How I got cancer. Rami Blekt Intro to number four...
Today in a post: character accentuation and self-regulation of behavior.
Greetings, dear visitors of the psychological site of Oleg Matveev, I wish you all mental health.
The program of psycho-correction of character - accentuations
In the modern world of increased stress and personal experiences, the number of people with one or another character accentuation has significantly increased.
Excessive allocation of certain character traits to the border with pathology, along with pronounced defenses of the psyche, interferes with human communication, self-actualization of the personality, and, as a result, the achievement of success in life. (psychological crisis and the meaning of human life)
To help yourself and your loved ones get out of this vicious circle, you need to know your character accentuation, and do psycho-training and psycho-correction, as well as self-regulation of behavior and mental state.
You are invited character psychocorrection program, consisting of exercises to overcome the severity of character and weaken the excessive protection of the psyche.
Accentuations of character (according to Leonhard) - ten, (other authors deduced 13) this does not change the essence, just some accentuations were somewhat expanded.
Psychocorrection of a stuck character
Let's start with the psychocorrection of the common stuck nature.The stuck character is due to moderate sociability, tediousness, a tendency to moralizing, and taciturnity.
A person with a stuck character often suffers from imaginary injustice towards him. In this regard, alertness and distrust towards people, sensitivity to resentment and grief are manifested.
He is vulnerable, suspicious, distinguished by vindictiveness, experiences the incident for a long time, is not able to easily move away from insults.
The stuck character is distinguished by arrogance, the initiation of conflicts.
Self-confidence, rigidity of attitudes and views, highly developed ambition often lead a person with a stuck character to insistently assert his interests, which he defends with particular vigor.
The main feature of an individual with a stuck character is a tendency to affect (truthfulness, resentment, jealousy, suspicion), inertia in the manifestation of affects, in thinking, in motor skills.
Psychotraining - exercises of the program of psychocorrection of character
1) Day without remarks.
Learn to restrain your negative emotions, your dissatisfaction with others.
You, of course, want to express what you think about them, but those who are close to you find it unpleasant to endure the manifestation of your neglect. Learn not to swear.
Give yourself a word - all day long to forgive everyone, understand the words of others with understanding, do not criticize anyone, do not make comments (as much as you would like to), do not condemn the actions of classmates, employees, family members, and do not swear with anyone.
If it worked out, and you were able to live the whole day just like that, then in a couple of days increase this period to two days, etc.
Bring the duration of the exercise to a week, and then look and analyze what has changed in you and in your relationships with people.
2) Nice conversation.
If the question that causes you unpleasant emotions is too fundamental, strive to make communication with a person simply pleasant.
Whether your interlocutor is right or wrong (now it is of no fundamental importance), try to make this person feel good with you, calmly, and he has a desire to meet again and talk with you.
Then, be sure to talk to him again and find out what he thinks about your last conversation. Did he really enjoy talking to you?
3) I'm glad to see you.
When meeting with any person, even with someone you don’t know at all, your first phrase should be: “I’m glad to see you!”
Say it from the bottom of your heart, or (at least) think so, and only then start a conversation.
If during the conversation you feel irritation or anger, then every 2-3 minutes say mentally or out loud - "I'm glad to see you."
4) Kind smile.
For all your busyness, try to meet others with a kind and friendly smile (not feigned) more often, especially when they turn to you, also smiling.
If it doesn’t work right away, try smiling inwardly, to yourself, but without a drop of irony.
By carrying out this program of psycho-correction of character, you will very soon (if you are not lazy) lower your character accentuation (which can be checked through a repeated test), you will see life and other people in a new way.
You will be able to restore lost relationships and create new ones, for a full, rich life and personal success and achievements.
According to R.S. Nemov psychocorrection is a system of measures aimed at correcting the shortcomings of psychology or human behavior with the help of special means of psychological influence. Nemov R.S. Psychology: textbook / R.S. Nemov M.: Yurayt Publishing House, Yurayt ID, 2013. 175s.
Psychological correction may be subject to such shortcomings that do not have an organic basis and do not represent such stable qualities that are formed early enough and practically do not change in the future.
Psychocorrection is focused on a clinically healthy personality of people who have psychological difficulties, problems, complaints of a neurotic nature in everyday life, as well as people who feel good, but want to change their lives or set themselves the goal of personal development.
Thus, psychological correction means rehabilitation, or restoration of functional states, correction of socially rejected personality traits (aggression, cruelty, irresponsibility, etc.), development of social skills and professional abilities. We are talking about the psychological impact on the mental component, the use of the relationship of conscious and unconscious components of the psyche to neutralize undesirable psychological mechanisms for the individual, ensuring mental health, level and life expectancy (V.I. Serov, 2005).
In the most general classification, all methods of psychocorrection are divided into individual and group methods of psychological correction. Nevertheless, the group psycho-corrective movement has become widespread in the modern world. Its main difference from individual psycho-correction is that in a group the psycho-corrective effect is achieved through the interaction, mutual influence of people and the active use of the socio-psychological capabilities of the group to achieve the required psycho-corrective result.
What is the advantage of group psycho-correctional work on individual work? Firstly, in the fact that additional incentives begin to operate in the group, forcing a person to change his behavior in the right way. It has been established, for example, that a group makes it easier for a person to express emotions and feelings, allows him to behave more relaxedly, and contributes to the discharge of internal tension that arises during individual work.
Secondly, in a group a person feels psychologically more secure, since a favorable atmosphere of human relations is usually created in it. In such a group, the leader and its other participants can come to the rescue at any time, protect everyone from psychological trauma and experiences.
Thirdly, the group helps a person to open up more deeply, which in itself can bring him the desired relief.
Fourthly, the group stimulates the emergence and consolidation in the individual of new forms of adaptive interpersonal behavior, such that are difficult to evoke during individual psycho-correctional work.
Fifth, the group helps to better understand oneself by comparing oneself with others. As a result, a person develops a more correct idea of himself.
The program of psychological correctional work with male convicts serving sentences in SIZO-1 of the Federal Penitentiary Service of Russia in the Republic of Dagestan.
GOAL: psychological correction of negative mental states and individual psychological traits. Teaching self-regulation and self-control techniques. Formation and development of emotional stability, reduction of the level of aggression, awareness of one's mistakes, formation of positive goals for the future.
Formation of a positive attitude towards the future;
To form not only goals, but also to formulate means to achieve;
Development of emotional stability;
Development and correction of opinion of convicts about themselves;
Correction of value orientations;
Program consists of a description of the organizational stage of the training, and includes: acquaintance, diagnosis and selection of group members, and eight meetings aimed at psycho-correction of negative mental states and individual psychological personality traits.
The course itself consists of 8 meetings, designed for 24 hours. Classes with convicts are held 2 times a week for 3 hours for one month. The optimal group size is 12 - 15 people. Each of the meetings has its own purpose, a description of the most important points that you should pay attention to. Some meetings include "informing" (instructing) conducted by the consultant in the group.
The program is based on the principle of a gradual understanding of the development of the group and gradualness in a deeper understanding of each participant of his role. Each meeting follows from the previous one and is, in terms of content, the basis for the next one.
The main focus of the correctional program is ART. - Therapy: Mandala method, Sand therapy, Isotherapy.
Projected training stages:
1. Organizational.
Orientation in the specifics of the training, primary diagnosis, identification and correction of participants' motivation.
2. 1st and 2nd meeting.
The creation of a group and the definition by the group of their work, the creation of an atmosphere in the group that would contribute to self-knowledge and self-manifestation.
3. 3rd and 4th meeting.
Rethinking ideas about yourself based on feedback, analysis of what is happening in the group;
4. 5-6 meeting.
the formation of a positive attitude towards the future, the definition of goals, but also to formulate means to achieve; development of emotional stability
5. 7th and 8th meeting.
Reflection of the changes that have taken place in the participants, and forecasting of future life plans by the group members.
When selecting members for a group should be guided by the following criteria:
The desire of the participant and voluntary joining the group;
Participation in the training of people with pronounced physical defects and mental disorders is contraindicated;
Approximately the same age of participants;
The number of participants - no more than 15;
MEETING 1.
Acquaintance in a group.
Self-determination of group members and determination of the group goal of their work;
Creating an atmosphere in the group that would promote self-knowledge and self-determination;
Destabilization of participants' self-image.
Familiarization with the rules of training.
Communication of goals for the next lesson.
All trainees sit in a circle. The topic of the lesson, the goals and objectives of this lesson are reported: - greeting
Acquaintance
Reflection (what am I feeling at the moment?)
Communication of group rules
Statement of tasks of the current lesson.
1. "here and now."
2. sincerity in communication.
3. evaluate not the participants, but only their actions.
4. "stop" (you can not force a person to speak if he does not want to).
5. privacy.
6. addressing others by name.
7. Each participant speaks for himself, on his own behalf.
8. Exercise: "Flying Names"
This is an interesting game in which the body helps the memory to learn the names of the participants
Set aside chairs and tables so that participants can move freely around the room. Besides. You will need two or three small balls or bean bags.
1. Ask the group to stand in a circle.
2. First, the participants throw one ball to each other. And every time the one who catches him says his name: “I am Ali”, “I am Magomed”. Keep playing until each member of the group has received the ball at least once.
3. In the second round, the participants must name the names of those to whom the ball is being thrown (“Attention, Arsen!”). The one who caught it calls the name of the person from whom the ball flew to him (“Thank you, Ali!”). This stage lasts until everyone has entered the game at least once.
4. Now everyone throws the ball to the one from whom it was received in the previous round, calling his name: "Attention, Mahmoud!" Approximately in the middle of the round, put into play a second ball, which will be thrown by the members of the group according to the same rules in parallel with the first.
