continue to consider the day of announcement of the verdict as the beginning of the probationary period. As we see, this position is directly contrary to the law.

Can the probationary period be extended? Yes maybe. This is done by the court on the proposal of the criminal-executive inspection if there are sufficient grounds (Part 3 of Article 190 of the Penal Code of the Russian Federation). However, we were unable to find what is meant by “sufficient grounds” in the current regulations. For example, our young man was late for a meeting with inspector Petrov twice - will this be grounds for extending his probation? From the point of view of a young man, probably not. From the inspector's point of view, it probably will.

How can a convicted person be assigned responsibilities other than those imposed by the original court verdict? In case of failure of the convicted person to fulfill his duties and in the presence of other circumstances indicating the advisability of supplementing the duties previously established by the court, in order to strengthen control over the behavior of the convicted person, the head of the inspection submits to the court a submission in Form No. 15 about the assignment of other duties to him. , as a rule, more severe responsibilities (clause 6.2 section 4 of the Instructions).

Does a correctional inspectorate have the right to summon a convicted person to appear before him? Yes, he has the right, if it is necessary to clarify the procedure and conditions for serving the sentence, conducting preventive conversations, clarifying issues that arise in the process of serving the sentence, and the reasons for violations in the procedure and conditions for serving the sentence (p/p “a” » clause 8 of the Regulations on UII). If the convicted person fails to appear, the inspector issues a summons against the convicted person. Such a drive, that is, involuntary delivery, is carried out by a local police inspector.

Can a conditionally convicted person or someone sentenced to a non-custodial sentence travel outside our country? No, he can not. In accordance with paragraph 3 of Art. 15 of the Law of the Russian Federation “On Entry and Exit from the Russian Federation” restricts the right to leave Russia for a citizen detained on suspicion of committing a crime or brought as an accused until a decision is made in the case or a court verdict enters into legal force . But even after the verdict enters into force, you will not be able to leave - this is stated in paragraph 4 of the same article, according to which the right to leave for someone convicted of committing a crime is limited - until the sentence is served (executed) or until release from punishments. Moreover, even if the punishment against you has been executed, but the civil claim remains unresolved and you are in no hurry to pay it off, your right to leave may be limited on the basis of clause 5 of the same article, according to which the right to leave of the person is limited. who evades the fulfillment of obligations imposed on him by the court - until the obligations are fulfilled, or until an agreement is reached between the parties. From this list of reasons for refusing permission to leave the Russian Federation, it is clear that the presence of an unexpunged or unexpunged criminal record is not a basis for refusing permission to leave the Russian Federation. Thus, while you are serving a sentence in the form of a suspended sentence or correctional labor, even with the permission of the penal inspection, you have no right to leave the country.

Can a conditionally sentenced person to correctional labor be called up for military service? No, he cannot, because in this case he will not be able to carry out the punishment in the form of correctional labor.

How does the inspectorate monitor those on probation during the probationary period?

Inspections:

Convicts are checked quarterly for violations of public order and new crimes using administrative measures or criminal prosecution. However, in Moscow and other large cities, an automated procedure has been established for notification of inspections by the information service about violations committed by convicts, so the information will eventually reach the inspection anyway;
conduct preventive conversations with convicts, their relatives and persons who can influence the convicted;
take measures to prevent convicted cases of failure to fulfill the duties assigned by the court, violations of public order and repeated crimes;
at least once a quarter, they send lists of registered convicts to the police authorities, and, if necessary, give separate instructions to police officers to monitor the behavior of convicts and verify their fulfillment of the duties assigned by the court;
conduct raids to check the behavior of convicts at their place of residence and in public places, or give instructions to the police about this;
all certificates of interviews with the convicted person are attached to the personal file.

What should the court do if a conditionally convicted person committed an intentional crime of minor severity or a careless crime during the probationary period? In this case, the court decides whether the probationary period can be extended for the conditionally convicted person, or cancels the probationary period and sends the convicted person to prison (Part 4 of Article 74 of the Criminal Code of the Russian Federation).

However, as can be seen from judicial practice, when a conditionally convicted person commits a new crime of minor severity, the sentences can be carried out independently without extending the probationary period.

How is the punishment imposed if the conditionally convicted person has committed a crime of average gravity, grave or especially grave? In this case, the court is guided by Article 70 of the Criminal Code of the Russian Federation. What does this article say? The new term is added in whole or in part to the “old” term. But, unfortunately, it is impossible to absorb another in one term.

The minimum duration of the probationary period is 6 months. If the punishment is imposed for a period of up to one year, or a punishment not related to imprisonment is applied, the probationary period cannot be more than three years. If the punishment is imposed for a period of more than one year, then the probationary period is assigned for no more than five years.

What can be the maximum term for several convictions? 30 years is approximately half the average life expectancy in our country. The final punishment for several sentences must be greater than both the punishment imposed for the new crime and the unserved part of the sentence under the “old” court sentence. It is especially offensive when the first sentence imposed a fairly severe term, but conditionally (for example, 7 years of imprisonment with a probationary period of 2 years), and the new sentence imposes a year, but the total term can no longer be lower than the most severe of both terms.

If a convicted person is assigned responsibilities related to work, study, or treatment for alcoholism, drug addiction, substance abuse, or a sexually transmitted disease, will the heads of the institutions where he is supposed to work, study, or receive treatment know about this? Yes, a message is sent to the administration of organizations, educational institutions and corresponding medical institutions within three days from the moment the convicted person is registered.

The conditionally convicted person is registered with the inspectorate. How does his acquaintance with the inspection and inspections with him happen? The convicted person is called to the inspection for a conversation, during which his duties, the consequences of failure to fulfill them and responsibility for violating public order or committing a new crime are explained to him. The convict signs that all this has been brought to his attention. At the same time, personal data is clarified and checked, information about close relatives and persons who may influence the convicted person is clarified. Based on the results of the conversation, a certificate is drawn up, which, together with the signature, is attached to the personal file of the convicted person.

Is a probationer conscripted for military service? Yes, he is called upon. If a convict is called up for military service, the inspection sends to the military commissariat a copy of the court verdict, and, if necessary, other documents required to monitor the behavior of the convict at the place of service. In the covering letter, the inspectorate provides data characterizing the personality of the convicted person, his behavior and the fulfillment of the duties assigned by the court. The command of the military unit is obliged to inform the inspectorate within ten days about the registration of the convicted person, and at the end of his service - about his departure from the military unit. If the probationary period has not expired, the unit command must send to the inspection a copy of the court verdict and other documents characterizing the convicted person for further monitoring of his behavior. The command of a military unit is obliged to inform the criminal-executive inspection within 10 days about the registration of a conditionally convicted person, and at the end of service - about his departure from the military unit (Part 3 of Article 188 of the Criminal-Executive Code RF).

