psychological exercises for training

Personal growth training for high school students

The socio-psychological and personal maturity of a person is characterized by the way of solving life's contradictions. It manifests itself in the ability to combine their individual characteristics, status, age opportunities, their own claims with the requirements of society. The ability to carry out this connection K.A. Abulkhanova-Slavskaya calls the strategy of life. Assistance in the formation of an individual "life strategy" for high school students is the main goal of personal growth training for high school students.

Methodological goals and objectives:

• To acquaint high school students with judgments about themselves;
• To develop students' ideas about their life goals and desires;
• To form an attitude about the significance of one's personality;
• To develop the need for children to realize how to build their lives;
• To foster an atmosphere of openness and trust in the student team.

visibility: A table with the rules of conduct in psychology classes.

Equipment: Pencils, paper, tape recorder, audio cassette, ball.

Time spending: 60 minutes.

Plan

1. Acquaintance is self-presentation.
2. Exercise "Discussion of the rules of work in a group."
3. Bargain.
4. Exercise "Cleaning the bulb."
5. Exercise "Three years".
6. The idea of ​​success.
7. Reflection.

Lesson progress

The lesson begins with a mutual greeting of all members of the group (for example, to say something pleasant to a neighbor; to give a "gift", to convey one's good feelings by touch, etc.).

Time: 5 minutes.

Exercise 1. "Self-presentation"

Target:

• identifying students' perceptions of themselves;
• formation of an attitude about the significance of one's personality;
• creation of conditions for self-disclosure.

Time: 5 minutes.

Procedure: The psychologist asks all participants to tell about themselves in turn. It is important to talk not so much about the biography, although this is also important, but about your personal qualities. The task can be refined, for example, name the 5 most characteristic personal qualities. Emphasis should be placed on positive qualities (“Self-presentation”).

All group members and the trainer can ask questions like:

- What is your main asset?

- Do you have any weaknesses? Can you name them?

Second option given exercises: Group members break into pairs, disperse in different directions, interview each other, and then introduce a colleague in turn.

Exercise 2. “Discussion of the rules of work in a group”

Purpose: the formation of ideas about the rules and methods of working in a group.

Time: 5 minutes.

Procedure: The psychologist explains to the participants the basic principles and features of this form of work. Then the group members begin to discuss the rules for working in the group.

Basic rules for working in a group. The rule of personification of the address and the statement "I propose ...", "I think ..."; rule "here and now"; feedback rule; the rule of inadmissibility of direct assessments of a person (to evaluate the actions of a person), the rule of confidentiality and the rule of "stop"

Exercise 3 "Bargaining"

Target: reflection of one's own positive and negative qualities.

Time: 15 minutes.

Working process: Participants of the training are invited to write down their strengths and weaknesses within 3 minutes. Then the auction takes place.

Exercise 4 "Cleaning the bulb"

Target: clearly understand who you really are, imagine your inner "I" and be aware of your goals and desires.

Time: 5 minutes.

Execution technology: Close your eyes, relax.

Imagine yourself as a large onion with many layers. Outside is a thin brown husk. This is your outer self. This is a layer of your outer masks and behavior in society. After removing this layer, observe the appearance of an image that personifies the other "I". Just observe this image and pay attention to it.

Exercise 5 "Three years" (see J. Rainwater)

Target: understanding how to build your life.

Time: 15 minutes.

Execution technology:

1. The exercise should be preceded by a short relaxation: watch your breathing, it is even, natural. Fix your inhalation, exhalation, notice along the way which parts of your body move when you breathe ... notice where your body touches the chair, chair ... Be calm, relaxed, let the chair itself hold your body.
2. Imagine that you have learned: You have three years to live. All this time you will be perfectly healthy. What is your first reaction to this news ... (write down). Did you immediately start making your plans or did you get angry that you were given so little time?
3. Instead of hating the “fading light” or getting stuck in a fantasy swamp about the details of the approaching end of life, decide how you want to spend this time.
4. Write down where you would like to live? Who would you like to live with? Do you want to work? To study? What must be done during this time?
5. After your imagination has built a picture of life during these three years, compare it with the life you are living now.
6. Write down the similarities between them. What's the Difference? Is there anything in this imaginary picture that you would like to include in your current life?
7. Now be well aware that the assumption of three years of life is just a fantasy that was needed to complete the exercise, discard these thoughts (someone was badly mistaken, you will live a long time). Keep from this game what suits you and what you would like to keep. Write down what experience you gained by doing this exercise.

Exercise 6

Target: Developing self-confidence based on perceptions of success.

Time: 5 minutes.

The psychological essence of the exercise: Since success inspires self-esteem, if you imagine that you have achieved success, it will help you feel more self-confidence. With the recognition of success, you feel more empowered, more dynamic, more purposeful, more self-respecting, and all of these feelings contribute to a feeling of greater self-confidence.

Exercise:

1. Decide what success is most important for you - to achieve recognition at work, build a summer house, buy a car, get married successfully, etc.
2. Relax, close your eyes and imagine that you have achieved this goal. Imagine your success, experience the satisfaction and the sense of empowerment it brings. Feel the lift, excitement, strength, power, absolute self-confidence and control of the situation.
3. Then imagine others coming up to you or calling you to sincerely congratulate you. You feel warmth and you are thrilled to receive praise from them. They tell you what a lucky person you are. And you feel great and are capable of anything you want.

Exercise 7. "Reflection"

Time: 5 minutes.