5. After 2-3 minutes, you can invite the players to start walking around the room and continue to throw the balls in the same order. Everyone closely monitors who he received the ball from and to whom he should throw it.
Game "Shipwreck", "Catastrophe over the desert" used to investigate the decision making process of a group, teaches effective behavior to achieve agreement in solving a group problem, provides information regarding group members, leadership, dominance, contributes to the cohesion of group members.
REFLECTION: how do I feel at the moment? What did you get from today's meeting? Attitude towards other people, are you ready to come again?
Summarizing.
MEETING 2.
"my past".
Creating a friendly atmosphere in the group;
group cohesion;
Realizing your past mistakes.
Greetings.
Drawing in the circle "Mandal".
All group members sit in a circle at tables. On the table are paints, brushes, sheets of A4 paper, allowing you to create circles with a diameter of up to 25 cm.
The topic of the lesson is reported: today we will draw. The topic we will be working on today is called “my past experiences”. You will need to draw past experiences in a circle, remember your childhood, your childhood problems, what worried you, bothered you, because of which you may have cried, ran away from home. Time is not limited.
Work on the topic.
Discussion of works.
Mirror exercise.
Work in pairs. One of the participants will be a "mirror", and the second - just by itself. He, being in front of a mirror, behaves quite freely: facial expressions, pantomime, gestures are free. "Mirror" repeats all movements as accurately as possible. Change roles after 3-4 minutes
Exercise: "Game for rallying."
You have a toy in your hands. Imagine that this is your talisman, your favorite item.
Let's say that now your friend is sitting next to you, he is in a bad mood. Present this toy to your friend with kind words, wishes.
Let's try to do this now. You will pass the toy, each to his neighbor. We started.
Summarizing.
Setting goals and objectives for the current lesson.
MEETING 3.
Drawing on the topic "Dialogue"
Purpose: diagnostic examination of habitual patterns of communication, identification of communication difficulties.
Material used: 1 A4 sheet for two participants, pencils, pastels.
Procedure: The participants of the training should be divided into pairs, and each pair will be given an A4 paper, pencils and or pastels. The facilitator warns the participants that now they cannot communicate with each other using words. Then he gives the task: each pair must make a joint drawing, it can be of any content - concrete, abstract, etc., but they need to agree without words.
It takes about 10 minutes to complete the drawing.
Then the psychologist organizes a group discussion of the work. Each of the couples should talk about their interaction:
Whether the drawing turned out to be general;
Who, in this figure, occupied most of the space;
Did they manage to agree among themselves when creating a drawing (if “yes”, then due to what, if “no”, what prevented them from doing this);
· how each of the partners or the group can characterize the resulting interaction, whether this interaction is cooperation, struggle, etc.;
What emotions did the participants experience during the interaction?
Who chose what strategy during interaction - leading, following, detachment, etc.;
Whether the interests of the partner were taken into account and how it manifested itself, did the partner feel it;
The task of the psychologist:
If, when drawing, a couple no longer wants to draw on this sheet, considering it spoiled, and asks for another sheet, then it is better for the facilitator not to agree to this and try to persuade the couple to continue drawing on the same sheet. You can clarify this by drawing a parallel with real life: if communication does not work out and relations between people have deteriorated, then you cannot start all over again and a clean slate will not work, and therefore you need to be able to correct relations, even if the conflict was not very serious.
When carrying out such work, the psychologist needs to analyze how the participant interacts and communicates during the training and how he does it in real life.
Exercise: "Clamp"
Purpose: removal of psycho-physiological clamps and the formation of relaxation techniques for convicts of the household support detachment.
The task of the psychologist: to assist convicts in the implementation of the process of relieving internal stress and teaching ways of relaxation.
Material used: not required.
Procedure: participants of the training sit in a position that is obviously uncomfortable for them. In this state, they have local tension in certain muscles or joints, that is, a clamp. Participants need to fix the area of tension for several minutes, and try to mentally get rid of this tension, relax.
Convicts share their impressions and feelings.
Exercise: Brainstorm "Why do people get stressed?"
Participants are divided into teams and fill in the tables. Conclusion: in almost all cases, stress occurs in a person due to the inability to control their emotions, and a strong overstrain of the body due to the impact of negative external and internal factors on it.
A game--warm-up for group cohesion "Cliff-climber" 20 minutes
Summarizing.
Setting goals and objectives for the current lesson.
MEETING 4.
Acceptance of the negative aspects of life.
Further development of skills of introspection, self-knowledge.
Development of the ability to analyze oneself;
Developing the ability to give a resource to another person, deepening knowledge about each other.
Greetings.
Exercise "My reserves".
Participants are given sheets of paper and pens. Everyone on the sheet should write 10 of their positive qualities and 10 negative ones. You have 10 minutes to work. You need to be critical of yourself.
Drawing in the circle "Mandala".
We continue to work. Today we will draw again. The topic of our today's lesson is “My real experiences”. (See the appendix for the method.)
Work on the topic.
Discussion of works.
Exercise: “Despite this, you…”
Participants are divided into pairs. Each in a pair tells an incident from his life in which he himself created a difficult situation for himself. His partner gives him moral support with the words: “Despite this, you ...”, that is, he is looking for words of support that his partner has taken out positive today.
Exercise: "Mirror"
The participants of the game rise from their chairs and form a circle. Now each player becomes a mirror for the duration of the game, reflecting the one who looks into it. Members of the group go around the “mirror circle” one by one, looking in turn into each of the mirrors. The reasons for which it suddenly becomes necessary to look in the mirror can be announced by the host, although this is not necessary. However, the announcement of a specific reason that makes a person look at himself in the mirror enlivens the already frivolous atmosphere of the game even more. Many "mirrors" do not stand up, are embarrassed. It is good for such participants to immediately change the role of the mirror to the role of looking into it.
Here are some examples of reasons to look in the mirror given by the host:
You woke up in the morning. Went to the bathroom to wash. You do it in front of a mirror;
Now you are brushing your teeth;
You start combing your hair;
You change into your evening wear;
You've got a speck in your eye. Look carefully into your right eye, slightly pulling back the lower eyelid;
You put on cosmetics (for women);
you shave (for men);
You have a sore throat and you are trying to see through the mirror if you have inflammation;
You check your language;
You just make faces in front of the mirror because you are in a playful mood.
Summarizing.
Setting goals and objectives for the current lesson.
MEETING 5.
"I am successful."
Creating a friendly atmosphere in the group;
Acceptance of situations of success;
Development of the ability to believe in success;
Developing the ability to defend your personal freedom calmly and confidently.
Greetings.
Reflection of feelings upon arrival at the lesson.
Setting goals and objectives for the current lesson.
Exercise: "Greeting"
Now everyone in turn will go to the center, turn to face the group and greet everyone in any way, without repeating the previously used ones. Together we will repeat each proposed greeting.
Drawing in a circle: "Mandala"
We continue to work. Today we will draw again, remembering ourselves. Theme of the lesson: "My successes". Remember what made you happy, made you smile, laugh, delighted.
Work on the topic.
Discussion of works.
Exercise: "The sun shines for all who..."
The coach removes his chair from the circle and stands in the center.
Instruction: “I don’t have a chair. I say the phrase “The sun shines for those who ..” and name one of the signs that several participants have (who has a watch, ... who brushed their teeth in the morning .., who abused alcohol ... ). Everyone who has the named sign changes places, but I have to have time to take the vacant chair. The one who is left without a chair becomes the leader and continues the game. "
Exercise: “Dialogue with a mirror”
dialogue with your reflection as with “alter ego”
Instruction: “Look at yourself in the mirror... See yourself in the mirror... See your face in the mirror, not a mask... Ask yourself a question and wait for an answer... It is better if it is not an invented, but a real answer ...”
Further work goes with the help of questions:
What do you really want?
How do you prevent yourself from living?
How do you do your problems? Etc.
Work is carried out with the dynamics of the state in the process of dialogue
Conditions: mirrors (15 x 20), relaxation room.
Exercise: "Saying 'No'"
Two participants diverge for a distance of 10 steps. One of them slowly walks towards the other. The other must stop him with the word "No". If the participants have difficulty performing the exercise, they are invited to “fight”: a line is drawn between them, the partners rest their palms on each other, and one must force the other to take a step back. Then the exercise is repeated.
Summarizing.
Setting goals and objectives for the current lesson.
MEETING 6.
"My dreams".
Defining yourself in dreams;
Recognizing and accepting your weaknesses
Understanding weakness or shortcoming as an underdeveloped virtue
Or weakness as a virtue in the past;
Realization of one's weakness in asking for help;
Greetings.
Reflection of feelings upon arrival at the lesson.
Setting goals and objectives for the current lesson.
Sand therapy on the topic: "The plan of my life."
Purpose: to neutralize the psychological defenses of the convicts of the economic support detachment and bring to the surface hidden psychological problems.
The task of the psychologist: assistance in understanding and rethinking the images received.
Material used: sandbox size 50/70/8, the bottom and sides of which must be painted blue, sand, water, a collection of various toy figures.
Course of the lesson: The convicts are invited to use the provided material to draw a plan of their life in the sandbox. During the lesson, the psychologist can ask the convict clarifying questions that may relate to the location of the figures in the sandbox. At the end of the lesson, an analysis and discussion of the work is carried out, the convicts share their impressions and opinions about the results obtained.
Exercise: “Ask me for...”
- "I" as something third between dignity and disadvantage.
Progress: “Now you need to find the partner you trust the most. You can freely sit in the room as you like. After that, you need to tell your partner about your shortcomings and weaknesses. Each monologue should end with a sincere request for help.”
