The best psychological games for children and teenagers of all ages

The dream of all parents is to raise a smart, intellectually developed child, and psychological games are considered indispensable aids in raising children. The peculiarity of the game action is that it is not necessary to achieve high results in the final; the process itself is considered exciting and exciting. Special trainings conducted by psychologists also make it possible to identify a problem with the child’s psyche, eliminate it in the early stages, and even increase the child’s self-esteem.

Briefly about psychological games, the benefits of gameplay for a child or teenager

The main feature of psychological games is their positive impact on the child’s psyche. Communication in relation to others is also formed. Among the positive features of the gameplay are:

• improved mood;
• an exciting form of entertainment;
• determination of a malfunction in the mental development of a child;
• development of skills useful for the child;
• revealing hidden talents;
• personality transformation;
• socialization, which allows you to determine your place in society.

Regular psychological games also have a positive effect on a child’s behavior and develop logic and thinking. There are special project games that promote personality development, independence and help to find the right solutions.

Features and main rules of psychological games

Experience shows that psychologists’ sessions with young audiences bring the greatest benefit if the process takes place in the form of an exciting game. Information presented in an easy form helps to understand certain aspects of human psychology. The main condition is that psychological games must be conducted by an experienced psychologist with practical experience and the necessary knowledge.

General basic rules for conducting psychological games:

• psychological training is explained in detail to the participants of the game, all the rules and requirements of the process are explained, often real life events, given by the psychologist as an example, come to the rescue;
• in continuation of psychological training, the specialist carefully monitors the state of each participant, tries to maintain dynamics at the required level, avoiding turning the game into a boring and tedious activity;
• the organizer is obliged to find motivation, interest the young audience, demonstrate the benefits of psychological training (real life incidents again come to the rescue);
• Explain to children that a tolerant attitude towards the shortcomings and shortcomings of others and mutual respect are the main basis for building teamwork.

The final stage of psychological games is a collective discussion of the process, and all players must take part in it. A psychologist should not impose his opinion - he is assigned the role of a kind mentor, capable of resolving any conflict or giving advice in a difficult situation.

Psychological games for children, which are carried out regularly, can achieve the following effect:

• learn to be part of a team and work together;
• have a positive impact on self-esteem;
• significantly improve self-esteem;
• instill respect for others;
• teach you to respect yourself and your opinion;
• allow you to overcome problems and obstacles, make serious decisions on your own;
• instill the skills to work together with friends;
• develop empathy for others.

In continuation of psychological training for teenagers, the facilitator needs to create a friendly, comfortable atmosphere. It depends only on this how relaxed a withdrawn, uncommunicative child will feel and whether he will be able to benefit from the game. It is important for the organizer to correctly structure the lesson plan if a new group with children who have not had the opportunity to meet before gathers for the training. There will definitely be stiffness that needs to be overcome when getting teenagers to work together.

Training for teenagers on the topic: “Understand yourself”

Training for teenagers on the topic:

"Understand yourself"

Explanatory note

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

This training program is designed for the personal growth of adolescents.

Target:

creating conditions for personal growth of adolescents.

Tasks:

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

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

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

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

Duration:

1 hour 30 minutes.

Age composition:

13-14 years old.

Amount of children:

10-15 people.

Location:

training room, auditorium.

Form:

group lesson.

Necessary materials:

music player, pens, A4 paper.

I. _ Introductory part

Exercise No. 1 “Getting to know each other”

Target:

introducing participants to each other, creating a positive atmosphere in the group.

Psychologist:

"Good afternoon! Today we have a lot of joint work ahead of us, and therefore we need to get to know each other and remember each other’s names. In the training, we are given a great opportunity, usually not available in real life, to choose a name for ourselves. After all, it often happens: someone doesn’t really like the name given to him by his parents; someone is not satisfied with the form of address that is familiar to others, say, everyone calls a girl Lenka, but she wants to be addressed as “Lenochka” or “Lenulya”. There are people who had a funny nickname in childhood and would not mind being addressed that way in an informal setting even now. You have thirty seconds to think and choose a game name for yourself. All other members of the group and the leader will address you only by this name throughout the training.”