Please, express your opinion about the training, about your state of health, satisfaction with your work in the group and your wishes.

Literature:

1. Bityanova N.R. Psychology of personal growth - M., publishing house "International Pedagogical Academy", 1995
2. J. Rainwater "It's in your power" - M., 1993
3. Leaders A.G. "Psychological training with teenagers" - M., 2001

09.08.2011

Marina

Quite a serious occupation. I will certainly use it in my work with children from the orphanage.
10.02.2012

Sasha

Formation of an individual "life strategy" of high school students before testing....
The training is very good
12.02.2012

Alyona

exercise 3 years, apply tomorrow!
23.03.2012

Karina

interesting, is it possible to do this with students?
29.01.2013

Nazira

good training worth trying with high school students
08.02.2013

Kseniya

Exercise 3 years is very serious! To conduct it, you must have experience in conducting such "immersions". Some children react emotionally very strongly. When exiting this exercise, be sure to keep track of all participants in the training!
17.01.2015

Ivan

And in my opinion harmful exercises. It is necessary to teach a young person not to be afraid to face difficulties, overcome them and adequately assess their capabilities. Do not complex if something does not work out, but in life you have to meet with this often. And we constantly raise the bar, our children are aimed solely at success, and then bitter disappointments and resentment against teachers, anger at ourselves, hatred of others, that there is no car, no high status, nothing that we aimed at. Teach them to overcome laziness, fortitude, love for the world around them and compassion for the weak.
31.01.2017

Olga

the third exercise is unclear. How and with whom to bargain. Exercise 5. "Three years" Very thin matter. Even a little creepy. Do not forget that thought is material.
02.03.2017

Ivan, why overcome "fortitude, love for the world around and compassion for the weak")).

Irina Deripasova
Training session "My life path"

Target: awareness of one's life goals, activation of mechanisms

self-awareness.

Age: teenagers 12-15 years old

Lesson progress:

1. Exercise "Name and Movement"

Target: feeling of belonging to a group.

Instruction. Sit in one big common circle. Now each of you will pronounce your name and at the same time make some kind of movement - with your arms, legs, with your whole body. The whole group says the name of the child in chorus and repeats the movement made by him. I'll start.

Exercise analysis.

Whose names were easy for you to remember?

Whose names have you forgotten?

Whose moves do you like?

2. Exercise "Brownian motion"

Instruction: “Let's imagine that we are all atoms. Atoms are in constant motion. In the process of movement, atoms combine into molecules, then separate and again randomly move. We will unite into molecules according to my cotton. Simultaneously with the clap, I will call the number indicating the number of atoms that must be combined into a molecule. For some time, the atoms stand, embracing, depicting a molecule. Then clap and command "Let's run", the molecule breaks up into atoms, which again randomly run around the room until the next command.

3 exercise "Swap those places."

playing (from 7-8 people and more) stand in a circle (or sit, the leader is in the center of the circle. He carefully examines the participants and, noticing some sign that unites the majority of the players, He speaks: "Swap places for those with blond hair (who are in" jeans, who love winter, who are in school, who are with watches, etc.). Everyone who falls into the category of carriers of the named sign should quickly jump up and change places, the leader tries take vacant seat. The one who was left without a place or in his old place becomes the leader. As. anything can be used (colors and types of clothing, length and color of hair, the presence or absence of jewelry, watches, types of shoes, musical, literary and other preferences

4. Exercise "It's me!"

This is "star hour" for all creatively gifted participants. They can present themselves in a very interesting way without words.

materials

Each participant will need an A3 piece of paper

Target. Personal attitude to introspection.

Exercise. Answer the question "Who am I?"

Instruction. Write a riddle describing yourself. For example, one of the boys can write: "I'm a boy. I live in a small white house. I love walking the dog. I play football. Sometimes I get mad at my friends. "Who am I?"

Exercise analysis.

Did you solve a difficult riddle?

Was your riddle solved quickly?

Whose riddle did you like the most?

5. Exercise "Arrow life»

Target: staging vital goals and planning for the future.

Instruction. Draw different options on sheets of paper. shooter: straight, circular, zigzag, ornate and invite participants choose: Which of the drawings matches life cycle. You can offer your arrows to draw those who did not fit any of the proposed arrows.

Reflection. Why did you choose this arrow shape? Where are you now on this arrow and why?

Exercise 6 "A letter to myself in 2030".

Target: formation and understanding of one's own "I" now and in the future.

Instruction: Write yourself a letter in 2030 year: what are you like now, how will you look, what will you do, who will surround you ... What do you want to wish yourself in the future?

6. Exercise "Accepting Yourself"

Target. Development of readiness to work on oneself, to understand oneself and trust others, to carry out introspection.

Exercise. Determining your strengths and weaknesses.

Instruction. Take a blank sheet of paper, divide it into two columns: "My Flaws" and "My virtues", extremely frankly write down in them everything that you think is necessary. 7. Exercise "Trash bin"

Target: enriching yourself with new resources.

Material: sheets of paper.

Instruction: Write on a piece of paper everything that you wanted to throw into the wastebasket from your life and explain why.

Everything unnecessary is thrown into the wastebasket.

Exercise analysis.

What have you learned about yourself?

How do you feel now?

8. Exercise "I like you those."

Option 1. Participants stand in a circle. The leader throws the ball to one of the participants, while saying "I like you." and naming the quality you like (several qualities). The participant who received the ball throws it to another person and names the qualities he likes. The ball must go to all participants.

Option 2. Divide the group into pairs. This exercise can be done in pairs.