Topic 8. Tolerance

The goal is to promote the development of a tolerant attitude towards other people. Tasks:

To teach to critically examine stereotypes that have developed in society.
Help narrow the circle of stereotypes.
Explain what stigma and discrimination are and show how they are dangerous.
Instill respect for the individual.

Materials:

Flipchart
Markers
Poster "Circle of Emotions"
Cards for the exercise “Stereotypes”
Paper or notepads
Pens

Progress of the lesson

Hello! We are glad to see you all again in our class. According to tradition - a circle of emotions.

Exercise “Circle of Emotions”

Today we have a difficult topic, but first, as always, we will play one game. Game "The wind blows on those who..."

Instructions for participants: “I now remove one chair from the circle and stand in the center of the circle. My task is to sit down. To do this, I say: “The wind blows on those who...” and name some sign. Those who have this sign should stand up and move to another chair. The one who is left without a place stands in the center and comes up with his own sign.

For example: the wind blows on those who... had breakfast today, wear jeans, etc.

Today we will talk about stigma and discrimination. Has anyone heard the term “stigma”, “stigmatization”. What about “discrimination”, “tolerance”?

Listen to the group's responses.

Okay, we'll talk about this today.

Do you think it is possible to judge a person by what other people say about him? (Let me speak.) In fact, the situation is twofold: public opinion about a person can be either true or false, so you need to listen, but you shouldn’t completely rely. Especially if public opinion was formed not about a specific person, but about a group of people, and only then spread to this person.

Exercise “Stereotypes”

We will now divide into three teams. I will give each team a card. Do not say what is written on the card out loud. Your task is to write associations for this word, answer the question “which one?”, write characteristics of this person.

Example: cards with inscriptions: father, gay, lesbian, prostitute, disabled, criminal, teacher, homeless. Give yourself time to write.

Ready? Now each team will take turns reading the characteristics to us. And other teams will try to guess who they are talking about, what was written on the card.

Discuss the exercise with the group. How easy it was to write signs, guess, etc.

Stereotypes are most often unfounded and have nothing to do with a specific person. Sometimes we judge based on ideas that are very far from reality. Why do we pre-attribute qualities to people that they may not have?

Exercise “Cross the river”

Attention! The game may make participants feel uncomfortable. It should be carried out with caution, warning participants that it is not necessary to reveal something from their lives if they do not want to, in which case they can simply stand still.

Everyone stand in one line. Let's imagine that you are on the same bank of the river. There is water right in front of you. The width of the river is approximately half a meter. Now my partner and I will read statements, and if one of you understands that this statement is about him, he goes to the other side, faces the group and stands until the word “next” is heard. Then you return to the “shore for everyone” and listen to the new statement. If you don't want to advertise your answer, just stand still. Try to be frank, but do not force yourself to do something that is extremely unpleasant for you. Are the rules clear? Then let's begin.

Statements:

who wears glasses
who comes from the village
who has relatives who are alcoholics or drug addicts
who wears dental plates (dentures)
who has ever been to a psychiatrist
who has ever been to a gynecologist?
who is from a single-parent family
women
men
redheads
from a poor family
from a rich family
from a dysfunctional family
not Russians
difficult to pronounce any sounds
suffering from an infectious disease
those who were beaten
moved from another region

Discuss, listen to opinions

Why does it happen that some people humiliate others on these grounds and on many others? What other people do you think might be “on the other side of the river”? How do they feel?

Exercise “My Rights”

Write a list of your rights. Each of your statements should begin with the words: “I have the right...”.

Each participant reads out what they wrote in a circle. This exercise can also be done in small groups of 3-4 people.

Now imagine the social group towards which you have the most hostile attitude. And instead of the pronoun “I” at the beginning of the sentence, insert the name of this group, for example: “Gays have the right.” We read out loud the same list of rights as at the beginning of the exercise.

What thoughts and feelings did you have after this exercise? Listen to the group members.

Information block

We very often attribute qualities to people that they may not actually have, just because they belong to some social group that we consider not very good. This phenomenon is called stigmatization. Stigmatization is labeling. Stigma is any characteristic of a person that humiliates him in the eyes of society.

There is another, similar concept - discrimination. Discrimination is a direct infringement of the rights of some citizens compared to others. For example, if

They looked at you poorly because you were poorly dressed - this is stigmatization, and if you were not allowed to enter the cinema because of this, this is already discrimination.

What is tolerance? (Accept the answers). Tolerance is tolerance. This means understanding that people have the right to be different, understanding that another does not mean an enemy. How do you imagine tolerance towards people with physical disabilities? To people of other nationalities? To HIV-infected people?

Listen to the answers. These statements will help to assess how things stand with tolerance in this group. We can discuss. But there should be one conclusion - tolerance means the absence of humiliation.

Brainstorm

Let's look at a specific situation. Situation:

Jamilya, 16 years old, was born in Dushanbe, now lives in our city, she is three months pregnant.

Your task: firstly, come up with 5 reasons for such a situation, and, secondly, 5 consequences that the situation will entail.

The exercise is carried out in small groups. When discussing, you need to pay attention to what the group “thought out” about the heroine, what labels they attached, whether they condemned them, etc.

Very often we judge people by their first impression, but it can be deceptive. The first impression is often made from appearance, sometimes from the name. We hear “Jamila” and we already imagine something. Still, you need to get to know the person better in order to draw conclusions.

Sometimes we judge people when we see their actions and behavior, but we do not know the real reasons for this action or behavior. For example, people may treat Jamila badly because she did not think in time and got pregnant. In fact, we don’t know the real reasons (maybe she was raped, maybe she was married, maybe there were other reasons). So you can’t make any decisions until you understand the situation. Our condemnation is an extra drop in another person’s cup of troubles. We must respect the personality and right of every person to choose and the right to be different.

Exercise “What I like about you is...”

Let's all stand in a circle, and anyone who wants to stand in the middle of the circle. Each of us, those standing in the circle, will say something good about the character qualities and actions of the one standing in the center, starting with the words “What I like about you is...”

Give everyone the opportunity to participate. You can discuss how the participants felt standing in the center of the circle.

So, our lesson is coming to an end. Accept other people for who they are, do not insult or humiliate people for being different

from you. Better try to understand the situation. It’s good if you are still thinking about today’s topic.

Exercise “Circle of Emotions”

Feedback. In conclusion, I would like to ask you what was interesting in our lesson, what was useful? What did you like? (Participants speak in a circle)

Topic 9: Getting a job

The goal is to develop skills for getting a job.