Exercise No. 2 “Ram’s head”

Psychologist:

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

Exercise No. 3 “Parcel”

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

II . Main part

Exercise No. 4 “Advertising video”

Psychologist:

We all know well what advertising is. Every day we see commercials on TV screens many times and have an idea of ​​how different presentations of a particular product can be. Since we are all consumers of advertised goods, it would not be an exaggeration to consider us advertising specialists. So let’s imagine that we have gathered here to create our own video for some product. Our task is to present this product to the public in such a way as to highlight its best features and interest them. Everything is the same as in the usual activities of an advertising service.

But one small nuance - the object of our advertising will be specific people sitting here in this circle. Each of you will draw a card with the name of one of the group members written on it. You may end up getting a card with your own name on it. It's OK! This means you will have to advertise yourself. Our advertising will have one more condition: you must not mention the name of the person you are advertising. Moreover, you are asked to present a person as some kind of product or service. Imagine what your protégé could have turned out to be if he had not been born in human form. Maybe a refrigerator? Or a country house? Then what kind of refrigerator is this? And what is this country house like? Name the category of population your advertisement will be aimed at. Of course, the advertising video should reflect the most important and true advantages of the advertised object. The duration of each commercial is no more than one minute. The group will then have to guess which of its members was featured in the advertisement.

Exercise No. 5 “Waiter, there’s a fly in my soup”

Group members are invited to participate in a conflict situation that occurred in one of the expensive restaurants. The exercise is a role play designed to demonstrate some aspects of communication.

It is necessary for two performers to come out and stand so that everyone can see and hear them, after which we begin the game.

After playing the situation, you should discuss the impressions, opinions, experiences that arose among the participants in the scene, and then the observations of the rest of the group members. If time permits and there are people willing, the exercise can be repeated, but with other participants.

ROLE A

You are traveling in a foreign country. Today, while having lunch at a very expensive restaurant, you discovered something in the soup that looked like part of an insect. You complained to the waiter, but he insisted that it was not an insect, but spices. You did not agree and wanted to talk to the manager. And then the manager comes to your table.

ROLE B

You are the manager of a very good restaurant. The prices may seem high, but the quality of service greatly justifies them. Your restaurant has a good reputation and attracts many foreigners. Today a foreigner came to your restaurant for lunch, and one of the new waiters served him soup. Some complaints arose, and the waiter told you that the foreigner wants to talk to you. So you head over to his table.

Analysis:

1. Did A complain? Did he cancel the order? Did you refuse to pay for the soup?

2. Did B get to the bottom of the problem? Have the parties overcome the misunderstanding of each other? Did you express sincere regret? Did you make a polite apology?

3. Were the parties able to give explanations, accept them and resolve the problem to mutual satisfaction?

4. Could A state his complaint clearly and distinctly?

Role play can be used to demonstrate cultural specificity in human behavior: For example: Do men and women express the same complaint in the same way?

Completion:

No one can indicate the “best way” to solve the problems that come with communicating with foreigners, but discussing this role-play can help participants see the possibilities for doing so.

Exercise No. 6 “Shurum-burum”

Participants are invited to think of a feeling, and then, using only intonation, turning away from the circle and saying only the words “shurum-burum,” show the feeling they have in mind.

Exercise No. 7 “Dance of individual body parts”

Target:

warming up the participants; awareness and release of muscle tension.

Materials:

A musical recording with a clear rhythmic pattern.

Participants stand in a circle. Music is playing. The psychologist names one by one the parts of the body whose dance will be performed

• hand dance;
• hand dance;
• head dance;
• shoulder dance;
• belly dance;
• foot dance.

Participants strive to make maximum use of the named body part in the dance.

Exercise No. 8 “Magic Shop”

Participants can focus on self-image, their characteristics and analyzing them, thinking about what they would like to change. The exercise allows you to come to the conclusion: in order to acquire something new, we always have to pay. Participants can also think about life goals that are significant to them.