9. Exercise "The tail of the donkey Eeyore".

Target: stress relief, sense of belonging to a group

Material: fabric ribbons for half of the participants.

Instruction: The group is divided into pairs. Each pair is given a long strip of paper or cloth, which one of the participants inserts into the belt. Then the players stand shoulder to shoulder and wrap one arm around each other's belt. So this couple will move during the whole game.

10. Exercise "Bravo"- psycho-gymnastics.

The person who wishes goes to the center of the group, the rest applaud him. And so on, until everyone who wants to visit the center.

Reflection

How are you feeling?

What have you learned about yourself?

Sections: School psychological service

Explanatory note

Self-regulation is the process of managing a person's own psychological and physiological states, as well as actions. The general patterns of self-regulation are implemented in an individual form, depending on specific conditions, as well as on the characteristics of nervous activity, on the personal qualities of the subject and his habits in organizing his actions, which is formed in the process of education.

In a child, as in an adult, as his personality grows, his abilities for arbitrary mental regulation and self-control increase. The most important place in the technique of mental self-regulation is occupied by special exercises, with the help of which the psyche becomes susceptible to influences - these are exercises for relaxing muscles, breathing exercises, which in turn contribute to the relaxation of consciousness control and the introduction of attitudes into the subconscious, various meditative exercises, autogenic training.

Breathing is the most important physiological process that occurs automatically, reflexively. Breathing exercises are designed to free breathing from tension, restrictions, habits that interfere with breathing. There are various breathing techniques designed to return a person to his nature, proper breathing, economical use of energy, etc. It is important to learn to feel your breath, that is, pay attention to how you exhale: through your mouth or nose, whether you hold your breath. Natural breathing (this is how a healthy person breathes) involves the whole body in work, that is, the work of each individual part of the body is affected by respiratory waves passing through the whole body.

Target: development of valeological competence - the formation of healthy lifestyle skills.

Tasks:

• cognitive- immersion in the world of practical psychology, the acquisition of new psychological knowledge, information about a healthy lifestyle;
• developing- development of general erudition, increasing the ability for mental self-regulation (management of one's own psychological and physiological state), mastering various techniques based on breathing;
• behavioral- increasing the ability to self-control and change the state of one's own health; educational - getting a new life experience, personal changes.

Lesson progress

1. The ritual of entering the occupation

This ritual sets the group up for learning new learning material. It is important that everyone present participate in this procedure. The effect is achieved not only due to suggestion, but also due to a single rhythm of movements. This emphasizes the unity of everyone in the group. Therefore, it is very important that the leader also participate in this procedure. Such rituals help to activate the memory and increase the creativity of the participants; calm the restless group; increase the self-esteem of all participants.

Brain Cleansing Exercise. Please stand up and stretch. We need to prepare for a procedure that can give us good spirits. Stand firmly, legs slightly apart, hold one hand to the right of the head at a distance of about 20 cm from it, the other - in the same way to the left. Imagine that you are holding a thread of colored wool in your hands. Imagine now that you are pulling this thread back and forth - through one ear, through the whole head, through the other ear. Look around - you see that everyone else is doing the same. Try to adjust to the common work so that you all pull the thread in the same rhythm. If someone comes to visit us now, we will explain to him what we are doing here: we are cleaning our brains! We want to think clearly, we want our talents to be completely free. And now that our brains have been cleaned to a shine, we are ready for new learning adventures.

2. Activation of mental activity

The game "Build phrases-quotes."

Participants receive cards with philosophical statements, aphorisms. You need to build a statement or restore the missing words and explain why they considered it necessary to insert this particular word (or words). Comment on the idea. In this exercise, all types of spiritual activity are integrated, and the development of thinking and culture of the individual takes place.

Examples of statements (at the choice of the facilitator):

1) “Man is a kind of strange animal, consisting of two extremely different parts: the soul, as if some kind of deity, and the body, like a dumb beast” (Erasmus of Rotterdam)

2) “The human body is a self-starting machine, a living personification of continuous movement… all the abilities of the soul are so dependent on the structure of the brain and the whole body that a person can be considered a very enlightened machine” (La Mettrie)

The task is to restore the missing words and explain why this particular word (or words) was considered necessary to be inserted. Comment on the idea.

“Man is a kind of strange animal, consisting of two extremely different parts: _______, as if some kind of deity, and ________, like a dumb beast” (Erasmus of Rotterdam)

“The human body is a self-winding __________, a living personification of an uninterrupted ___________ ... all the abilities of the soul are so dependent on the structure of _________ and the whole body that a person can be considered a very enlightened machine” (La Mettrie)

3) “When breathing is disturbed, the soul is agitated. When the breath calms down and the soul finds peace” (Pradipika of Hatha Yoga).

4) “Listen to your breath and you will hear the rhythm of the Universe” (Pradipika of Hatha Yoga).

The task is to build a statement and comment on the resulting thought.

3. Setting the goal of the lesson “What does a person need most of all? Breath. Air"

After the facilitator's information about breathing, the participants themselves formulate the objectives of the lesson.

Presenter's information: Breathing is most necessary for us. Indeed, one cannot live even a few seconds without breathing. Air there is a real gaseous food, more necessary than liquid and solid. When breathing stops, a person immediately dies, while without water he can live for about a week, and without food for up to two months. The air contains energy, which is transformed in the body into a life force that animates us, oxygen burns the toxic products formed in the body due to the constant decay of its cells. Gaseous harmful substances (ptomains, etc.) are expelled out through the lungs during exhalation, and the exhaled spent oxygen itself is converted partly into harmful carbon dioxide.