Moderator Questions:
What difficulties did you experience during your monologue?
What is the difficulty of the request?
How did you feel when you asked?
What is the strength of your flaw and the weakness of your dignity?
What feelings do you have after your story?
Exercise: "Ten I"
Participants complete the phrase in writing, beginning with the words "I am ...". After completing the task, the leader says: “Close your eyes. Imagine that you are the most beautiful person. You have reached the highest standards that you have set for yourself, you have become the person you dreamed of becoming ... (Pause). Now open your eyes and imagine that God has made you even more beautiful.”
Exercise: "My Coat of Arms"
There was a custom in the old days to depict the family coat of arms and the motto (short saying) on the gates of the castle, on the shield of the knight, expressing the guiding idea or goal of the owner. Each of you must draw a coat of arms that reflects your life credo, attitude towards yourself and the world as a whole. To complete the task - 7 minutes, do not be embarrassed if you do not know how to draw, start, and you will definitely succeed. Try to guess where, whose coat of arms.
Scheme (let them depict), the contour with conventional signs.
The image of the coat of arms makes you concentrate on the main thing, what you value in life, what you live for, what you value. Finding answers helps you clearly understand the purpose of your life.
Work on the topic.
Setting goals and objectives for the current lesson.
MEETING 7.
Drawing on the topic: "Winnicott's Doodles"
Doodle is a kind of game with a free-flowing, continuing line. In such a drawing, there is no deliberately invented plan or idea: scribbles are created as a result of a slight movement of the hand, which allows the pencil to move in different directions. The line can be any: tangled, oblique, clear, hatched. This exercise is accepted by the convict as a game, but in fact, all the figures and forms created by the convict in such a drawing are access to his deep unconscious.
Purpose: awareness and verbalization of the existing problems of a male convict.
The task of the psychologist: to create the necessary basis for group work, and discussion by group members of existing problems and the provision of psychological assistance in constructively solving these problems.
Materials used: blank sheet of A4 paper, pencils, felt-tip pen.
Course of the lesson: the convict is invited to sit comfortably on a chair, take a pencil in his left hand (if he is right-handed), and begin to draw scribbles with his eyes closed, without lifting the pencil from the paper. The time of the doodle drawing process is not pre-negotiated. It usually takes 5-8 minutes to complete the task. Next, the convict highlights one or more figures with colored pencils and selects any of them for further work. The convict endows the received figure with some certain qualities, properties (the dog is calm, faithful, kind, etc.)
During the discussion of the drawing, the convict realizes and projects the existing problems, plays different options for their solution.
Exercise: "Anyway, you're doing great, because..."
The exercise is performed in pairs (these are different pairs compared to the previous exercise), The first member of the pair begins the story with the words: “They don’t like me because ...”. The second, after listening, should respond: “Anyway, you’re great, because ...”. Then the participants switch roles.
After completing the exercise, the group discusses it according to the scheme:
Were all able to respond to the partner's story in a given way?
Who could not or did not have time to do it? Why?
How did the person to whom the support was addressed feel?
How did the listener feel? Etc.
Let participants feel the effect of a supportive relationship from a partner.
Summarizing.
Setting goals and objectives for the current lesson.
MEETING 8.
"What I am and what I would like to be."
Understanding the differences between the real and the desired "I";
The manifestation of unconscious manifestations about oneself;
Analysis by each participant of the changes that occurred in him during the training;
Designing your future;
Greetings.
Reflection of feelings upon arrival at the lesson.
Setting goals and objectives for the current lesson.
Drawing in the circle "Mandala"
The topic we will be working on today is called: “my desires”. You will need to draw in a circle what you want, desires, perhaps these will be your plans for the future.
Discussion of the drawing.
Game "Compliment"
Participants line up in two circles: inner and outer. The participants, standing opposite each other, say compliments to each other, adding after each: “And I also ....”.
Exercise: "Suitcase on the road"
Materials: Several sheets of paper, pen or pencil.
Methodology: One of the participants in the training leaves the room for a few minutes. The rest, together, begin to collect a “suitcase” for him on a long journey: on a piece of paper divided into two parts with a pencil, on the one hand, indicate the positive qualities of this participant, and on the other, negative ones, which should be presented as a reserve for changes. In total there should be 5 - 7 characteristics on one side and on the other. Then the participant returns to the room and a list of his qualities is read out to him and transmitted. He has the right to one question. As the psychological readiness of the rest of the group members, the whole procedure is repeated from the beginning until all participants receive their "suitcase".
Exercise "Rejection".
Participants need to justify the advantages and disadvantages of refusal and enter the data in the table.
Completion of work. Reflection.
what is the dominant mood now;
What do you want to say in conclusion?
what wishes to the participants and the presenter.
After corrective measures, we carried out a re-diagnosis of the convicts, which showed that the results became much better, their psychological state became more balanced, the accentuation of character was corrected, the level of anxiety and tension decreased significantly. Also, the effectiveness of our psycho-correctional program is confirmed by the fact that after the last lesson with the participants of art therapy, a conversation was held, during which approximately 56% of the convicts noted that the ongoing art therapy classes had a positive effect on them, 30% of the respondents stated that the classes brought them pleasure, they had an interesting time, and 14% of the convicts noted that they did not get any effect from the classes, which most likely indicates their low involvement in work and the low level of reflection among these convicts.
Fig. 7 Comparison of the results before and after the correction according to the method of K. Leonhard-Smishek
Based on this histogram, we can conclude that after the implementation of psycho-corrective measures, the results according to the method of K. Leonhard-Shmishek improved slightly (hyperthymia decreased by 0.2; anxiety by 0.4; cyclothymia by 0.1), which indicates the positive effect of psycho-correctional work by the methods of art therapy and the need to continue the work of a psychologist in the art-therapeutic direction.
Fig. 8 Comparative result according to R. Kettel's method before and after correction
Based on the results of this histogram, we see that after the psycho-correction program, the level of anxiety significantly decreased, the normative behavior became higher, the level of tension in behavior changed for the better, the convicts began to realize the importance of their problem, became less shy. They began to value their own lives more, they had goals, the values of life changed, some of the convicts after the psycho-correction had increased self-esteem, the level of claims, they became more trusting of others.
According to this histogram, we see that in the process of conducting a psycho-correction program using art therapy methods, convicted men began to use more rainbow colors such as blue, green, yellow in their drawings, and practically did not use black and gray colors in their repeated drawings.
In many mandalas they began to draw rainbows, domestic animals, which indicates the positive attitude of the author, the lines in the drawings have become softer and there are practically no sharp and straight lines.
Conclusion on the second chapter.
In this chapter, we conducted a study of mental states, and individual psychological characteristics of convicts using methods such as 16PF (16-factor personality questionnaire by R. Kettel), methods for determining the character accentuations of K. Leonhard-Smishek, as well as in The method of art therapy "Mandal" was used as a diagnostic tool. Based on the results obtained, a psycho-corrective program was developed using the methods of ART therapy in combination with game therapy.
After psycho-correctional work, a control diagnostics was carried out, which showed how effective this program was for working with convicts. This psycho-corrective program contributed to the development of emotional stability, a better understanding of one's personality, and the correction of value orientations of convicts.
Psychocorrective program aimed at reducing the level of fears among younger students
Developed by: Mishina Svetlana Vasilievna, teacher-psychologist of the Istra Lyceum
The proposed program is part of a joint comprehensive program for the emotional and volitional education of younger students, helps to maintain and improve their psychological health.
I. EXPLANATORY NOTE
This program is aimed at releasing younger students from feelings of anxiety and fear, at the formation of optimism and the expression of positive emotions.
Relevance of the program .
Modern society does not pay attention to limiting the flow of information that is perceived by children and adolescents. Aggressive films and TV programs, the Internet, printed materials, as well as the social and home environment are often the cause of anxiety, fear, and phobia. Adults do not always care about maintaining the psychological health of children and adolescents.
The purpose of this psycho-correction program, based on the requirements of the Federal State Educational Standard, is to ensure the individual and age needs of younger students; in promoting the social adaptation of schoolchildren, in obtaining socially significant knowledge, in acquiring experience in socially significant actions
The theoretical basis of the program is the views of psychologists that the cause of fear is deprivation (from Latin deprivatio - loss, deprivation) of a specific search-transformative activity. As a result, the child's creativity turns into a passive imagination that performs the function of psychological protection. In this case, the imagination is directed to the constant production of new images of fear, instead of finding ways to overcome them. If fear takes on a neurotic, morbid form, then the child's imagination deviates from normal development. From free fantasizing, imagination turns into auto-stimulation, which builds a circular movement of images - imagination becomes enslaved.
According to I. B. Grinshpun, the success of help depends on the activation of fantasy and the destruction of habitual patterns (stereotypical behavioral reactions) of fantasizing, leading to neurosis.
The opinion of A.I. Zakharov is consonant with this idea, that “re-experiencing fears when displayed in a drawing leads to a weakening of the traumatic sound”.
The concept of overcoming children's fears and anxieties with the help of images, developed by A. Lazarus, is based on the use of images that can evoke positive emotions and feelings of freedom from anxiety.
Work form.
This psycho-corrective activity is organized and implemented in the following forms:
game correction of behavior, tk. it is based on an activity approach and is used for communication disorders, neuroses, fears, anxiety;
play therapy (directive and non-directive);
elements of art therapy.
Form of organization of correctional classes: group.
Group composition: 5 - 7 children.
Children are 7-10 years old.
The program consists of 8 lessons held weekly for 2 months.
Each lesson is given from 1 hour to 1.5 hours.
Purpose of the program - Assistance in overcoming fears in children of primary school age.