Psychologist:

I want to offer you an exercise that will give you the opportunity to look at yourself. Make yourself comfortable. Inhale and exhale deeply several times and relax completely. Imagine that you are walking along a narrow path through the forest. Imagine the nature around you. Look around. Is it dark or light in the forest around you? What do you hear? What smells do you smell? What do you feel? Suddenly the path turns and leads you to some old house. You become interested and you go inside. You see shelves, drawers. There are vessels, jars, and boxes everywhere. This is an old shop, and a magical one at that. Now imagine that I am the seller of this shop. Welcome! Here you can buy something, but not things, but character traits, abilities - whatever you want. But there is one more rule: for each quality, your desire, you must give something, another quality or give up something. Anyone who wants to use the magic shop can come up to me and tell me what he wants. I will ask the question: “What will you give for this?” he must decide what it will be. The exchange will take place if anyone from the group wants to acquire this quality, ability, skill, what is being given, or if I, the owner of the shop, seems to have this exchange of equal value, like this ability, skill. After some time, the next member of the group may approach me. We conclude by discussing what each of us has experienced.

Exercise No. 9 “Planning the Future”

Psychologist:

I propose to write you a rough plan for your future. To begin with, it is necessary to highlight the main areas present in the life of every person: family, professional, leisure.

In each area, you need to outline the main achievements that you would like to achieve, events that can happen or you would like them to happen. Try to set more or less realistic goals and predict real events.

Now you need to highlight immediate and immediate goals as stages and ways to achieve long-term goals.

You can arrange them in chronological order and even write approximate dates. Notice if there is any contradiction between goals and events from different areas of your life? Maybe they help each other, or they don't have any influence on each other. Try to coordinate them.

Assess your own strengths and weaknesses that may affect your success in achieving various goals.

Identify ways to overcome these shortcomings.

Note all external obstacles to your goals.

Determine ways to overcome external obstacles.

Assess the possibility of backup options in different areas of life (in case of insurmountable obstacles or deep contradictions between goals from different areas of life).

With what goals will you begin the practical implementation of your plan?

Please indicate a specific date.

Sh. Final part

Exercise No. 10 “Applause in a circle”

Psychologist:

We did a good job today, and I would like to offer you a game in which the applause sounds quiet at first, and then becomes stronger and stronger.

The psychologist begins to quietly clap his hands, looking and gradually approaching one of the participants. This participant then chooses the next one from the group to whom they both applaud. The third chooses the fourth, etc. The last participant is applauded by the whole group.

Dear participants, I wish you to boldly follow the path of life, set high goals for yourself and give kindness and smiles to your loved ones and those around you. All the best! See you again!

Literature

1. Dubrovina I.V. A practical psychologist's guide: psychological programs for personality development in adolescence and high school age. M., Ed. , 1997
2. Prutchenkov A.S. Personal growth training. M.: Creative pedagogy, 1993.
3. Kireycheva E.V., Kireychev A.V. Psychological training for the development of self-concept. – Yalta, 2006
4. Zakharov V.P., Khryashcheva N.Yu. Social-psychological training. 1990
5. Ann L.F. Psychological training with teenagers - St. Petersburg: Peter, 2006.
6. Vachkov I.V. Fundamentals of group training technology. Psychotechnics: textbook. - M.: 2000.
7. Zhukov, Yu. M. Communication training. - M.: Gardariki, 2004.
8. Kozlov N.I. Personality formula. - St. Petersburg: Peter, 1999.

Recommended psychological games for preschoolers

Psychological games designed in playful form for preschool children should not be long - children quickly get tired and lose the thread of events, and interest in activities disappears. The best option is to play 2-3 games, taking breaks of a quarter of an hour, allowing the child to rest.

Baby dragon biting off its tail

The role of a psychological game for children 4–6 years old is to get rid of fears. Training is also recommended for children who have been diagnosed with one of the forms of neurosis. Classes are held to pleasant, upbeat music (it’s best to choose in advance).

The psychological game goes like this:

1. Children stand one after another, placing their hands on the shoulders of the child standing in front.
2. The group begins to move around the room, with the first child trying to reach the “tail”.
3. When the child in the “head” of the dragon catches the tail, the baby that has been “bitten off” is already left in front of the chain.

It is recommended to end the game after all the children have taken turns being the “tail” and “head” of the dragon.