Formation of an algorithm for searching for vacancies.
Formation of an algorithm of actions when applying for a job.
Increasing knowledge about job sources

Materials:

Flipchart
Markers
Poster "Circle of Emotions"
Paper or notepads
Pens
Cards with names of professions

Newspapers “Vacancies” or any other newspapers with job offers Progress of the lesson

Good afternoon Glad to see you!

Exercise “Circle of Emotions”

Today the topic of our lesson is getting a job.

Typically, education is key moment when choosing a future profession, and the level of knowledge and skills obtained determines who and where you can work. However, the process of searching for a job, presenting your resume to the employer and going through the interview itself is very revealing and decisive. And the ability to do this well, meeting modern requirements, will certainly help you get the job of your dreams. But first, let's warm up. We need a volunteer!

game "Profession"

A piece of paper with the name of the profession is glued to the participant’s back (forehead). The participant needs to guess what profession we are talking about. You can ask questions to other participants, for example, “what do I do,” “how much do they pay,” etc. (see Appendix 1).

We played very well, now let's talk about serious things.

Exercise “Future profession”

Let's start with the fact that each of you will now decide who you would like to work with. Please take a piece of paper and write down what field you would like to work in, what company/organization, what salary you would like to receive, what schedule would suit you. You have 5 minutes.

Let's discuss your goals. What was easier for you to determine for yourself, what was more difficult. What other criteria would you like to consider when choosing a job? Listen to everyone's opinion.

Please save your notes - you will need them later. Information block

Amazing. Now we will start looking for work. By the way, where can I find out about existing vacancies? Indeed, there are specialized newspapers, Internet sites job.ru, rabota.ru, hh.ru, etc., advertisements on the street, dating, and you can also call the personnel departments of the organizations you are interested in or use the services of recruiting agencies, i.e. e. organizations providing personnel selection services for customer companies. In addition, there are Employment Centers and Labor Exchanges, where you can find out about existing vacancies for free, where you can register and, if necessary, undergo training (to register, you need to take your passport and education document with you).

Exercise “Job Search”

And now I suggest you try to find a job using the criteria that you have already defined, and to search you will use a newspaper with vacancies. The work is individual, you have 10 minutes to look through it and choose something that interests you.

(Participants must be provided with newspapers with vacancies)

Brainstorming, the facilitator records the answers on a flipchart. It is necessary to lead the group to the fact that vacancies should not be trusted next type, most likely there is a deception behind them::

“Golden Mountains” (huge salary, but nowhere is it written what exactly the work consists of; or the incommensurability of the salary and the work performed, for example, collecting pens at home, salary - 40,000 per month).

Lack of contact phone number (only the address is given and you are asked to arrive at a certain time at a certain place).

They ask you to pay for insurance, an application form, a seminar, etc. Remember, an honest employer never takes money from an applicant. If they are trying to take money from you, then most likely they are deceiving you. There is no guarantee that you will be hired.

Absence of any requirements for the applicant (registration, skills, education). If work is offered to young people, beautiful girls, this could be a veiled offer of work in the field of intimate services:

A questionable place for an interview (no office at the employing company, interview in an apartment, in a car, near the metro).

A reliable employer indicates the name of the company, vacancy, requirements for the candidate, and contact person (HR department). If the employer provides a social package, this is also indicated in the vacancy. Salary level may not be specified. You will find out when you call the HR department, or directly during the interview.

Now, after our discussion, review your selected vacancies again. Do they still inspire confidence in you? If someone comes across a “scam,” don’t be upset, it was just a training session. The main thing is that in reality, when looking for a job, you do not fall for scammers.

Information block

Great, now you know what kind of job you want to get, you have found a suitable vacancy. Go ahead. Now you need to interest the employer in your person. In some cases, it is enough to call and arrange an in-person meeting. But the employer may also ask you to send it by mail (fax) or bring your resume with you. What it is? A resume is a document containing information about skills, work experience, education and other relevant information, usually required when considering a person for employment.

Resume forms can vary, but all of them have standard building blocks.

(The presenter records them on a flipchart).

The resume should contain:

last name, first name, patronymic of the candidate;
age;
candidate's contact information (home address, phone number, address Email);
the position for which he is applying;
education (diplomas, certificates, etc.);
a brief description of basic skills (everything that can be useful to you in the workplace: knowledge of foreign languages, computer skills, a driver’s license, a personal car, etc.);
reverse work experience description chronological order(that is, the last place of work is indicated first, then the penultimate one, etc.);
personal qualities that may be important for the employer (punctuality, learning ability, creativity, etc.).

Your resume should not include information that has nothing to do with the proposed job.

The resume should be short, clear, concise, and truthful. You should not attribute to yourself those skills and abilities that you in fact do not possess, because this is easy to check, and if the fraud is discovered, the employer’s response is unlikely to be positive.

Exercise “Writing a resume”

As you may have guessed, your task now, using the template provided, is to create a resume for the vacancy that you have chosen.

The task is performed individually, the time to complete is no more than 10 minutes.

Information block

The finished resume is usually sent to the employer’s email address, or brought in printed form directly to the HR manager. If you have not received a response, you can call the manager and check whether the resume has arrived and whether they are interested in your candidacy. This will be an indicator of your high motivation to get this particular job.

If your resume is successfully reviewed, the most exciting stage begins - the interview. When preparing for an interview, you need to pay attention to your appearance. Clothes should be clean, neat, ironed, and not extravagant. Your appearance must match the position for which you are applying. It is advisable to get enough sleep, look fresh and cheerful.

An interview is a meeting with a potential employer or his representative when applying for a job. The purpose of the interview is to get to know each other personally, to understand how well the employer and the applicant fit together, and also to discuss the details of further cooperation. During the interview, the employer asks questions regarding the applicant’s education, experience, acquired skills and knowledge. Questions of a personal nature are also possible: goals, aspirations in life, what the applicant wants to achieve, what plans he has. The applicant himself also has the right to ask questions that interest him. Therefore, you don’t have to feel like a supplicant, you are on equal terms. The employer is as interested in you as you are in him.

What questions can you ask at an interview?

Brainstorming, the facilitator records the answers on a flipchart. The presenter’s task is to ensure that the applicant leaves the interview with a clear picture of the vacancy in order to make a confident choice.

Large companies often conduct several levels of interviews: with a recruiter, with a security service, with a psychologist, with a department head, with senior management.

We hope everything works out for you!

If you are invited to conclude a contract with an employer, what documents do you need to take with you?

Participants list, and the facilitator records the answers on a flipchart.

Necessary documents when applying for a job: passport, work book (if any), Taxpayer Identification Number (TIN), pension insurance certificate, possibly a certificate of no criminal record, health book.

Don't despair if you are rejected. Sometimes, to find your job, you need to go through more than one interview. Each unsuccessful interview should be perceived as an experience that will definitely help you achieve your goal in the future.