The implementation of the goal of the program is ensured in the process of solving the following tasks:
symbolic contact with the object of fear and reaction through playing and identification;
removal of fear of fear through the awareness of its social acceptability and usefulness;
"mastery" of fear through a change in attitude and restructuring of interaction with the object of fear.
Work with children experiencing fear and anxiety is carried out in three directions, solving the following tasks:
removal of muscle tension, relaxation;
teaching the child the ability to manage himself in specific, most exciting situations;
increasing self-esteem.
The basis of this psycho-corrective program is the activation, optimization and normalization of the imagination processes associated with fear, the direction of the child’s imagination not according to the “laws” of fear, but vice versa, so that a healthy imagination “masters” fear, subjugates it.
Contraindications to group psychocorrectional work.
The following contraindications have been established for the proposed group psycho-correctional classes:
extreme aggressiveness,
extreme stress,
sexualized behaviour.
Children with the aforementioned antisocial behavior are offered individual psycho-correctional work (help).
II. USED PSYCHODIAGNOSTIC TECHNIQUES.
In the diagnostic block, it is possible to use the following psychodiagnostic methods:
Psychodiagnostics of self-esteem. Methodology Shchur V.G. "Ladder".
Methods of pictorial diagnostics of children's adaptation to school. Drawing on the topic: "I'm at school." Method Barkan A.I.
A technique for diagnosing anxiety, including observation. Methodology R. Sears.
Method "SAN" Doskina V.A.
Analysis of the current state according to the Luscher test.
III. PSYCHORRECTIONAL PROGRAM AIMED AT REDUCING THE LEVEL OF FEOR IN JUNIOR SCHOOLCHILDREN.
Work on this program should help to stabilize the emotional state of children and psycho-correction of their behavior, increase self-esteem and teach self-control.
At the first stage of psychocorrection, it is necessary :
conduct primary psychodiagnostics;
relieve tension and fear of fear;
to teach to recognize, express and feel polar feelings and emotions;
help to realize the acceptability and usefulness of fear;
to teach to overcome fear by changing the attitude towards it, i.e. “pull it out”, subdue it (for example, draw, make the end of the fairy tale funny, etc.).
At the second stage of psychocorrectional work it is necessary to teach constructive interaction with fears:
work out problems associated with fears;
work out the fears that appear in dreams.
Third stage of work :
to conduct repeated psychodiagnostics;
to form optimistic behavior and create a comfortable personal basis for the psychological development of children.
IV. GENERAL STRUCTURE OF LESSONS.
Introductory part:
Special greeting.
Familiarization of children with the rules of work.
Main part:
Exercises and games aimed at relieving stress.
Exercises and games aimed at working out problems.
Exercises and games aimed at working with feelings and emotions.
Work on improving self-esteem.
Process diagnostics.
Final part:
Summing up the lesson.
Evaluation of effectiveness (diagnostics of the psycho-emotional state of children).
Farewell ritual.
The program is built according to the following plan:
Stage number 1.
Lesson 1. Acquaintance. Establishment of primary psychological contact, stress relief, primary diagnosis.
Lesson 2. "You can be afraid." Removing the "fear of fear" through the realization of its social acceptability and usefulness.
Lesson 3. Archetypes (from the Greek Αρχέτυπο - prototype) of fear. Activation of the resources of the unconscious associated with archetypal experiences reflected in traditional folk culture (games, fairy tales, etc.).
Lesson 4. "Cheerful fear." Teaching reframing (the principle that in any situation there is a positive resource, you just need to see it and try to use it) - overcoming fear through a change in attitude towards it.
Stage number 2.
Lesson 5. Real fear. Working out problems associated with specific real fears.
Lesson 6. Non-fearful fear. The second stage of reframing training is learning and gaining experience in constructive interaction with fear.
Lesson 7. Fear in dreams. Working through the fears associated with sleep and using sleep as a mechanism to "penetrate" the internal dynamics of fear.
Stage No. 3.
Lesson 8. Final lesson. Summarizing. Generalization of the received experience. Creating a festive atmosphere to form an optimistic development direction.
Lesson number 1. Acquaintance.
Purpose of the lesson : establishing psychological contact, relieving stress, primary diagnosis.
Equipment : blindfold, masks, paper, paints, pencils, felt-tip pens.
Introduction :
Greetings.
Children, let's say hello not like people, but like reindeer. Do you know how they greet? They rub foreheads, shoulders, backs.
The psychologist introduces children to the rules of working in a group:
Do not offend anyone, do not humiliate anyone!
Listen carefully, be respectful!
Treat each other kindly!
Main part:
Exercise "Lost!"
The purpose of the exercise: the presentation of the name in a playful way. Removal of primary stress.
Guys, we are all walking in the woods, suddenly we see that one of us is missing.
This child is blindfolded. We begin to call him in chorus, for example: “Ay, Sasha!”. But in fact, he did not get lost, but hid. When he wants to, he responds and says: "I'm here!". Everyone rejoices.
The game "Fu, clean up!" (based on folk fun)
The purpose of the game is to relieve motor tension.
Guys, now we are going to build a house. A clenched fist is one floor. Stand in a circle and put your fists one on top of the other - you get a house. After I say: “The wind will blow, it will burn with fire. Ugh, take it away!" - you must, on the last word, pull your hands away as quickly as possible and sit down in your seats.
Psychodiagnostics of self-esteem. Methodology Shchur V.G. "Ladder" (Appendix No. 1).
A game for reacting to problems and updating the images of fear “We turn into scary ones”.
Purpose: to carry out diagnostics through observation in the game.
Children, who is scary? What is he?
Children talk, the psychologist writes down. Then the children simultaneously depict all the scary ones that they came up with. Then the child who came up with a specific scary shows everyone how scary it should look, and commands: "Turn into ...".
The exercise takes place in an active motor form, the psychologist maintains a peppy and optimistic game atmosphere with humorous remarks.
Exercise "Drawing fear."
The purpose of the exercise: relaxation, response through visual activity, diagnosis of "basic fear".
Children draw a scary picture, something scary.
In case of refusal, the child draws what he wants (this is an additional diagnostic factor).
Final part.
Summing up the lesson.
The farewell ritual “Stream of Joy”: children hold hands, close their eyes and mentally convey joy to each other.
Lesson number 2. Theme: "You can be afraid."
Purpose of the lesson : removing the "fear of fear" through the realization of its acceptability and usefulness.
Equipment : thick cardboard for A4 masks, scissors, paints, felt-tip pens, pencils, long thin elastic bands.
Introduction :
Greetings.
Purpose: acceptance of each other, removal of emotional stress.
Children, let's say hello not like people, but like polar bears. Do you know how they greet? They rub foreheads, shoulders, backs.
Children non-verbally greet each other. Rejoice.
Did you enjoy saying hello?
Main part:
Exercise "Confusion".
The purpose of the exercise: the removal of motor tension, emancipation.
Guys, stand in a circle, holding hands and forming a ring. I will confuse the ring (the psychologist passes some children under the arms of others). Your task is to “unravel” without disengaging your hands.
Exercise - reasoning "Finish the sentence."
Children complete the following phrases:
“Children are usually afraid…”
“Adults are usually afraid…”
"Mums are usually scared..."
“Teachers are usually afraid…”
As a result of the discussion of this work, a generalization is made that every person can sometimes be afraid of something, and fear is not something to be ashamed of, although it is useful to learn to overcome it.
Anxiety test according to Phillips (Appendix No. 2).
A fairy tale about how fear helped Misha and Masha. "We were just really scared for you."
Purpose: to help children in understanding the usefulness, relativity, social acceptability of fear, in “taming fear” (transferring the fight against fear to its use and control).
The psychologist reads a fairy tale to the children:
In one place, in a beautiful house with a flower garden, a family lived: dad, mom and two children - Masha and Misha. Mom and dad loved their children very much and were proud of them, but one thing upset them - both children were very afraid of everything: they were afraid of the wolf, they were afraid of the dark, they were afraid to be left without light, they were afraid to be left alone at home.
When they went to bed, Misha put a toy pistol next to him, which, despite being a toy, fired very loudly. And Masha - a saber from Misha's knight's set. And each time, falling asleep in their beds, they spun around for a long time, listening to every rustle, so that in the morning, straightening their sheets, mother groaned every time.
One evening, mom and dad put the children to bed and went away for a short time to visit their grandmother. “Maybe they forgot to close the door,” Misha whispered to his sister, because soon in the garden, and then next to the door to the corridor, some too loud rustles and steps were heard. The children slowly opened the door and then slammed it shut. There was a big black dog with its tail down. The children moved chairs and boxes to the door and crawled under the bed. But suddenly a terrible thought came to them: “And what about mom and dad? What will happen to them when they see the dog? Maybe she is rabid and will bite them? The children shook with fear and wept softly. Then Misha took his pistol, and Masha took his saber. "I'll scare her," Misha said. “And I will beat her,” said Masha.
The children dismantled the blockage near the door and went out into the corridor. Misha rattled his pistol, and Masha rapped her saber on the wall, then on the door. "Go away!" they shouted in unison. And the dog jumped out, and the children locked the door behind her.
Soon the parents arrived. They were very worried. A neighbor warned that a large black dog was running from their house. The children told them everything that had happened. Parents were delighted: they were proud of such children. “But how did you manage to drive away such a terrible dog?” they asked. And the children answered: “We were just very afraid for you.”
Under the guidance of a psychologist, the fairy tale is played by all children in the form of a small performance. Roles are distributed depending on the individual characteristics of the children.
It is concluded that fear can be useful both to the person himself and to those around him. Children independently come up with situations when fear interferes, and when it helps.
Making masks of fear.
Purpose: response to negative experiences.