The toxic substances released out enter the air around us. It is easy to understand that such air is spoiled, polluted, does not contain oxygen and is as unfit for breathing as urine and feces, with which it can be compared, are unfit for drinking and eating.

From what has been said, the harm of our large cities and constantly clogged premises is clearly visible, especially if they are cramped and overcrowded with people.

The cleanest and richest air in the sea, steppes, mountains (where it is freely renewed by the wind) and where there are many plants, which, as you know, absorb carbon dioxide and release oxygen during the day (at night, however, the opposite happens, why not in the bedrooms should be plants).

In clean air, breathing intensifies, and the spoiled air of cities makes people unconsciously breathe more superficially. Such breathing is the cause of many diseases and, among other things, tuberculosis (consumption), which claims so many victims in our day.

For a visual conviction of the strong influence of breath on us, make the following small experiment. Try to breathe quickly and often inhaling and exhaling air; you will immediately feel slightly dizzy and drunk.

Mention should be made of the unconditional dangers of tobacco. Tobacco smoke contains a lot of toxic substances (carbonic, sulfurous and hydrocyanic acids; carbon monoxide, nicotine, etc.). Smoking in public places should be prosecuted as an attempted poisoning.

4. Breathing exercises

Breathing is the central function of our body. It regulates the circulatory system and higher nervous activity. By subordinating the breath to the will and consciousness, we subjugate the whole organism.

Breathing has four phases: inhalation, retention, exhalation of air and cessation of breathing with empty lungs. With each inhalation we take in new forces, with each retention of the breath we assimilate them, with each exhalation we free ourselves from harmful substances and give excess energy to the environment. By changing the duration of these phases at will, we can respectively strengthen or weaken the absorption, assimilation, and expenditure of energy (influence on ourselves and on the outside world).

The results of breathing exercises are very valuable: they lead to the development of the lungs, complete physical health, eliminate nervousness, make a person vigorous, self-confident, energetic, enrich the body with vitality and cleanse it of harmful waste.

Exercises

Anti-stress (calming) breathing . Slowly take a deep breath through your nose; at the peak of inhalation, hold your breath for a moment, then exhale through your nose as slowly as possible. It's a soothing breath. Try to imagine that with each deep breath and long exhalation, you partially get rid of stressful tension.

Mobilizing breathing - an elongated deep breath (4 seconds), a pause lasting half a breath (2 seconds), a short, loud, energetic exhalation (2 seconds). The duration of inhalation is approximately twice that of exhalation.

Breast enlargement exercise. Raise your straight arms up, inhaling the air and then, exhaling it, lower them to the side of the body, pulling them as far back as possible to their original position. In this case, you can rise on your toes.

Chest breathing. Throw your hands behind your head. Slowly inhale air (through the nose), trying to expand only the upper part of the chest. At the same time, the abdomen is pressed inward, the shoulders, as they inhale, are retracted, and the head is thrown back. The chest, collarbones and shoulders rise slightly. After a few seconds of holding the air in the lungs, slowly release it through the nose.

Exercise for straightening the back. Fold your hands down on your back and, straightening it, strongly take it to pain in your chest, shoulders and head, as far back as possible, standing on your toes. At the same time, try to inhale as deeply as possible, filling the lungs with air to the limits of possibility.

Abdominal breathing. With this type of breathing, the chest, shoulders and head remain motionless, and the lower part of the lungs works, due to which the stomach protrudes forward. At the same time, the lower back and the middle part of the back also partly bulge back. Inhalation, retention and exhalation of air are done in the same way as with chest breathing. With a headache, it is useful to quickly inhale and exhale air in the stomach with jerks (belly dance with breathing).

Unilateral breathing. Breathing through the right nostril and the lungs (solar breathing) produces a special modification of the vital force spreading along the right side along the spine, breathing through the left nostrils (lunar breathing) produces a special modification of the vital force spreading along the left side along the spine. Alternate breathing on either side thoroughly clears the airways, especially the nose.

Exercises for the development of voice. Vibrator massage to strengthen the voice. Taking a deep breath, closing your mouth and directing the sound as far forward as possible, sing the sounds: z-z-z, v-v-v, n-n-n, m-m-m, but not in a very high tone, each as long as your breath lasts , then moving on to the next one. At the same time, a tremor should be felt at the sound “z” in the teeth, with “v” - in the lips, with “m” - in the upper lip, and with “n” - in the nose. The result is an immediate amplification and improvement in the timbre of the voice.

5. The law of the duality of the universe

Every thing has its opposite, without which it cannot exist separately. Opposites are parts of a single whole. The law says that any phenomenon in the Universe has its opposite, equal in strength to it, without which this phenomenon simply would not exist. Without black, there would be no white, darkness shows us the boundaries beyond which light begins, and exhalation entails inhalation. Inhalation and exhalation show us the interaction of two forces in a person: the YIN force, embodying the feminine in nature, and the Yang force, embodying everything masculine.

In oriental gymnastics there is an exercise on the interaction of two forces in a person. Both of them, and Yin and Yang, are forces worthy of each other, and not in the way that some people think that Yin is something weak, and Yang is powerful.

Usually in a person they are laid in equal proportions, that is, in a strong person there is a lot of both, and in a weak person there is little of both.