Exercise “Circle of Emotions”

Feedback. In conclusion, I would like to ask you what was interesting in our lesson, what was useful? What did you like? (Participants speak in a circle)

Appendix 1 to lesson No. 9

(Apparatus employed)

Appendix 2 to lesson No. 9

(Apparatus employed)

Resume sample

Full Name

Date of Birth:

EXPERIENCE:

EDUCATION:

Basics

Additional.

SKILLS AND KNOWLEDGE:

PERSONAL QUALITIES:.

Other important information:

Topic 10: Organization of leisure time. Completing the program

The goal is to stimulate awareness of the need for cultural development and the organization of leisure activities.

Formation of knowledge about the motivation of people who visit cultural centers.
Providing information about the various cultural centers of the city and its suburbs and their locations.
Summing up the training.

Materials:

Flipchart
Markers
Poster "Circle of Emotions"
Cards for the exercise “Where to go, where to go?”
Postcards or photographs of the main attractions of the city
Cards with names of attractions

Progress of the lesson

Hello! How are you feeling?

Exercise “circle of emotions”

Today is our last lesson of the cycle. And we will talk about pleasant things. First of all, tell us how you spent your last weekend?

Listen to the options, join the discussion.

As you may have guessed, today we will talk about leisure. What it is? Yes, indeed, this is our free time from work and study. Everyone conducts it in their own way. And, as a rule, our leisure time depends on material resources, employment, weather, but, first of all, on our mood.

Exercise “where to go, where to go?”

Now we offer you a task: to compare the need, condition or mood of a person and the cultural and entertainment institution that suits him. Each participant is given cards (see Appendix 1). If none of the presented options suits you, you can offer your own.

You are given 5 minutes to complete the task, after which there is an open discussion with the whole group.

Open discussion on the topic: why do people go to museums, theaters, exhibitions, concerts, etc.

Listen to opinions, promote discussion.

Work in small groups “Who can name more”

Divide the group into subgroups. This can be done in different ways, using any game or simply counting on the first or second. Depending on the number of participants, this can be 2,3 or more small groups at your discretion. Further, over the course of several exercises, the work will be carried out in small groups. If necessary, you can mix participants and carry out each task in new small groups.

The task of each group is to make a list with the maximum number of city places where you can spend leisure time. 5 minutes are given to complete. After that, each team in turn voices its list. The team with the most detailed list wins. Let's start!

Listen to the options, encourage the winning team.

Well done! Our next exercise is no less interesting.

Exercise “Match the photo and the title”

Let's now take a closer look at the sights of our city. We will give you cards with names, your task is to compare them with the cards presented (see Appendix 2).

This exercise can be used for any city, you just need to stock up on postcards with the corresponding attractions.

Exercise “Entertain Guests”

Did a great job! Now imagine that a group of tourists comes to visit you. Moreover, the first group of participants includes high school students from Japan, the second group - pensioners from Germany, the third - touring musicians from Poland, the fourth - parents with small children from France, the fifth - judoists from any other city. Russia.

Presenters can come up with their own versions of both real people and fictional characters whom they consider interesting.

Your task: plan a two-day stay for your guests. In 10 minutes you will present ready plan. You can arrange it as you wish.

Groups can organize their plans using large flip chart sheets.

Based on the results of the presentation, you can ask next questions: “Why did you choose these particular attractions and leisure places? How often do you go there yourself? If it’s rare, what bothers you?

Thank you for your work, we are sure that the guests will be satisfied!

Information block

Information about where to relax can be easily obtained via the Internet. There are many websites dedicated to holidays. In addition, magazines are published with the repertoire of cinemas and music clubs. Magazines and newspapers containing information about recreation are distributed free of charge in cafes and shops in St. Petersburg.

So, if you decide to visit a museum, cinema or other leisure institution, be sure to take your student or student card with you. Many institutions provide discounts and benefits for students.

We hope that our lesson will help diversify your leisure time, make it more eventful, interesting and useful.

Exercise “Letter to yourself”

As we have already said, today we have our final meeting, so let’s sum up the results of our meetings with you. Remember what you did in the first lesson. Indeed, each of you has sent a message to your future self. Now you can read your letters and see if your expectations have come true.

Give participants time to read, the opportunity to speak and discuss their impressions. If anyone has any questions, now is the time to discuss them!

(The exercise is carried out if the group is closed and the letters were written in the first lesson. If the letters were not written, then you can use another exercise aimed at summing up the entire cycle of lessons.)

Exercise “circle of emotions”

Feedback. In conclusion, I would like to ask you what was interesting in our lesson, what was useful? What did you like? (Participants speak in a circle)

The topic “Leisure” was the last one we wanted to discuss with you. Our training has come to an end. It was a pleasure to work with you, thanks to each participant. I wish you success!

The presenter congratulates the participants and gives each a certificate, possibly some prizes or souvenirs. You can organize a final tea party, or some simple farewell ritual.

Appendix 1 to lesson No. 10

(Leisure activities)

Need, condition or mood

Cultural and entertainment institutions

	Courses in photography, drawing, parkour, etc.
	Walk along the Neva
Disco	Excursion to the suburbs or around the city
Concert club/hall	Cycling, roller skating
Cinema	Sit in an Internet cafe
Lectures and master classes on design, photography, etc.	Meeting with friends in a cafe
Discussion club	Library
Your own option	Your own option

Appendix 2 to lesson No. 10

(Leisure activities)