Content. Under the guidance of the facilitator, the children cut out and paint the masks of someone "scary". If there is excitement after drawing, modeling is carried out on a free topic.
Final part.
Summing up the lesson.
Farewell ritual - Glue rain exercise.
The psychologist says: “There is a glue cloud above us, from which it will rain. Put your palms under this rain. Hold hands. You are glued and you can't get unstuck." On command, the children begin to move, completing tasks.
Lesson number 3. Topic: "Archetypes of fear."
Purpose of the lesson : activation of the resources of the unconscious associated with archetypal experiences reflected in traditional folk culture.
Equipment : wolf mask, large opaque thick blanket, paper, paints, felt-tip pens, pencils.
Introduction :
Greetings.
Purpose: acceptance of each other, removal of emotional stress.
Children, let's say hello not like people, but like a hare. Do you know how they greet? They rub their ears, paws, backs.
Children non-verbally greet each other. Rejoice.
Did you enjoy saying hello?
Main part:
A game based on the folk tale "Gingerbread Man".
Goal: responding to personal fears.
The fairy tale "Kolobok" is played out with children. However, the characters that Kolobok meets are replaced with those drawn by the children in class. At first, Kolobok is one child, after "leaving" the first character, the child who portrayed this character joins him. After the final meeting, during which Kolobok is eaten, “a miracle happens” - the stomach bursts and Kolobok turns into ordinary children. The story is played twice. First, the roles are distributed so that the "authors" of fears meet with them as part of Kolobok. Then the children become representing precisely their fears.
Exercise based on the folk game "Wolf-wolf, let him spend the night."
Purpose: a motor form of responding to fear using the archetypal potential of folk games, removing excess excitation and inhibition associated with fear.
One child in a wolf mask - Wolf - is sitting in his house. All other children - Hares - walk through the forest. Hares walked for a long time, they are tired, they need to rest. Suddenly they see - the hut of the Wolf. It's scary to knock there, but there's nothing to do. They knock on the door to the Wolf and say: "Wolf-wolf, let him spend the night." The wolf replies: “I’ll let you in, but only until the evening, in the evening I’ll eat it!”. Hares go to bed in the Wolf's house. They should lie, depicting sleeping. The psychologist checks that all children are relaxed, helping those who are not succeeding. Periodically, the psychologist reports how much is left until the evening. When evening comes, the Hares jump up and run to their houses (chairs). The wolf runs after the rabbits.
A game based on the folk tale "Puff".
Purpose: reacting to archetypally significant psychological "themes" with the involvement of folklore material.
One child - Puff, sits separately from everyone. The rest of the children are animals that sit at a party. They have lunch, but suddenly the food runs out. One of the children goes down to the basement for food, despite the fact that he is not allowed to go there, saying that there is Puff. Puff frightens him and puts him on a chair next to him, covering him with a blanket (“eats”). After that, optionally, comes the second child, and so on, until only those who do not want to be "eaten" remain. You can let the kids run away from the basement. The game should be played jokingly, on an emotional upsurge.
Drawing on a free topic.
Final part.
Summing up the lesson.
Farewell ritual.
The psychologist says, and the children repeat: “Let's turn left and right and smile at each other. Let's touch hands (children join hands), let friendship remain with us.
Lesson number 4. Theme: "Cheerful fear."
Purpose of the lesson : the primary elements of reframing training are overcoming fear through a change in attitude towards it while maintaining the inherent value of "terrible" experiences.
Equipment : double-sided white mask cut out of cardboard, paper, paints, pencils, felt-tip pens, modeling dough, scary masks.
Introductory part.
Greetings.
Purpose: acceptance of each other, removal of emotional stress.
Children, let's say hello not like people, but like cunning fluffy red foxes. Do you know how they greet? They rub with ears, paws, backs, barrels, tails.
Children non-verbally greet each other. Rejoice.
Did you enjoy saying hello?
Main part.
Method "SAN" Doskina V.A. (Appendix No. 3).
Exercise "Hares and Terrible".
Purpose: in the process of playing out the “fear-fun” polarity, to form in children the basics of managing fear through a different attitude towards it.
Children - "cowardly bunnies" - all together paint one side of the mask, making it a scary mask. On the reverse side, the psychologist draws a mask of Merry.
Children in turn, holding the mask with the scary side, first depict the Terrible, whom we are afraid of. Then he suddenly becomes Cheerful, thanks to which we laugh. This is repeated several times. It is said with children that when he is Terrible - we are afraid, when he is Merry - we laugh.
Now, when the Terrible scares us and we get tired of being afraid, the question is asked to the children: “What should we do then?” Then we laugh. As soon as we laugh, Scary becomes cheerful.
Exercise "How to make fear disappear?"
Target:
To form in children an arbitrary control of the “fear-fun” polarity;
teach control over fear through attitude to it.
The story is played out with the children. Everyone is walking in the forest, suddenly - Baba Yaga (a child in a scary mask).
The psychologist asks: "What can be done?"
Children's answers follow.
And how to make (conjure) so that it disappears? You have to smile and laugh at her. Children smile, laugh - Baba Yaga disappears. This is repeated several times with different images of fear.
Exercise "Think of a happy ending."
Purpose: teaching reframing - overcoming fear through a change in attitude towards it.
The psychologist reads to the children the beginning of a children's scary tale, for example: “One evening a black hand wandered around the city ...” The children come up with a funny ending to the tale.
Exercise to transform fear "Changing the image."
Purpose: to consolidate what has been achieved in previous exercises.
The psychologist tells the children: “We have become powerful wizards - we know how to make fun out of the scary. Now let's redo our scary masks (drawn in the second lesson)." On their back, clean side, children draw funny, joyful, beautiful, kind masks. They decorate them with high hairstyles, bows, flowers, butterflies. Other options are also possible: draw a balloon, sweets in your hands, dress a scary story in an elegant cheerful costume.
Dances are arranged to the music, in which children play with double-sided masks, becoming either Scary or Cheerful.
Sculpting on a free topic
Purpose: relaxation and response of experiences, procedural diagnostics.
Children are encouraged to fashion "anything". Collaborative creativity is encouraged. If it is difficult to create something specific, the psychologist offers individual tasks for working with the dough (knead, roll, etc.).
Final part.
Summing up the lesson.
Farewell ritual. Quiet time for mice
The psychologist suggests that children turn into mice that bite off pieces of cheese - have lunch, stroke their tummies - are full. The mice show with a sleepy squeak that they want to sleep. Then the mouse children are laid down on the "fall" mat. Relaxation music is turned on.
Information for exercise 4 for the facilitator.
Children's folklore, not only during our childhood, but also much earlier (stories of shepherd boys from Turgenev's Bezhinoy Meadow) contained stories that made the blood run cold. Children love them very much and tell each other. These stories are a good simulator for a life in which, as you know, there is a lot of frightening. The creative work of composing horror stories is an opportunity to make the unconscious visible, to “pull” it out and examine it. Written or drawn fear, as it were, obeys you (it's ridiculous to be afraid of what you yourself have composed!). Moving away from fear at a distance and becoming its master, you can control it as you want, for example, make the end of a fairy tale funny. Working with children on a horror story, a psychologist teaches them the process of "separating yourself from your fear." When children learn this, they will be able to properly deal with the real fears that life presents.
Lesson number 5. Theme: Real Fear.
Purpose: working out problems associated with specific real fears.
Equipment : paper,paints, pencils, markers, scary masks.
Introductory part.
Greetings.
Purpose: acceptance of each other, removal of emotional stress.
Children, let's say hello not like people, but like affectionate and cute kittens. Do you know how they greet? They rub with ears, paws, backs, barrels, tails.
Children non-verbally greet each other. Rejoice.
Did you enjoy saying hello?
Main part.
Fairy tale "Salvation of parents".
Purpose: psychological study and reaction of the fear of punishment.
The following fairy tale is played out with children.
There lived a family of animals. Everything was fine with them, but sometimes dad and mom punished one of the children (children are asked - who, for what, how? Several episodes are shown). But then one morning, mom and dad went to get food. It is evening, it is time for them to return - but they are all gone. At first the children thought: it's good that there are no parents - there will be no one to punish. Time passes, it gets darker and darker - the children became sad, they were afraid for their parents and decided to go save them. After overcoming a series of obstacles, the children freed their parents, who had been bewitched by an evil wizard.
In conclusion, it is concluded that the children understood: despite possible punishments, parents are the most necessary for them, and they, in turn, are the most important and necessary for their parents.
The game "Who is lurking in the dark?"
Purpose: reacting and relieving tension associated with the fear of the dark, understanding the "deceptiveness" of fear.
One child lies down on the bed, the light goes out, he falls asleep - “night”. The light turns off. Suddenly, the child wakes up from some sounds and sees a terrible monster (another child plays it). He trembles with horror, overpowering himself, turns on the light and sees ... a small kitten who came to cuddle him. At the end of the game, the psychologist discusses the saying “fear has big eyes” with the children.
Exercise "I can!"
Purpose: awareness of the possibility of adequate living and experiencing fear, learning how to overcome real fears.
First, each child talks about his specific fear, and then finds his own way of overcoming fear: "I can ...".
Drawing on a free topic
Purpose: relaxation and response of accumulated experiences, procedural diagnostics.
Children are allowed to draw whatever they want.
Final part.
Summing up the lesson.
Farewell ritual. "Save the chick."
Imagine that on your palms is a helpless frozen chick. Warm it up, hide it in your palms, breathe on it. Put your palms on your chest - share with the chick the warmth of your heart, the kindness of your soul. The chick is warm. Open your palms. Smile at him: "Fly, chick."
In an atmosphere of kindness, we finish the lesson.