Game "HA! and AH!”. Get into pairs of different genders. In each pair, the partners stand opposite each other. You will need to master two movements. One of them is the movement of the active principle: one of the partners takes an energetic step forward and at the same time puts forward his arm bent at the elbow, while saying a loud “HA!”. It is necessary to put all your power and strength into the sound, while maintaining complete calmness. So everyone tried to make this movement.

Now the movement of the passive beginning: the partner takes a step to the side, spreads his arms to the sides, while saying a loud "AH!" There is no pressure in this movement, but there is a depth of perception, experience, feelings.

Practice doing this exercise. Who is having difficulty?

Let's start the whole exercise. You are welcome. One of the partners makes "XA", and the other in response to him "AX". – and so on several times until some optimal mode of interaction is found.

Partners change roles while continuing to perform the exercises. Pay attention to which beginning, Yin or Yang, is realized more organically in you, whether interaction with a partner is obtained in a pair. The exercise is followed by a discussion.

6. Laughter therapy is the medicine of the future. Host Information

The Bible says, "A merry heart is good medicine, but a despondent spirit dries up the bones." And this is true: laughter and humor can cause great physiological and psychological changes in the human body. Immanuel Kant wrote that “laughter gives a feeling of health, activating all vital processes. The peristalsis of the intestines and the movement of the diaphragm increase, the harmony of the soul and body is achieved. Sigmund Freud believed that wit and humor are a unique manifestation of the human psyche, and a joke is an effective remedy. Laughter has a beneficial effect on the entire breathing process, influencing muscle tone. And although the biochemical changes caused by laughter are not yet as well understood as, for example, the negative effects of fear or anger, they do occur.

Scientists have found that in the human brain there are biochemical substances similar to morphine and are a kind of “internal anesthesia”, as they reduce pain and help to relax. Studies have shown that the use of laughter therapy significantly enhances any treatment. Five minutes of healthy laughter replaces 40 minutes of relaxed rest. The center of laughter is in the right hemisphere. When laughing, there is shortness of breath. Therefore, instead of one inhalation and one exhalation, three or four are made. Such breathing regulates physical and mental well-being. Laughter acts on the skin like a good massage.

It clears the upper respiratory tract even better than a cough. Therefore, it was not in vain that the ancients believed that the sounds “ha-ha”, “ho-ho” cast out the spirits of illness.

Laughter performs an anti-stress function. At the moment when we burst into laughter, the number of killer cells increases, destroying viruses and even cancer cells. A kind of "safety valve" appears in the body, blocking the way for stress hormones - cortisone and adrenaline. Laughter also massages the intestines and other internal organs. In addition, it is a powerful emotional and energetic release. But that's not all. It has been proven that a person who laughs easily solves all life problems, is distinguished by generosity and willingness to help. Why don't we laugh now?

Exercises (optional).

1. Say a tongue twister: crested laughers laughed with laughter: ha-ha-ha; ha ha ha; ha ha ha... Gradually increase the volume.

2. Laughter is a wonderful emotional release. Tune in to have fun just like that, literally without any reason. Everyone in life had such moments when laughter appeared almost for no reason. It's just funny, that's all. Well, if someone sets an example, turns on the whole group, laughter spreads uncontrollably. Let's close our eyes for a few seconds and remember the state that each of us experienced in our lives, when we laughed uncontrollably, from the heart, just to tears. So now we'll all laugh together. Someone will laugh first, and you will all support this leader of laughter. Strengthened and supported by everyone, reflected and multiplied by everyone, laughter will literally shake the walls for several minutes, amaze the imagination of all those present. So, just a little more - and an explosion of laughter will begin. First smooth, then avalanche-like, and the only question will be to stop it after a while after the end of the pause. So, ha ha ha! Finally, a few minutes of silence. You calmed down, rested a little. Do you want to sum up - to express thoughts that have come flooding - please!

3. Game "Photographers and clients". Please stand in one big circle. One of you becomes a photographer, and the rest - his "negligent" clients. The “clients” should try to remain perfectly serious, and the “photographer” should make them smile or even laugh. Being a professional, the photographer goes out of his way to change the sullen facial expressions of his clients. For this, he has a saying that helped him: “Ah, give me at least a ma-a-a-alusenka smile!”

Who will be the "photographer"? The photographer stands in the center of the circle and can do whatever he wants to make the “clients” laugh or at least smile. You can use the photographer's saying, or you can change it. You can build faces, make a variety of sounds, make funny movements. However, one rule applies: do not touch anyone. As soon as someone smiles or laughs, he immediately leaves the circle and joins the photographer. Now the two of you are trying to make the "customers" laugh. And gradually more and more participants are inside the circle, and, in the end, you will already laugh all together. But “clients” need to be persistent as long as possible, only then you will get real pleasure from the game.

“Photographers” can translate the sentence: “Give me a ma-a-alyusenky smile” into fantastic language. For example, it may sound like this: “Akakkhai aumakua Haavina hawaiki hooponopono hu-laa”, or maybe like this: “Pele drank pou pololei pono pokela”. This fantastic language can be constantly varied. This tends to cause incredibly comical situations.

7. Summing up. Reflection

General discussion of issues:

What attracted attention in the lesson? Did everything work out? What were the difficulties? What “discovery” did you make for yourself today? What new did you learn? What mood prevails at the moment? What have I done to maintain my physical health?