Bibliography

Aleksandrov A. A. Typology of delinquent behavior in psychopathy and character accentuations // Behavioral disorders in children and adolescents. - M., 1981. - pp. 51-59.
Alikina N.V. Features of aggressive behavior of minors and the basis of its prevention / Method. recommendations. - Kyiv, 1991. - 20 p.
Belicheva S. A. Social and psychological foundations for preventing de-socialization of minors - Abstract. dissertation doc. psychol. nauk.- M., 1989.- 45 p.
Bityanova N.P. Psychology of personal growth. M.: Inter. ped. Academy, 1995.
Bozhovich L. I. Problem of development of the child’s motivational sphere// Study of the motivation of behavior of children and adolescents/Under. ed. L. I. Bozhovich, L. V. Blagonadezhina. - M., Pedagogy, 1972. - P. 41.
Bochkareva G. G. Psychological characteristics of the motivational sphere of adolescent delinquents // Study of the motivation of behavior of children and adolescents / Ed. L. I. Bozhovich, L. V. Blagonadezhina. - M.: Pedagogi-ka, 1972. - P. 259-349.
Emelyanov Yu. N., Kuzmin E. S. Theoretical and methodological basis socio-psychological training. L.: Leningrad State University, 1983.
Zhukov Yu. M., Petrovskaya L. A., Rastyannikov P. V. Diagnosis and development of competence in communication. M.: MSU, 1990.
Zakharov V.P., Khryashcheva N.Yu. Social-psychological training L., 1990.
Izard K. Human Emotions. - M., Publishing House - Moscow State University, 1980. - P. 252-334.
Lupyan Ya. A. Communication barriers, conflicts, stress... - Minsk: Vysh. school., 1986.- pp. 157-159.
Melibruda E. I - You - We. Psychological possibilities for improving communication. M.: Progress, 1986.
Milman V. E. Method of studying the motivational sphere of personality // Workshop on psychodiagnostics. Psychodiagnostics of motivation and self-regulation. - M., 1990. - P.23-43.
Organization and conduct of training: Tutorial/Ed. A. V. Fedo-tova. L.: Leningrad State Technical University, 1991.
Petrovskaya L. A. Competence in communication. Social-psychological training. M.: MSU, 1989.
Petrovskaya L. A. Theoretical and methodological foundations of socio-psychological training. M., 1982.
Workshop on socio-psychological training/Ed. B. D. Parygina. St. Petersburg, 1994.
PRO choice. A textbook on the prevention program. A look into the future, St. Petersburg, 2005.
Preventive training program for teenagers “Steps”. A guide for trainers./Ed. R.V. Yorika and A.V. Shaboltas - St. Petersburg: Doctors for Children, 2009.- 92 p.: ill.
Rogers K. A look at psychotherapy. The Becoming of Man. M.: Progress, 1994.
Rogers K. About group psychotherapy. M., 1993.
Sartan G.N. Psychotraining on communication for teachers and high school students. M.: Smysl, 1993.

When compiling the “Game Library”, materials from the sites socpedagogika.narod.ru, mirrosta.ru were used

Descriptions of all programs for teenagers conducted in our center.

Training session:

"Development of communication skills

in teenagers"

Teacher-psychologist:

Bondarenko Yu.P.

Introductory part

Concept of training;
group rules.

Main part

Practical exercises

Final part Final part

Resource exercise “Shelter”
Reflection
Parting

_______________________________________________________

Target– increasing the socio-psychological competence of participants and developing their ability to effectively interact with others.

Tasks:

Formation of an active social position of participants.

Developing the ability and fullest knowledge of oneself and other people.

Mastering techniques interpersonal interaction to improve its effectiveness.

Introductory part

Training – This is one of the forms of group work aimed at personal growth, optimization of self-esteem, as well as the development of people’s communication abilities.

Acceptance of the rules of the training group:

1. Communication based on the “here and now” principle. Many people try not to talk about how they feel or think, because they are afraid of seeming funny. This triggers the “psychological defense mechanism.” But the main task of our work is to turn the group into a kind of three-dimensional mirror, in which each of you could see yourself during your various manifestations, and get to know yourself and your personal characteristics better. Therefore, during classes, everyone only talks about what worries everyone right now, and we discuss what is happening to us in the group.

2. Speaking on your own behalf. For more frank communication during classes, we refuse impersonal speech, which helps to hide our own position and thereby evade responsibility for our words. Therefore, we replace a statement like: “Most people believe that...” with this: “I believe that...”, “Some of us think...” with “I thought...”, etc. . We also refuse to make undirected judgments about others. We replace a phrase like: “Many did not understand me” with a specific remark: “Olya and Sonya did not understand me.”

3. Sincerity in communication. During the group’s work, we say only what we feel and think about what is happening, that is, only the truth. If there is no desire to speak sincerely and frankly, then we remain silent. This rule means openly expressing your feelings towards the actions of other participants and towards yourself. Naturally, no one is offended by the statements of other group members. We feel nothing but gratitude and gratitude for his sincerity and frankness.

4. Confidentiality of everything that happens in the group. Everything that happens during classes is not taken outside the group under any pretext. We are confident that no one will talk about a person’s experiences or what he shared during the lesson. This helps us to be sincere, promotes our self-disclosure. We are not afraid that the content of our communication may become known to people other than group members. We trust each other and the group as a whole.

5. Inadmissibility of direct assessments of a person. When discussing what is happening in a group, we do not evaluate the participant, but only his actions and behavior. We do not use statements like: “I don’t like you,” but say: “I don’t like the way you communicate.” We will never say: "You bad person”, but simply emphasize: “You did a bad thing.”

Main part

Exercise“ Feelings”

The pictures depict various feelings and emotions, try to find the feeling that is characteristic of you at the moment. If you can't find it in the image, name it yourself.

Exercise "Ram's head"

Target: warming up at the beginning of the lesson; receiving additional information about each other; memory training.

The training provides you with a great opportunity, usually not available in real life, - choose a name for yourself. After all, it often happens: someone doesn’t really like the name given to him by his parents; someone is not satisfied with the form of address that is familiar to others - let’s say, everyone around the girl calls her “Irka,” but she wants to be addressed as “Irochka” or Irishka, or something else. There are people who had a funny nickname in childhood and would not mind being addressed that way in an informal setting now. You have 30 seconds to think and choose a game name for yourself. All other group members will address you only by this name throughout the training.

Now let's introduce ourselves to each other. Let's do this in such a way as to immediately remember all the game names. Our presentation will be organized as follows: the first participant says his name, the second the name of the previous one and his own, the third - the names of the two previous ones and his own, etc. The latter must therefore name the names of all members of the group sitting in front of him. This procedure is called "Ram's head". Why? If, while naming your partners, you forgot someone’s name, then say “ram’s head” - of course, meaning yourself, and not the one you forgot. An additional condition is that when calling a person’s name, be sure to look him in the eyes.

Exercise « What does my thing know about me??»

Goal: to help students realize their real “I”.

Participants sit in a circle. One of the participants picks up one of his objects and, on behalf of this object, talks about his owner. For example: “I am Katya Pin, I haven’t known her for long, but I can tell you about her...” All group members talk about themselves in the same way.

During the discussion, the facilitator emphasizes that the ability to open up to others is the most important personal quality promoting the establishment of close relationships with people. If a person prefers not to talk about his experiences and hopes, mistakes and failures, this gives others the impression of his well-being and success, but the price for this is the impossibility of building sincere relationships and the inability to ask for help.

Exercise "Web"

Target: group cohesion.

Now I give the group a ball of thread. It is necessary to pass it from hand to hand and call the feeling that you experience today – “here and now.”

The ball must be passed on in any order, while keeping the thread from it in your hands (it turns out to be a “web”). At the end of the statements, you can notice how different we are all and how connected we are to each other. Each thread stretches from one to another. Let's gather the resulting web into a ball. This is all of us with our feelings, thoughts, emotions, characteristics. We intersect at one point, i.e. We are all connected by something, always and everywhere.

This ball, the “web,” will be the symbol of our group. He will be with us at each of the trainings.