Lesson number 6. Theme: Non-Fearful Fear
Purpose: teaching constructive interaction with fear.
Equipment : masks, plasticine.
Introductory part.
Greetings.
Purpose: acceptance of each other, removal of emotional stress.
Children, let's say hello not like people, but like nimble yellow chickens. Do you know how they greet?
Children greet each other. They rejoice, they squeak.
Did you enjoy saying hello?
Main part.
Exercise "Wintering of animals".
Purpose: to change the imagination associated with fear, with elements of reframing.
A fairy tale is played out with the children with the following plot. All children are animals, two children are Wolf and Monster. Animals meet each other, they all build a house together. Winter is coming. The terrible wolf is coming. We think of what we can do: laugh, everyone join hands. All initiatives are carried out, and in the end everyone says in chorus 3 times: “We are not afraid of you!”. The wolf, disappointed, leaves. The same is repeated with the Monster. After a while, the animals hear strange sounds. They sent one or more animals to look. They return and say that they saw the Wolf and the Monster sitting, trembling and crying. Why? They are cold, lonely and sad. What to do? You can feel sorry for them, talk to them, make friends and let them into your house.
Exercise "Conversation with fear."
Purpose: contact with hidden feelings associated with a specific fear, their psychological study, teaching constructive interaction with fear.
The psychologist says to the children: "Let's try to talk with fears."
One child talks about some kind of Fear, puts Fear (toy, drawing, mask) on a chair in the center of the hall. Then the child acts out a dialogue (speaks both for himself and for Fear). If the child is at a loss, you can help him, but at the same time ask: “Did he say that? Did he answer like that?
If the exercise is carried out successfully, personal experiences associated with fear come to the surface. If there are serious psychological problems from deep stressful situations, then individual psychological work should be carried out.
Exercise "We sculpt on a free topic."
Purpose: relaxation and response of accumulated experiences, procedural diagnostics.
Children are encouraged to fashion "anything". Collaborative creativity is encouraged. If it is difficult to create something specific, the psychologist offers individual tasks for working with plasticine (knead, roll, etc.).
Final part.
Summing up the lesson.
Ritual of farewell "Engine".
Children are invited to stand one after another and put their hand on the shoulder of the person in front. The psychologist says: "We are all trailers of the same locomotive, firmly fastened together." After that, the psychologist gives a command, and everyone starts to move.
Lesson 7. Topic: "Fear in dreams."
Purpose: to work through the fears associated with sleep, using sleep to "penetrate" the internal dynamics of fear.
Equipment : blackout curtains, calm relaxing music, paper,paints, pencils, markers.
Introductory part.
Greetings.
Purpose: acceptance of each other, removal of emotional stress.
Children, let's say hello not as people, but as cheerful nimble squirrels. Do you know how they greet?
Children greet each other. Rejoice.
Did you enjoy saying hello?
Main part.
Group sleep exercise.
Purpose: emotional preparation for working with "personal" sleep; removal of psychological defenses and the possibility of safe expression of personal experiences through projection; primary psychological study of terrible dreams by reacting to the experiences contained in them, completing unfinished situations.
The psychologist asks the children who dreams, who doesn't, who likes dreams, and so on.
Then the children are read A. Vvedensky's poem "Dreams":
The cat sat on the window
Purred in her sleep.
What did you dream, cat?
Tell me soon!
And the cat said: - Hush,
Hush, speak quietly.
I dreamed of mice - not one, but three.
Heavy, full, healthy,
Sleeping cow in the meadow.
I see a cow
I'll run up to her with a question:
What did you dream about in a dream?
Hey cow, answer!
And she told me: - Do me a favor,
Get out and don't interfere.
Do not disturb us, cows:
We cows sleep without dreams.
The stars in the sky sparkled
Silence is everywhere.
And on the moss, like on a bed,
Sleeping robin in the nest.
I bowed to the robin
He spoke softly to her.
What dream did you have? -
I asked the robin.
I dreamed big forests
Dreamed of rivers and fields
Clouds of blue hovered
And the poplars rustled.
About forests, fields and stars
I sang songs.
And the birds woke up in their nests
And they listened to me.
The night has come. The world is out.
A rooster fell asleep in the yard.
He sat down on a perch,
The rooster sleeps and sees a dream.
The night is deep still.
I'll wake up the rooster.
What did you see in your dream?
Answer me soon!
And the rooster said: - I dream
Forty thousand roosters.
And I'm ready to fight them
And I'm ready to beat them!
Sleep cow, cat, bird,
Sleeping rooster. And on the bed
Lusha began to go to bed,
I was about to close my eyes.
What dream will Lusha have?
Maybe a green garden
Where on each branch of a pear
Or are the apples hanging?
The wind does not move the grass
Silence is all around.
Hush, people. Quiet. Quiet.
Don't make noise - Lusha is sleeping.
Then the children, sitting in a circle, hold hands, close their eyes, the music turns on, the curtains close, and the children are asked to imagine “as if we are now falling asleep together and seeing one big dream for all.” After a while, the children open their eyes and take turns telling the shared dream.
The psychologist structures the content, maintains semantic consistency, and, most importantly, asks provocative questions (about the content of the dream) related to fear. After that, the dream is enacted.
If the story causes difficulties, then spontaneous dramatization of “what we saw” begins, and this may arise as answers to the questions of the psychologist.
Exercise "Personal sleep".
Purpose: psychological study of terrible dreams by reacting to the experiences contained in them, completing unfinished situations.
The child tells a terrible dream (possibly invented). Then he is asked to play the role of one of the elements, the characters of the dream, tell about himself, show himself, arrange a dialogue between this character and the group. Further work can be carried out in several directions:
playing the narrated dream with the help of other children;
playing all roles in a dream, choosing the most significant ones, often in opposition, and organizing a dialogue between them using an “empty chair” or “understudy”;
playing one, the most significant part of the dream.
Exercise "Draw a dream."
Purpose: relaxation and response of accumulated experiences, procedural diagnostics.
Children draw the dream the way they want.
Final part.
Summing up the lesson.
Farewell ritual "Magic spell".
Children are invited to stand in a circle, put their hands on each other's shoulders and say a spell together with a psychologist:
"One two three four!
I am not alone in this world!
I will fight with fear
I'm not afraid of anything!"
Lesson number 8. Final.
Purpose: generalization of the experience gained, awareness and verbalization of the results; creating a festive atmosphere to form an optimistic development direction.
Equipment: music, plasticine, carnival comic clothes.
Introductory part.
Greetings.
Purpose: acceptance of each other, removal of emotional stress.
Guys, let's say hello, like cheerful kind girls and boys.
Children greet each other verbally and non-verbally. Rejoice.
Main part.
Methodology Shchur V.G. "Ladder", Phillips anxiety test.
Exercise "Remember everything we know about fears."
The psychologist invites the children to remember the lessons and “scroll” the main ideas (features of fears, ways of interacting with them, attitudes towards them).
The story about Vika "What is fear for?".
The psychologist tells the children:
Vika is very afraid of snakes. She had only seen the snake once and was very frightened of it. When she molded her fear out of plasticine, it turned out to be long, wriggling, with a yellow eye on the head and an open mouth. Vika asked him: “Why are you scaring me? Do you want me to be more attentive to what crawls under my feet? I will now go to my mother and ask her what snakes are and if they can harm me. I will be careful when I play outside in the summer. Especially where there is a lot of grass and it is humid, in the sun, where snakes like to crawl out to warm themselves, especially in spring. Probably, my mother will tell me many more interesting things, or maybe we will read a book about snakes together. Thank you, fear, that you protect me from dangers, from what I do not yet know.
Discussion of history.
"Magic" techniques against fears.
Children and a psychologist offer various techniques to overcome stress, anxiety, fear:
Fear Stun Receive. After drawing fears, a pipe is made from a piece of paper into which you need to blow with all your might - then the fear will go deaf and stop being scary.
Acceptance of drowning fear. After drawing fear from a leaf, an origami cup is made into which water is poured - let the fear drown.
Reception of destruction of fear. After drawing fear, the leaf is torn into small pieces - fear is powerless.
Happiness Creation. Turn scary drawings into a creative happy composition.
Exercise "Magic Journey"
Spontaneous dramatization is played out with children. Animals face some kind of problem, set off on a journey, encounter obstacles (fears), which turn out to be their helpers, helping to overcome the path. Children play the roles of all the animals, all the characters and constantly change roles. In the end, the goal is achieved: the path is overcome, fears have become helpers and friends.
Exercise "Magic Journey" smoothly turns into a masquerade ball.
The climax is a comic masquerade ball and general fun with the use of masks and theatrical costumes.
At the end, for relaxation, children sculpt a country in plasticine in which everyone would like to live.
Final part.
Summing up the lesson.
Farewell ritual "Round dance of happiness".
The psychologist invites children to hold hands, move in a circle and mentally convey to each other a feeling of happiness and calmness ...
Psychologist: "Everyone, everyone, everyone, goodbye!"
V. PROSPECTED RESULTS OF THE PROGRAM IMPLEMENTATION.
First level results .
Get socially significantknowledge needed to overcome fear.
Second level results .
Develop socially significantrelations to yourself and others, to increase self-esteem.
Third level results .
Gain experience of socially significantactions . Discover new inner forces and vital resources in yourself, find inner harmony, learn to control yourself, control and recognize your own and others' feelings, emotions, moods, master the mechanism of self-help.
Schoolchildren under the guidance of a psychologist, relying on their own experience of experiences and reflections, comprehend the logic of human feelings and learn life skills.
VI. BIBLIOGRAPHY:
Life skills. Lessons in psychology in grade 2 / Ed. S.V. Krivtsova. Genesis. - M, 2002.