8. Summary of the lesson

Exercise "Yes!" This exercise performs several functions at once: firstly, it is a signal of completion, and secondly, it helps participants combine the new knowledge gained in the lesson with the old ones that they already have. The rules of this procedure are as follows. Everyone stands in pairs opposite each other. They hold their hands in front of them, palms up. Then the facilitator says something like this: “Mentally put all the knowledge that you brought with you today into your left hand, and everything that you learned new today into your right. And when I say: "Done, come on!", you will join your hands with one loud clap, while saying: "Yes!" ” It is important that everyone clap their hands at the same time. This creates a sense of belonging to the group and a sense of uplift from joint activities.

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12. Great encyclopedia of traditional medicine / ch. ed. G.A. Nepokochitsky. – M.: ANS: Astrel: AST, 2007.–1118 p.
13. Fopel K. Pause energy: psychological games and exercises. - M.: Genesis, 2001.

Program objectives: awareness of irrational attitudes; release from resentment; gaining freedom and energy for positive thinking.

Organizational conditions:

In this option, the training is designed to work by "immersion" (about 6 hours plus 1 hour for a break); however, a variant of three meetings of 2–3 hours is also possible - in this case, it is necessary to supplement the program of each meeting with “warming up” exercises, rituals for starting and completing work;

The work of a small group (8-10 people) is effective, when selecting which it is necessary to take into account the level of trust of participants in each other;

The article was published with the support of Victoria Grizodub's blog. Victoria blogs about self-love, positive thinking, meditation, and managing emotions. You can read useful articles on how to meditate correctly, how to quickly relieve stress, how to understand yourself and much more. As well as a collection of audio recordings, psychological counseling and online meditation. All detailed information can be found at the link: https://psy-victory.ru/.

To work, you will need audio equipment, drawing materials, plasticine, paper and pens for notes, “Exploring irrational requirements” forms for the number of participants, a large sheet of drawing paper and markers; you must also have napkins, a carafe of drinking water and glasses, a set of items for play therapy (small toys, pebbles, shells, etc.) at the ready.

Epigraphs: it is useful to place statements on the walls of the room that help to understand the problem. I offer several quotes from those that I use myself.

The nobler we are, the more gifts we receive (Louise Hay).

... for he who has it will be given, but from him who does not have, even what he has will be taken away ( Gospel of Luke.

Cracking the shell of pain, we almost always find spiritual pearls in it (Margaret Olivia Woolfson).

1. Introduction to training

Acquaintance with the goals and features of the training work, the adoption of the rules.

2. Acquaintance of participants

Creating an atmosphere of trust. Participants take it in turns to introduce themselves and talk about what brought them to the training, what they expect from working in a group.

Exercise "Contact"

Leading. Choose a partner with whom you least know each other. Hold hands, look into his eyes. Now you don't have to do anything, say anything. Just listen and watch...

Try to feel this person, see in his eyes what he wants to tell you. Think about the fact that nothing is accidental in this world and this person is a gift of fate.

This meeting is designed to help you understand something important, discover something new in yourself and your attitude to the world...

Thank him with a look - and move on to another person. What can you give him? Perhaps he needs your support? Your experience? your wisdom? Just in your presence nearby? In your warm touch? Let your look tell him how you know how to love and empathize ...

Now return to your seats.

The exercise is carried out in a darkened room, accompanied by lyrical instrumental music.

Despite the apparent simplicity, it can be very difficult for children to cope with the emotional reactions that arise during the exercise. Eye to eye contact requires the ability to be open and accept the other person. It is important to discuss the feelings of the participants, the level of trust in the group.

Toy story exercise

Leading. Look at the items on the table. Choose the one that for some reason seems close to you, similar to you. Examine it carefully, feel it, feel the material from which it is made. Come up with a short history of the object - from its birth (creation) to the present moment. Tell the story in the first person, as if the subject were speaking through your mouth.

In the course of the story, each subject should be asked the question: “What or who did you have to take offense in your life?”

This exercise arouses interest among high school students, allows you to relieve tension, awaken creativity. At the same time, the guys often notice the projective nature of their stories, analyze the personal characteristics of the experience of resentment that have manifested themselves in them.

3. Acquaintance with the basic concepts of training

This part of the training is a lecture by a psychologist with elements of a discussion, during which the following scheme is built on a sheet of paper with a marker:

Leading. A small child does not know how to ask. He demands from his mother, from the people around him food, comfort, attention, that is, what he needs in order to live and develop.

His demands do not imply refusal, as they are conditioned by vital necessity and therefore reasonable, rational. Growing up, a person learns to ask. If I ask and my request is not a demand in disguise, I anticipate a possible denial and am willing to accept it. However, we often, out of old childhood habit, make demands, not wanting to accept refusal. Many of these demands are no longer rational. And if they are not satisfied, we may feel resentment.

Resentment is one of the most destructive human feelings. It settles deep in the soul and begins to cripple not only the soul, but also the human body. It is no coincidence that the word "offended" goes back to the phrase "offend oneself." Being offended, we do evil, first of all, to ourselves. Forgiveness is necessary for ourselves to a much greater extent than for those with whom we are offended.

Forgiveness doesn't come by itself. Forgiveness is a reward for the long and hard work of the soul. But the result is worth it!

However, it often happens like this: having decided for ourselves that we have forgiven a person, we experience betrayal pain again and again, remembering the past. So true forgiveness is yet to come. His criterion is a feeling of calmness and even some emptiness when remembering a past offense.

But "aerobatics" is a sincere gratitude to the offender for the experience that you have gained with his help. Such a position presupposes a certain level of maturity of the individual, a willingness to take responsibility for one's life, for one's health and happiness.