In the future, it will be possible to take communication with the ball as a ritual: “give” it a bad feeling and share a good mood, etc. The resulting tangled ball is cut off from the main ball and left for the group heirloom.

Exercise “This is great!”

Group members stand in a circle.

Instructions: “Now one of us will come out in a circle and talk about any of our qualities, skills and talents (for example, “I can jump over puddles”; “I love to dance”, etc.). In response to each such statement, all those standing in the circle must respond in unison, “That’s great!” And at the same time raise your thumb up.

Participants enter the circle one by one.

Exercise “Feelings”

Let's go back to the images with feelings again, find the one that is typical for you. Now let's compare your feelings at the beginning of the lesson and after.

Final part

Exercise “Angel” (meditation-visualization)

Slowly the light goes away. Stars light up in the dark sky. But only one shines so brightly and tenderly for you. After all, every person has their own star. A little Angel lives on it. This is your Angel. He has kind eyes and gentle little hands. White head, and wings behind the back. Cap on the head white, or maybe blue, pink or yellow...

There are as many flowers as there are stars in the sky. At the end of the cap is a tiny silver bell. The blouse is belted with a strap and the buckle shimmers with mysterious moonlight. And on her feet are shoes with golden bows.

You go to bed, your head touches the pillow, and your star reaches out its rays to you. This is a starry staircase along which your Angel is hurrying towards you.

Do you hear? Top - top - top... This is an Angel hurrying towards you along the starry ladder. And his shoes bring you sleep, turning your pillow into a white soft cloud. It gently rocks you on the rays of your star.

Angel's small hands gently stroke your head, eyes, eyelids. He loves you and quietly whispers good stories in your ear all night. Quiet - quiet. Only for you. After all, this is your Angel. He tells how during the day your star bathes in the golden rays of the good Sun. What magical flowers grow in his starry garden, how many sunbeams run across their petals. What fabulous songs are sung by his friends - the birds. With what love and care he looks after you all day! And how patiently he waits for the evening to come down to you from the star, to hear your breathing, to feel the warmth of your skin... And to talk, talk to you.

And in the morning, when the star hides in the magic threads of the sun, only the quiet ringing of a silver bell will tell you: “I’m here, I’m waiting for you, I’m keeping you, I love you.”

Reflection.

What new things did you learn about yourself, did you make any discoveries for yourself?

What did you discover?

What expectations did you have before the job and were they met as a result?

Feelings “here and now”.

Parting.

Let's hold hands and close our eyes. Feel the group energy through your palms. Give as much energy as you want to give, share it with the group. Take as much as you need. (The left one on top gives, the right one on bottom takes).

Literature:

Bodalev A.A. "Psychology of Communication".

Vachkov I. “Fundamentals of group training technology. Psychotechnicians."

Grigorieva T.G. "Fundamentals of constructive communication."

Ovcharova R.V. “Technologies of a practical educational psychologist: A textbook for university students and practitioners.”

Panfilova M.A. "Communication Game Therapy: Tests and Corrective Games."

Petrushin S.V. “Psychological training in a large group (methodology for developing communication competence).”

Prutchenkov A.S. “It’s a difficult climb to yourself. Methodological developments and scenarios for socio-psychological training sessions.”

COMMUNICATION SKILLS DEVELOPMENT TRAINING FOR TEENAGERS 12-15 YEARS OLD

Goal: development in adolescents of communication skills, awareness and expression of their feelings, understanding and acceptance of the feelings of others, activation of mechanisms of self-knowledge and self-expression.

Target group: teenagers aged 12 to 15 years.

Necessary materials: paper, pens, chairs according to the number of participants, several old newspapers, a sheet of Whatman paper, a marker, a video clip.

Organization of classes: the program provides 5 classes of 40 minutes each.

LESSON 1

Goal: creating a favorable environment for personal self-disclosure.

Materials needed: a large sheet of Whatman paper or paper, markers, paper, pens, several old newspapers.

ACCEPTANCE OF GROUP WORK RULES

Target: Develop rules for each lesson; determine penalties for violators.

Content: The facilitator tells the participants that several people who unite in a group to implement any activity always act according to the rules. If these rules are not discussed and agreed upon in advance, disagreements and conflicts may arise within the group. To prevent them from being in this group, the leader proposes to accept the rules. They are written down on a piece of Whatman paper and left in a visible place until the end of all classes.

The presenter voices the main points to which the participants make additions:

1. What happens in the group should not negatively affect the relationship.

2. You cannot humiliate or insult.

3. You cannot use obscene language.

4. Address each other by name only.

5. Speak one at a time; if you want to speak, you must raise your hand.

6. Instructions from coaches are not discussed.

7. You cannot leave the group without the permission of the coaches, etc.

In addition, penalties are determined for violators. Taking a participant out the door is a last resort measure.

The most optimal punishment for violating the rules is deprivation of the right to vote for one exercise. Typically, teenagers feel quite strongly that they are not allowed to express their opinions, and this factor helps maintain discipline in the group.

Notes for the presenter: It is necessary that teenagers themselves propose most of the points of the rules. This motivates them to do it: “They don’t force me, I decided so myself.”

ACTIVator EXERCISE “INSUME YOUR NAME”

Target: Carrying out emotional warming up.

Notes for the presenter: There are usually shy guys in the group who are afraid of negative evaluation from other teenagers. In this case, they need help in introducing themselves - for example, the presenter can pair up with a teenager to introduce him.

EXERCISE “ANNOUNCEMENT ABOUT ANNOUNCEMENT”

Target: Developing the ability to express yourself.

Content: The presenter invites participants to advertise themselves in the newspaper. Advertisements should be short, but contain as much information as possible about the author. The announcements are then read out and a discussion is held as to whether the main thing is the desire to help someone, to gain something, or to declare one's abilities. It is important for the presenter to emphasize here that it does not matter at all whether the teenager wanted to boast about his abilities or announce his desire to help others, the main thing is that he declares himself.

Notes for the presenter: We need to remind the guys about the rules: the ad should not contain information of an immoral or cruel nature. Some teenagers, flaunting their adverts, offer far from harmless services. Shy guys need help, because often, due to low self-esteem, they cannot find something positive in themselves that could interest other people.

EXERCISE “WHAT DO YOU WEIGH?”

Target: Detection of the dependence of physical state on emotional mood.

Content: Participants are asked to walk around the room, imagining themselves in the following situations, each time trying to immerse themselves in the appropriate state: received a bad grade, the teacher praised them for good work, their parents gave them a gift, they had a fight with a friend, their girlfriend finally came back from vacation, their parents don’t let them go out . After this, the internal feeling of one’s own weight is discussed in the case of various experiences: failure, poor health, a spoiled mood fill a person with heaviness - he can hardly move his legs, his arms cannot be raised, his head cannot hold up, his whole body is filled with lead. Joy, love, happiness give a feeling of flight, weightlessness. The presenter agrees with the children that during classes they can talk about their well-being in kilograms or tons.