Zakharov A.I. Day and night fears in children. Speech. - St. Petersburg, 2006.
Istratova O.N., Exakusto T.V. Reference book of the psychologist of elementary school. Phoenix. - Rostov n / a, 2004.
Kostina L. Play therapy with anxious children. Speech. - St. Petersburg, 2003.
Kryukova S.V., Slobodyanik N.P. I am surprised, angry, afraid, boasting and rejoicing. Programs for the emotional development of children of preschool and primary school age. Genesis. - M, 2011.
Miklyaeva A.V., Rumyantseva P.V. School anxiety: diagnosis, prevention, correction.Speech. - St. Petersburg, 2006.
Khukhlaeva O.V. Fundamentals of psychological counseling and psychological correction. "Academy". - M, 2001.
Khukhlaeva O.V. Path to your Self: psychology lessons in elementary school. Genesis. - M, 2011.
School psychologist 2005 №4 Nastya's tricks. How a first grade student overcame fear (N. Bolsunovskaya).
School psychologist 2005 №17 Program "Development of the emotional sphere" (I. Vezhnovets).
School psychologist 2010 №12 The story of a fairy tale (T. Shcherbakova).
Application No. 1.
Methodology Shchur V.G. "Ladder".
Target : the study of self-esteem and the level of claims of children.
Diagnostic equipment : a picture of a staircase consisting of 7 steps; Paper cut figurines of a boy and a girl.
Procedure : childrena drawing of a ladder is presented and instructions are read.
Psychologist:“This is a magical ladder. Let'sthoseimagine withyouthat all the guys are on it: on the top step - the best children, on the next - also good, but still a little worse. The lower the ladder - the worse the children (shows with his hand).In the middle - so-so kids, not good and not bad. On the last, lowest step are the worst children. memorizedand?"
After the psychologist was convinced thatchildrenrightunderstoodand rememberandinstructions, he sequentially asks the following questions:
What step would you put yourself on?
Why?*
What step will your mother put you on? dad?
Why?
What step do you think the teacher will put you on?
(The teacher should be called by her first name and patronymic).
Why?
________________________________________________________________ Note:if the child finds it difficult to answer the questions “Why?”, then you should not insist. However, it is necessary to repeat this question in all required cases.
The answers of the children are recorded in the protocols.
.
Quantitative Analysis .
Inflated self-esteem - step number 7.
Age norm (optimally high self-esteem) - steps No. 4, 5, 6.
Low self-esteem - steps number 2, 3.
Low self-esteem is step #1.
Qualitative Analysis .
A favorable option is if the children believe that adults will put them on one of the upper steps of the ladder, and put themselves one step lower. This result indicates that children, feeling support and acceptance from adults, already know how to look at themselves quite realistically.
An unfavorable option - children put themselves on the steps higher than, in their opinion, adults would put. Such a choice testifies to the child's awareness of rejection on the part of the adult and the negative opposition to the adult's assessment of his own assessment. However, when answering the question: “Where will the teacher put you?” - placement on one of the lower steps is normal and can serve as evidence of adequate self-esteem, especially if the child is really misbehaving and often receives criticism from the teacher.
The position on any of the lower steps does not speak of adequate self-esteem, but of a negative attitude towards oneself, self-doubt.
If children put themselves on the same step that, in their opinion, adults can put them, then this indicates:
a) about infantilism (all answers are “on the top step”, cannot answer the question “why?”); b) about "compensating self-esteem" (desired is presented as real).
Source: Handbook of a teacher-psychologist 2011 No. 6 Methods of V.G. Shchur "Ladder". p.29
Application number 2.
Phillips anxiety test.
Purpose of the questionnaire- to determine how children feel at school.
There are no “right” or “wrong” answers, as everyone is entitled to their own opinion. You must answer accurately and truthfully. You need to imagine typical situations without thinking about the details. Give the first natural answer that comes to mind. Children should be free to express their own opinions.
Psychologist:
When answering questions, write down his number and your answer "Yes" or "No".
Do you find it difficult to keep up with the rest of the class?
do you get nervous when the teacher says that he is going to test how well you know the material?
Do you find it difficult to work in the classroom the way the teacher wants?
Do you sometimes dream that the teacher is furious because you don't know the lesson?
Has anyone in your class ever hit or hit you?
Do you often wish your teacher would take your time explaining new material until you understand what he was saying?
Are you very anxious when answering or completing a task?
Does it happen to you that you are afraid to speak up in class because you are afraid of making a stupid mistake?
Do your knees tremble when you are called to answer?
Do your classmates often laugh at you when you play different games?
Do you ever get a lower grade than you expected?
Are you worried about the question of whether you will be left for the second year?
Do you try to avoid games where choices are made because you are usually not chosen?
do you sometimes tremble all over when you are called to answer?
do you often get the feeling that none of your classmates want to do what you want?
Are you very nervous before starting a task?
Is it difficult for you to get the grades your parents expect from you?
Are you afraid at times that you will feel sick in class?
Will your classmates laugh at you if you make a mistake in your answer?
do you look like your classmates?
After completing a task, do you worry about how well you did it?
when you work in class, are you sure that you will remember everything well?
Do you sometimes dream that you are at school and cannot answer the teacher's question?
Is it true that most guys are friendly to you?
Do you work harder if you know that your work will be compared in class with your classmates?
do you often dream about being less worried when you are asked?
Are you afraid to get into an argument at times?
Do you feel your heart start beating fast when the teacher says that he is going to test your readiness for the lesson?
when you get good grades, do any of your friends think you want to curry favor?
do you feel good with those of your classmates whom the guys treat with special attention?
does it happen that some guys in the class say something that hurts you?
What do you think, do those students who do not cope with their studies lose their disposition?
Does it seem like most of your classmates don't pay attention to you?
Are you often afraid to look ridiculous?
Are you satisfied with the way teachers treat you?
Does your mother help in organizing evenings, like other mothers of your classmates?
Have you ever worried about what others think of you?
Do you hope to study better in the future than before?
Do you think that you dress for school as well as your classmates?
Do you often think when answering in class what other people think about you at that time?
Do bright students have any special rights that other children in the class do not have?
do some of your classmates get angry when you manage to be better than them?
Are you satisfied with the way your classmates treat you?
Do you feel good when you are alone with a teacher?
Do your classmates sometimes make fun of your appearance and behavior?
do you think you worry about your school affairs more than the other guys?
if you can't answer when asked, do you feel like you're about to cry?
when you lie in bed at night, do you sometimes worry about what will happen at school tomorrow?
working on a difficult task, do you sometimes feel that you have completely forgotten things that you knew well before?
does your hand tremble slightly when you work on a task?
do you feel nervous when the teacher says he is going to give the class an assignment?
Does testing your knowledge at school scare you?
When the teacher says that he is going to give the class an assignment, do you feel afraid that you won't be able to do it?
Have you ever dreamed that your classmates can do things that you can't?
when the teacher explains the material, do you think that your classmates understand it better than you?
Do you worry on your way to school that the teacher might give the class a test paper?
When you complete a task, do you usually feel that you are doing it poorly?
does your hand tremble a little when the teacher asks you to do an assignment on the blackboard in front of the whole class?
Processing and interpretation of results .
When processing the results, questions are selected, the answers to which do not match the test key. Answers that do not match the key are a manifestation of anxiety.
Processing counts:
the total number of mismatches for the entire test. If it is more than 50% (29 questions), we can talk about increased anxiety of the child, if more than 75% (43-44 questions) of the total number of test questions - about high anxiety;
the number of matches for each of the 8 anxiety factors highlighted in the text. The level of anxiety is determined in the same way as in the first case. The general internal emotional state of the student is analyzed, which is largely determined by the presence of certain anxiety syndromes (factors) and their number.
Factors
Question numbers
1. General anxiety at school
2,4,7,12,16,21,23,26,28,46,47,48,49,50,51,52,53,54,55,56,57,58
= 22
2. Experience social stress
5,10,15,20,24,30,33,36,39,42,44
= 11
3. Frustration of the need to succeed
1,3,6,11,17,19,25,29,32,35,38,41,43
= 13
4. Fear of self-expression
27,31,34,37,40,45
= 6
5. Fear of a situation of knowledge testing
2,7,12,16,21,26
= 6
6. Fear of not meeting the expectations of others
3,8,13,17,22
= 5
7. Low physiological resistance to stress
9,14,18,23,28
= 5
8. Problems and fears in relationships with teachers
2,6,11,32,35,41,44,47
= 8
Key to questions.
"+" - Yes, "-" - No
+
+
+
+
+
+
+
+
+
+
+
+
+
Results.
The number of sign mismatches for each factor ( 50%, 50%, 75%).
Representation of this data in the form of individual charts.
The number of mismatches for each factor for the entire class ( 50%, 50%, 75%).
Representation of this data in the form of a diagram.
The number of students with mismatches for a certain factor 50% and 75% (for all factors).
Presentation of comparative results in repeated measurements.
Complete information about each student (according to test results).
Content characteristics of each syndrome (factor).
General anxiety at school is the general emotional state of the child associated with various forms of his inclusion in the life of the school.
Experiences of social stress - the emotional state of the child, against which his social contacts develop (primarily with peers).
Frustration of the need to achieve success is an unfavorable mental background that does not allow the child to develop his needs for success, achieving a high result, etc.
Fear of self-expression - negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one's capabilities.
Fear of a situation of testing knowledge - a negative attitude and anxiety in situations of testing (especially public) knowledge, achievements, opportunities.
Fear of not meeting the expectations of others - focus on the significance of others in assessing their results, actions and thoughts, anxiety about assessments.