At this stage, the psychologist invites the participants to make a decision - whether they will participate in the further work of the group, whether they are ready to take responsibility for everything that happens in their life. Everyone tells the group about their decision. Any choice is welcomed by the group with applause.

4. Study of non-rational requirements

Participants are invited to illustrate with their own examples the following signs of irrational requirements:

Unprovable;

Excessive generalization ("everything", "always", "never");

Must, exclusion of the alternative;

Emotional disturbances (inadequately strong emotions);

Inability to achieve the goal, narrowing the freedom of choice.

Working with the sign “Investigating irrational requirements”

1 - people rarely think so

2 - people often think so

3 - I myself am convinced of this

After reviewing the given statements, the participants add their options, and then evaluate how often people act on the basis of such requirements.

After discussing the results obtained, it is proposed to replace the irrational requirements that received points "2" and "3" with rational statements.

For example: “the world should be fair to me” - to “something often happens in the world that seems unfair at first glance”; "parents must share the inheritance equally" - to "parents have the right to divide the inheritance at their discretion or not leave it to any of the children at all."

Question to the participants:

How could such rational thinking change your life?

Reevaluation of many requirements is given to high school students with great difficulty, they begin to argue, some behave quite aggressively. It is important for the facilitator to remain calm, keeping the discussion within the framework of intellectual processes. Here the psychologist will need the techniques of "Socratic dialogue". It is important to qualitatively work out the irrational requirements of the participants at the cognitive, figurative and behavioral levels in order to move on.

5. Request and refusal

Exercise yes and no

Leading. Divide into two teams. One will only communicate with the word "yes" and the other with the word "no". You can pronounce words with different volume, intonation, facial expressions. Experiment, find the most comfortable combination for you. After three minutes, you will switch roles.

The exercise is carried out in free movement to rhythmic music. When discussing the feelings that arose during it, the topic of internal prohibitions on a request invariably pops up, which cannot be left without comment.

Leading. Demanding rather than asking is a model formed in childhood. Faced with excessive demands from adults, getting a traumatic experience of rejection, the child is looking for ways to protect himself from painful experiences. One of these ways is to put on a mask, hiding a living soul under it. One psychologist called this mask Pig. Why do you think? I suggest you take a closer look at this Pig in order to know how you can deal with it.

Participants are invited to complete the Pig prohibition statements using the diagram on a piece of paper.

Here are examples of prohibitions given by high school students:

“Do not ask for help, because then you will no longer be respected”;

“Don’t ask for help, because people have so many problems, it’s better to help someone yourself”;

"Do not ask for help, people must see for themselves that you need it if they are not blind";

“Do not ask for love, because it can be used against yourself”;

“Do not ask for love, love must be earned”;

“Do not ask for forgiveness, because you must defend your rightness to the end”;

“Do not ask for support, because this is a manifestation of weakness, and no one likes the weak”;

“Do not ask for care, because it is selfish. Who are you that you should be taken care of?"

In the process of formulating these judgments, the participants themselves note their irrationality. And if the previous work with the requirements was carried out with high quality, then this exercise is very lively and fun, the participants themselves use the techniques of rational-emotive psychotherapy, demonstrated earlier by the psychologist.

Exercise "Japanese Dialogue"

Leading. There is no word for "no" in Japanese. If a Japanese does not want to comply with someone's request, he will talk about anything, but will not give a direct refusal. Want to know what it's like? Break into pairs. One in a pair is Japanese, the other is European. A European asks a Japanese about something important. The task of the Japanese is to refuse without saying it directly. In conclusion, the European should thank the interlocutor.

Issues for discussion

To the “Europeans”: with what feeling did you thank your partner?

To the "Japanese": what did you hear in these words of gratitude?

Parable

A man who became famous for his stinginess was dying in one village. Apart from the old nurse, there was no one to brighten up his last moments, for he never shared money, housing, or warmth of heart with anyone.

But one day a traveler appeared on the threshold of his hut, whose face shone with wisdom and love.

Having learned about your illness, I came to say goodbye and thank you, ”he said to the owner of the hut.

He looked at the guest with surprise:

There is no person in this world who could be grateful to me.

But the traveler continued:

Many years ago I asked you for money, because no one else wanted to lend me, you were my last hope. And your rejection made me rethink my whole life. I learned to earn money myself, I learned to rely only on my own strength. And now I'm rich, happy and free - thanks to you.

6. Overcoming resentment

Exercise "Touching the offense"

Against the backdrop of relaxation, the participants listen to the words of the facilitator.

Leading. Often we carry through life a deeply hidden resentment against the people closest to us: father, mother, loved one, teacher, friend ... Close your eyes and imagine a person who once voluntarily or involuntarily offended you ... Remember those words, actions or silence, inaction that hurt you painfully, touched the thinnest strings of your soul ...

What did you feel then?

What were the sensations in the body? How did your body respond to the insult?

What thoughts came to mind? What did you want to do at that moment? What did you want to do but couldn't afford to do?

Art therapy technique "Sculpture of feeling"

Participants are invited, keeping the feelings that arose in the previous exercise, to mold their image from plasticine. It is important to choose the appropriate music for this process. I successfully use folk Armenian melodies, in which the duduk sounds - a spiritual instrument with a special, viscous timbre. His voice is surprisingly in tune with the feelings associated with resentment.