Notes for the presenter: This exercise offers an excellent diagnostic parameter for assessing in subsequent work the sensations and impressions of a single exercise or a complete session for each participant. You could make a sign to mark each teenager's "weight" at the end of each session.

EXERCISE “ISLAND”

Target: Developing responsibility for other group members.

Content: A small island is laid out on the floor from old newspapers. The presenter announces that the group that finds itself on this island must wait for rescuers. All participants stand on the “island” and move around it. The “tide” begins (the presenter removes some of the newspapers), the “island” becomes smaller, the teenagers can no longer move, but only stand on the “island”. Then some more newspapers are removed, the “island” becomes very small. The presenter reduces the “island” as much as possible. Finally, rescuers arrive and those who remain “alive” and “drowned” are transported to the mainland and are seated on chairs.

In the subsequent discussion, the guys express what they wanted more, to stay on the “island” themselves or to stay together. Both are correct. In the first case, the instinct of self-preservation, inherent in us by nature, works. But in some cases a person cannot survive alone, even among people. Therefore, you need to take more care not only of your loved one, but also of those who are nearby.

Notes for the presenter: There may be an outcast in the group, whom the guys will deliberately push out of the “island”. In this case, you should, without stopping the game, throw him a “life preserver” - spread a piece of newspaper. In the discussion, it is necessary to ask the guys why they did not save, but deliberately threw this participant off the island. If the situation was not a game, but a real one, would they have done the same? This question should “hang in the air”; you should not wait for an answer, since, most likely, it will be insincere. Let the guys be alone with this question.

EXERCISE “PALM”

Target: Increasing self-esteem, teaching teenagers the ability to find positive qualities in other people.

It is imperative to focus the attention of the participants on the fact that only positive qualities are written.

Notes for the presenter: If outcasts have already been identified in the group, then their “palms” may turn out to be empty or with insults. To prevent this, you need to announce to everyone that if they cannot find the positive in others, then they are not observant, because there is no such thing that there is nothing good in a person.

REFLECTION

Target: Receiving feedback.

LESSON 2

Goal: formation of adequate self-esteem.

Materials needed: paper, pens.

EXERCISE-ACTIVATOR “KALEIDOSCOPE”

Target: Emotional warming up, creating the prerequisites for awareness of the internal and external manifestations of emotional experiences.

After completing the task, participants share their observations about what and what emotions were easier to convey. As a rule, it turns out that a person mainly shows his emotions through posture, facial expressions and gestures. Without even noticing it, most people help themselves in dialogue with facial expressions and gestures. Therefore, it is easier to express feelings with your hands and face, but not with your stomach or back. That’s why not everyone was able to complete this task, or it turned out to be funny, and that’s normal.

Notes for the presenter: The guys may have difficulty expressing emotions, it must be said that there is nothing wrong with this, and they will find out why at the end of the exercise. Shy guys can be helped by someone from the group or the leader himself. Very often the guys laugh. Indeed, when this or that emotion is expressed in a completely unusual way, it looks funny. You must not stop laughing, but laugh with them.

EXERCISE “IF I WERE...”

Target: Formation of self-disclosure skills.

Content: Each participant chooses a thing (ice cream, lampshade, chair, pen, etc.) and immerses himself in its world, imagines himself as this thing, and feels its “character.” On behalf of this thing, he tells how it feels in the world around it. About her worries, her past and future. When talking about an extraneous random object, participants involuntarily talk about themselves, which leads to self-disclosure and the formation of skills to manage their emotions.

Notes for the presenter: The children should be reminded of the rules: only those items should be chosen that will not shock others. Shy people may need help with this exercise.

EXERCISE “MY NEIGHBOR ON THE LEFT”

Target: Developing the ability to find positive qualities in other people.

Notes for the presenter: Difficulties may arise regarding outcasts. We need to remind the guys that it doesn’t happen that a person doesn’t know how to do anything.

EXERCISE “MY STRENGTHS AND WEAKNESSES”

Target: Formation of skills of adequate self-esteem.

Content: Participants are asked to divide a piece of paper in half and write their strengths on one side and their weaknesses on the other. Those who wish can read them out, but teenagers should not be forced to do this without desire. The presenter suggests comparing the number of strong and weak traits and thinking about whether it is possible to get rid of some of your weaknesses, and if so, what needs to be done for this. It is very important to explain to the children that you can always get rid of what you don’t like about yourself, the main thing is to understand what you want to change in yourself, and an option on how to do this can always be found.

Notes for the presenter: Guys with low self-esteem very often cannot find strong qualities in themselves; the leader must help them.

EXERCISE “LAME MONKEY”

Target: Reduced emotional stress.

Notes for the presenter: There may be “provocateurs” in the group. Therefore, you should warn the guys that there is no need to portray a lame monkey, it is important just not to think about it.

REFLECTION

Receiving feedback. The group discusses the lesson, what they liked and what they didn’t. How much does each participant “weigh”?

LESSON 3

Goal: awareness of the reasons for choosing a model of behavior in various situations.

Necessary materials and equipment: video duo, cartoons “Eeyore’s Birthday”, “Winnie the Pooh is Coming to Visit”.

ACTIVator EXERCISE “OPEN YOUR FIST”

Target: Emotional warm-up.

You can tell a parable: “The sun and the wind argued which of them was stronger. A traveler was walking along the steppe, and the wind said: “Whoever can take off the traveler’s cloak is stronger.” The wind began to blow, he tried very hard, and achieved that the traveler only wrapped himself tighter in his cloak. Then the sun came out and warmed the traveler with its rays, and he himself took off his cloak.”

The presenter asks the question: “Can you always achieve your goal by force? How can this be done differently?

Notes for the presenter: The guys should be warned that they do not need to break their partner’s fingers; they should unclench their fist without causing pain.

EXERCISE “INTRODUCING HEROES”

Target: Developing the ability to understand yourself and other people by behavior.

Piglet is dependent and lacks self-confidence, and does not know how to resist influence.

Rabbit - actively imposes his point of view on others, believes that he knows everything, demands submission.

Eeyore - does not believe in his own strength, expects failure, looks at the world pessimistically.

Notes to the presenter:

Target: Development of communication abilities: learn to show and express your thoughts and feelings in a team, learn the ability to negotiate, discuss the idea of work.

Duration 1 hour 40 minutes.

"Presentation" (10 min.)
“Yes-No” (5-7 min.)
"Queue" (15-20 min.)
“Collage” (15-20 min.)
“Feelings” (15-20 min.)
“Say something nice” (10-15 min.)
“Training discussion” feedback (10-15 min.)