Low physiological resistance to stress - features of the psychophysiological organization that reduce the child's adaptability to situations of a stressful nature, increase the likelihood of an inadequate, destructive response to an alarming environmental factor.
Problems and fears in relations with teachers are a general negative emotional background of relations with adults at school, which reduces the success of a child's education.
"A program for the correction of mnestic in patients with schizophrenia (elderly and senile age)"
Relevance
The existing methods of psychoeducational work with patients with schizophrenia are mainly based on familiarization with the theoretical aspects of mental disorders, however, along with the theory, an appeal to the patient's personality seems to be more significant. Patients with schizophrenia are traditionally referred to as a complex contingent, taking into account the violation of the processes of thinking, perception and the special nature of personality changes - defects in the volitional, emotional, behavioral spheres that increase as the disease progresses. These significantly complicate their socio-psychological adaptation. From how a patient with schizophrenia can use the safe areas of his personality and external resources, his success in the process of adaptation, in the process of overcoming the disease, the duration and effectiveness of remissions depends. In recent years, in rehabilitation work with patients with schizophrenia, along with medical aspects (modern methods of PFT) and more familiar to the domestic system of psychiatric care, occupational therapy, employment therapy, various methods of psychotherapy and sociotherapeutic measures are used, but their effectiveness has not yet been sufficiently studied. Experience in implementing these new forms of work is limited. This program is a response to the urgent task of developing and using more effective forms of rehabilitation for patients with schizophrenia.
The novelty of the program is manifested in the appeal to the personal resource of patients, to the use of adequate and versatile methods of art therapy, cognitive-behavioral psychotherapy, which have a methodologically developed base and are focused on identified therapeutic targets. schizophrenia patient psychoeducational emotional
The practical significance of the program is that it solves the problem of increasing the effectiveness of rehabilitation measures carried out with patients with schizophrenia, improving their adaptation processes, overcoming the disease, its negative social and psychological consequences for the individual, increasing the duration and effectiveness of remissions based on the support and development of a set of social skills. -domestic, communicative and professionally oriented.
Goals and objectives
Purpose: socio-psychological adaptation of patients with schizophrenia, a progressive variant based on the use of a psycho-educational approach with elements of art therapy.
Tasks:
- 1. Correction of inadequate cognitive and behavioral stereotypes and emotional responses associated with the perception of the disease, treatment, self and other significant elements of the relationship system in schizophrenia.
- 2. Formation of an adequate internal picture of the disease.
- 3. Correction of self-perception (self-attitude) - patients' ideas about themselves, their personal limitations and resources.
- 4. Development of more effective coping strategies.
- 5. Reduction of neuro-cognitive deficit.
- 6. Maintaining a more stable and high-quality remission.
- 7. Development of interpersonal, social and communication skills of patients
This program is an experience of integrating psychoeducational aspects and psychotherapeutic targets based on a student-centered approach. The work under the program was carried out on the basis of the department of medical and labor rehabilitation of the psycho-neurological dispensary No. 9. The group of patients was formed from patients recommended by the attending physicians, taking into account indications for group psychotherapy with a diagnosis of schizophrenia, a paranoid form, a state of drug remission with minor and moderately severe deficit disorders.
For this contingent of patients, a thematic form of group work with a duration of up to 1 hour was more appropriate. 30 m. The whole cycle consisted of 12 sessions. The degree of limitation of communicative, cognitive and emotional-volitional resources was taken into account. Methods for assessing the effectiveness of the program:
To assess the treatment and rehabilitation effects in these patients, psychological testing was carried out twice: at the beginning and at the end of the psychoeducational program. The following were used: Spielberger-Khanin test of reactive and personal anxiety, lifestyle index, Lazarus coping strategies test, Tobol (type of attitude towards the disease). Reduction of anxiety allowed to form a more critical attitude towards the disease, contributed to the reduction of neuro-cognitive deficit and activation of the emotional resources of the individual.
The program consists of three blocks.
The beginning of the cycle is preceded by a preliminary motivational block, which consists of preliminary testing and discussion with the group of the goals and objectives of the training. At this stage, acquaintance, free discussions, and the development of “rules” take place. At the beginning of each lesson, various warm-up techniques, psycho-gymnastics are held, at the end of verbal feedback.
The second block - "higher mental functions" and "basic clinical symptoms" - consists of classes that allow you to learn theoretical material in an interactive way, working through each section in various art therapy methods.
So, for example, the topic "Thinking - the norm and pathology" is worked out in the context of a game task in a role-playing game and in the subsequent free discussion, and then in the discussion of the associative experiment, which reveals the theoretical aspects of the topic even more deeply. From the fifth lesson, the study of significant aspects begins: the symptoms and course of the disease. An atmosphere of trust and support is of particular importance.
The third block "Personality and disease" helps to understand personal factors in the picture of the disease, the maladaptive "role" of the disease, the formation of an adequate "I-concept", the awareness and use of personal resources, the correction of relationships, the development of a specific behavioral strategy, which allows each member of the group in the process classes to develop an individual rehabilitation plan. During the training, individual consultations are held.
Practical experience confirms the need to include psychotherapeutic approaches with the activation of the personal resources of patients. allows you to conduct targeted work aimed at the reconstruction of the personality and carried out synchronously with the general plan of treatment and rehabilitation.
This task includes: further stabilization of the mental state of patients, prevention of new exacerbations, overcoming the negative consequences of the disease, limiting social contacts, restoring valuable skills and interests, increasing self-esteem, strengthening independence, overcoming social isolation and self-stigmatization.
Principles and methodology. The student-centered approach allows reworking the theoretical aspects of the psychoeducational program in a new way. The main and determining factor here is the concept of personality as a system of relationships, and psychiatric illness appears as a factor that determines them.
In the study of personally significant topics of the program and in the conditions of group interaction, the methods of art therapy acquire special significance. Artistic activity and expressive methods of art therapy stimulate the individual ability to social perception, increase the level of perception and assimilation of new knowledge. Visual activity and the experiences accompanying it receive a significant personal meaning due to their awareness and structuring in various forms of verbalization. Creative tasks, group discussions and feedback provide information about the content of the patient's inner world and the system of his relations, develop his self-awareness. Activation of creative energy stimulates creative and cognitive functions, influencing the processes of cognition of theoretical material.
Expected results:
- 1. Stabilization of the mental state of sustainable remission
- 2. Absence of hospitalization for a long time in a psychiatric hospital and referral to a day hospital
- 3. Increasing the rehabilitation potential of the individual: positive changes in the internal picture of the disease - activation of the focus on activity.
The study of the selected psychotherapeutic targets allowed each member of the group to create (develop) an individual rehabilitation program in the process of work, taking into account the significant needs of patients.
The effectiveness of this psycho-educational program was manifested in the activation of the personal resources of patients, in a change in focus on activities. One person went to study at the PRL, two got a job after a significant break, three had increased productivity in the work of the OLTR. In most patients, the need for creative self-expression became more active: participation in a musical group, drawing classes, participation in theater and choir studios, interest in learning in computer courses at the PRL. Patients had an awareness of constructive cooperation with the doctor, which led to an increase in compliance. All patients noted the importance of the psychological climate in the group, which made it possible to expand the boundaries of communication: to improve relationships in the family and with others.
A positive change in the internal picture of the disease manifested itself in an improvement in social adaptation: there was an awareness of the need to "organize the rhythm of life", "the desire to do everything by myself, to have clear goals", "to control one's actions" - the growth of self-awareness contributed to the realization of one's personal responsibility.
The results of the work of patients under this program were manifested in the growth of self-awareness in relation to the disease, in the reduction of stigmatization and self-stigmatization, in the increase in self-esteem, and in the improvement of adaptive internal resources for further integration into society.
All participants in the game are invited to perform the same simple task. By any means, without resorting, of course, to physical influences and local disasters, try to attract the attention of others. The task is complicated by the fact that all participants in the game are trying to complete it at the same time. Determine who succeeded and at what cost. So, all participants in the game are trying to...
The purpose of the exercise: the formation of trusting relationships in the group, the awakening of interest in the topic of professional self-determination. Each participant is invited to write on a card for three minutes who he wanted to be as a child and why. Then the anonymous cards are given to the host, who shuffles them and distributes them again to the participants in random order. Each participant must "get used" to the floor ...
In the new simulator book from the author of psychological bestsellers Viktor Sheinov, you will find many tasks for the development of creative and practical thinking, ingenuity. The proposed exercises are selected so that they develop different types of creative thinking. At the same time, the complexity of the proposed tasks is constantly changing, the easy ones are interspersed with more difficult ones to solve. Hope you enjoy...
Purpose of the exercise: to help participants understand what persuasive speech is, to develop persuasive speech skills. Two participants are called. The presenter gives each of them a matchbox, one of which contains a colored piece of paper. After both participants have found out which of them has a piece of paper in the box, each begins to prove to the "public" that it is he who has the piece of paper in the box ...
1. On the trading floor. TP arranges with the secretary to meet with the director. The rest of the group does not hear. (The coach makes a video recording).
The coach describes a situation in which...
The exercise serves to remove psycho-physiological "clamps" and form relaxation techniques for the state. Participants sit in a deliberately uncomfortable position. In this case, in certain muscles or joints, there is a local tension, "clamp". It is necessary to accurately select the area of the clamp within a few minutes and remove it, relax. Participants share their impressions and feelings.
The game is fun, creates a positive atmosphere. The phrase "I love, of course, everyone ..." sets the participants in a friendly attitude towards each other. The game can be played in a group of 6 people. Both adults and children can play it. The participants sit on chairs in a circle, the leader is in the center. The host says the phrase: "I love, of course, everyone, but ... (calls any sign, for example, ...