I consider this exercise and its discussion to be the culmination of the corrective training process. If the previous work was mainly on a rational level, here emotions come to the fore. The individual-group process, when group therapy occurs by joining the participant with whom the psychologist works, is built on the basis of Harvey Jackkins' model of re-evaluative counseling.

At the end of this stage, I invite the participants to write a "Letter to the abuser", in which you can express all the feelings and thoughts associated with him. As a rule, in these letters thoughts are already heard not so much about resentment as about forgiveness. The guys are looking for excuses for the actions of other people, trying to look at the situation through their eyes, looking for constructive ways to build relationships.

Relax and integrate the experience gained during a 30-minute break.

Directed Visualization Technique "A Gift to the Offender"

Leading. Make yourself comfortable… Try to make every part of your body feel comfortable and relaxed. Arms and legs are resting... The face is calm, the jaw is open... Take a few deep breaths through the nose - and strong exhalations through the mouth... Breathe like this, synchronizing your breath with the music...

Now imagine that you are sitting in a darkened auditorium. Before you is a brightly lit stage and on it is a person who offended you. His face is radiant, he is happy and pleased with himself. He did something for which a huge number of people are grateful to him. People leave the auditorium, rise in turn to the stage and congratulate this person, say words of gratitude to him, give flowers and gifts ...

How do you feel about this ceremony? Are you ready to take the stage too? Think about what gift you could give this person? Let this gift symbolize your love and forgiveness...

When you are ready, go up on stage, hug and sincerely thank this person for being a part of your life, for the experience that you have gained thanks to him.

If it is difficult for you to do this, return to the hall and after a while repeat all over again. Remember - you are doing this primarily for yourself ...

Those who managed to complete this exercise are invited to draw a symbolic gift that they handed in their imagination to a person on stage.

The drawings are not interpreted; in this case, they are not diagnostic material, but a means of correction. The spontaneity of drawing, the embodiment of internal images, bold experimentation with color and form should be stimulated.

7. Path to Gratitude

Building a graph of the emotional significance of events

Leading. I suggest you plot the emotional significance of the events in your life from birth to today.

On the horizontal axis, mark the events of your life in chronological order. Assess the quality and intensity of your feelings about each of them. Mark negative feelings below the horizontal axis, positive feelings above. The stronger the feelings, the farther from the horizontal they are. By connecting the dots one by one, we get individual graphs. You have 15 minutes for this activity.

Work in pairs

Parable "Abyss"

One day there was a crowd of people walking along the road. Each carried his own cross on his shoulder. One person felt that his cross was too heavy. He was very cunning. Leaving behind everyone, he went into the forest and sawed off part of the cross. Satisfied that he had outwitted everyone, he caught up with them and went on. Suddenly, an abyss opened up along the way. Everyone laid down their crosses and crossed it on them. The cunning man remained on the other side, as his cross was too short.

Thanks List

Leading. Imagine tomorrow morning. You wake up, open your eyes - and say thank you to this world for what it has given you.

Make a list of what and who you can be grateful for. You have 15 minutes for this.

8. Completion of the work of the group

In conclusion, everyone is given the opportunity to formulate a personal result of participation in the training, to express their gratitude to those present.

Training session "Health is the main value of a person"

Topic: "The way to health"

The submitted work will be of interest to teachers, social workers, students aged 13-16 and students. The event is built taking into account the psychological and age characteristics of adolescents and is designed for active assimilation of the material. In the development, the goals of the proposed exercises are described in detail, which can be used separately for the development of creativity, non-standard thinking, and communication skills in children. This material can be used in the classroom, extracurricular and extracurricular activities.

The duration of the training is 60 minutes. The number of participants is 15-20 people.

Target: contribute to the definition of their own spiritual values ​​and focus on a healthy lifestyle.
Tasks: explain the meaning of the concept of "health"; foster a sense of responsibility for maintaining health; to form in adolescents the desire to take an active life position.
to prove the priority of health among other human values ​​and the negative impact of bad habits on the well-being of a teenager.

Learning Outcomes
At the end of the lesson, students:
- explain the meaning of the terms: health, components of health, holistic idea of ​​health;
- make arguments in favor of health;
- demonstrate the skills of obtaining information, critical thinking, responsibility for their actions.
- show the ability to realize the values ​​of one's own health and the skills of making decisions to preserve one's own health.

Guidelines (to achieve the goal): given the psychological and age characteristics of older adolescents, conversations about health should be conducted in a delicate form so that this is not perceived as pressure and teaching. For a more effective impact on the perception, understanding and memorization of information, it is appropriate to use examples from the life of their peers, various visual materials.
Equipment: a poster-image of a mountain with a peak "health"; notebooks, paper, pens, felt-tip pens, stickers, paper clips, footprints (two per participant)
The content of the work
1. Actualization of knowledge (1-2 minutes).
2. Acquaintance (5-7 min).
3. Waiting (2-3 minutes).
4. Exercise "Interview" (9-10 minutes).
5. Information block "Holistic approach to health" (5 min).
6. Exercise "Clip" (5 min).
7. Exercise "Find a mate" (3 min).
8. Exercise "Threat to life" (2 min).
9. Work in small groups. Exercise "Health Benefits" (15 min).
10. Summing up. Exercise "Feedback" (3 min).
11. Exercise "The path to health" (5 min).
12. Completion of the training (2 minutes).

1.Updating knowledge (1-2 minutes). An epigraph to the lesson is written on the board:
The main treasure of life is not the lands that you have conquered, not the wealth that you have acquired ... The main treasure of life is health, and in order to preserve it, you need to know a lot.
Avicenna