Time: 10 minutes.

Target: introduction of the group of training participants, positive attitude towards work.

Participants form two circles, inner and outer, face each other, the facilitator invites participants to ask any questions of interest. At the command of the leader, the inner circle moves, moving to the next participant.

The group members sit in a circle and, starting with the leader, present their image to the group.

The presenter suggests: try in one or two phrases, using gestures and posture to introduce yourself to the group, what kind of person do you feel and how would you like the group to perceive you?

Discussion:

2. Exercise “Yes-No”

Time: 5-7 minutes.

Target: promotion general tone groups.

Participants are divided into two equal subgroups, stand opposite each other and, at the command of the leader, one group shouts out the words YES, the other NO.

The winner is the group that managed to quickly unite, more consolidated and loudly pronounce its word.

3. Exercise “Queue”

Time: 15-20 minutes.

Target: development of direct communicative behavior.

8 people are selected from the group, of which 1 person is the driver, 7 people stand one after another (in line) and the eighth must go to the store counter without queuing. He strikes up a conversation with everyone standing, trying to achieve his goal. The “queue” has a game task not to miss “Sassy” for purchase.

The rest of the group sits down and watches.

Each communicative and meaningful moment of the game is analyzed: which of those standing in line gave in and who did not miss the “impudent”, what means were used by the driver (request, threat, blackmail)

4. Exercise “Collage”

Time: 20-30 minutes

Target: Development of personal and group activity, formation of creative thinking.

Using a draw, the group is divided into 4 subgroups. Each person receives a task and completes it together within 10-15 minutes.

Leading: today we will make collages on different topics concerning the present and future class.

Themes:

Our class;
Change is a time of rest;
The future of our class;
What we really are;

Discussion of collages and the progress of work on them. What did you like about the group’s work, what difficulties arose, how did you overcome them?

Issues for discussion:

5. Exercise “Feelings”

Time: 15-20 minutes.

Target: Ability to express emotions and feelings in a team.

All participants are divided into subgroups of 5-6 people.

The leader distributes cards to each subgroup that indicate human emotions:

joy;
anger;
indifference;
disappointment;
indignation;
disturbance;
support;
interest;

Each subgroup that received a card must prepare a short speech in front of the rest of the training participants, describing the situation at school in which the use of these feelings would be appropriate (appropriate).

6. Exercise “Say something nice”

Time: 10-15 minutes.

Target: end classes on a positive note.

Leading: invites all training participants to thank each other for their work. (the leader starts first, then everyone else goes around in a circle).

Each participant should thank the members of his group in different ways, but kindly.

7. Discussion of the training (feedback)

Time: 10-15 minutes.

Questions:

How did you feel about the topic of our training, do you think this topic relevant in school?
What didn't you like? Why?

Progress of the training

Composition of the group: 10-12 people.

Materials: A3 paper, colored pencils, magazines, glue, scissors, ball, cards with topics (see. Appendix 1, Appendix 2).

Conditions: Spacious room, 3 tables, chairs according to the number of participants.

Dear participants, today we will act in game situations and discuss our actions.

1. Exercise “Circle of acquaintances”, “Presentation”

I will ask you to divide into two equal subgroups. We need to organize two circles, internal and external. Stand facing each other, you can ask questions of interest to your colleagues, then, on my command, the inner circle moves clockwise to the next participant.

Let's sit in a circle and in one or two phrases, using gestures and posture, help yourself introduce yourself to the group, what kind of person do you feel and how would you like the group to perceive you?

Discussion:

– Whose performance did you find most vivid and memorable?

– Which performance was the most original and unexpected for you?

Let's continue!

2. Exercise “Yes-No”

We need to divide into two equal subgroups and stand opposite each other. Fine! The task is this: on my command, this one (I show with my hand) shouts out the word YES, and this command shouts out the word NO. The group that manages to pronounce its word more loudly and unanimously will win. Do you remember? Let's start!

Well, I think that both groups managed to become a real team! Amazing! You are just great

3. Exercise “Queue”

We need 8 people, anyone interested in playing?

Great! 7 – person imagine that you have been standing in line at the store for a long time, everyone is very tired, many are in a hurry, they are late. And this citizen (pointing to the 8th participant) wants to go to the store counter without queuing. Your game task is not to miss the “impudent” purchase. And your task (addressing the 8th participant) is to strike up a conversation with everyone standing in line, to try by any means to achieve your goal.

The rest (training participants) please take a seat and watch!

Then there is a general discussion.

Fine! Thank you everyone, please have a seat!

Tell me, what means were used (I name the name of the 8th participant) to achieve the goal (request, threat, blackmail, etc.)?

Who reacted how (from the queue)?

What methods of achieving the goal were effective?

We are doing well! Let's continue!

4. Exercise “Collage”

Please, let's divide into groups of 5-6 people . Today we will make collages on various topics related to the present and future class. Give each subgroup a card with the task:

Our class;
Change is a time of rest;
The future of our class;
What we really are;

After completing the assignment, you will need to present your work!

Distribute A3 paper, magazines, glue, scissors. You are given 10-15 minutes to complete the task.

Great! Who's ready? (each group presents their work)

Thank you very much, please take a seat. (also in subgroups)

What did you like about the group’s work, what difficulties arose, how did you overcome them?

Issues for discussion:

How do you feel about the theme of your collage?
What main idea did you want to express in the collage?
Evaluate the activity of each group member. How were the roles distributed in the group when preparing the collage?
Did you like this type of work?

5. Exercise “Feelings”

Now I will distribute cards to each subgroup that depict human emotions.

Each group that received a card must prepare a short speech in front of the other participants, describing a situation at school in which the use of these feelings would be appropriate (appropriate).

Other members of the group complement each performance of their colleagues.

You are given 5-7 minutes to prepare the task.

Thank you very much, please have a seat.

6. Exercise “Say something nice”

I invite all participants to thank each other for their work. Each participant should thank the members of his group in different ways, but kindly.

(I start first, then everyone else in a circle, pass the ball)

Thanks everyone for your work! You are just great! Today everyone was active and quickly completed their tasks. Special thanks to…. For resourcefulness, for artistry,

I hope that you will also come to the next lesson with the desire to work! (pass the ball around)

7. Discussion of the training (feedback)

And now Dear friends let's return to our reality.

Let us remember that the wonderful time of adolescence is already behind us. And we are all engaged in a noble and at the same time responsible business. We work with children, helping them cope with difficulties.

Dear Colleagues! Let's say a few words about that:

How do you feel about the topic of our training, do you think this topic is relevant in school?
Which exercise did you like best? Why?
Rate your activity in the training on a five-point scale.
What didn't you like? Why?

Many thanks to everyone for their work! Until next time!