A game that promotes control

There are many psychological games for preschoolers that allow them to learn to control themselves, emotions, and control negativity. During the exercises, the psychologist must regularly remind you of the need to inhale and exhale if feelings of anger arise. After this, it is recommended to straighten up, slowly and evenly count to 10–12, and smile broadly.

Kindness and calmness are ardent opponents of anger and bitterness. If you regularly remind your child of this and help direct emotions in the right direction, it will be easy to raise an independent person who can find his place in life.

Rearrangement

Psychological games for children are aimed not only at improving communication abilities or liberating the individual. With the help of entertainment, you can improve your child's intellectual abilities. You can also develop vigilance, intuition and attentiveness. But this will only happen if the teenager makes contact and invests in the game with enthusiasm. This kind of entertainment will be beneficial even if the child sits indifferently on a chair and watches carefully. But it’s one thing to understand with your head, and another thing to participate, communicate directly with peers and learn to find a common language with everyone.

Psychological games and exercises can improve memory. And the easiest way to do this is to involve the children and turn boring exercises into an exciting game. Two people are selected: one will be the host and the other will be the participant. The participant leaves the room, and at this time his comrades build a composition from their bodies. Then the man enters. His task is to remember the location of all people in two minutes. Now the participant leaves, and the presenter swaps the three members of the composition. The task of the person whose memory is tested in this sophisticated way is to determine what changes have occurred and to return all people to their original places.

Junior school age - the best psychological games and training features

The main goal of psychological training for preschool children is to work through mental problems and instill skills that allow them to independently overcome obstacles. Recommended elements of psychological games for children of primary school age:

• conducting exercises to stabilize the mental state and relaxation;
• role-playing games, which are carried out with special props (prepare equipment in advance according to the planned psychological training);
• acting techniques - the child must learn to take care of himself, show emotions, control behavior;
• For hyperactive children with depressive disorders, it is recommended to conduct art therapy to relieve the child of psychological discomfort.

The most important role in psychological games for younger schoolchildren is played by therapy, which is aimed at eliminating difficulties with self-expression. If a child is unable to express his thoughts, reflections, experiences, the problem can only be eliminated through regular training, which should be accompanied by musical melodies. Music therapy is one of the most effective techniques that has a positive effect on the child’s psyche, calming and helping to control emotions.

Princess Nesmeyana

An interesting psychological role-playing game that a child will certainly enjoy. A chair is placed in the center of the room, on which one of the participants sits (determined by lot or simply assigned by agreement of all participants). He is given the title of “Princess Nesmeyana”, the task is to hold it for a long time.

The task of the other participants in the psychological training is to make Nesmeyana laugh or at least make the princess smile. The one who succeeds takes a chair and, in turn, tries not to laugh. Victory is awarded to the player who managed to resist provocation for a longer period of time and maintain a serious appearance.

Your favorite activity

This psychological game is recommended to be carried out in the first stages of classes - the training allows you to establish contact between new participants and get to know each other better. The psychologist calls the children one by one to the middle of the room and asks a question about their hobbies and favorite activities. It is forbidden to answer out loud - it is recommended to show everything using gestures and supplement your answers with facial expressions.

The task of the other participants in the psychological training is to try to guess what hobby the narrator is describing. The one who was the first to give the correct answer takes a place in the center of the room and continues the game, talking about his hobby.

Races with balloons

The exercise is recommended for all types of children - hyperactive and calm. Be sure to form teams in advance (there should be the same number of participants, preferably in pairs). The task of each participant is to, in pairs, alternately run with the balloon to the finish line, return back and pass the baton to the next pair. The main condition is that it is strictly forbidden to touch the ball with your hands; it should be held with any part of the body.

Victory is awarded to the team that was the first to complete the task - all pairs reached the finish line and returned back. Psychological play helps children learn to act in a team and establish contact in pairs.

Card file of training exercises for developing confidence for teenagers

Dina Fomina

Card file of training exercises for developing confidence for teenagers

Exercises for developing trust in another person, trust as a personal quality

Age: teenager, adult

Purpose: exercises will help to establish contact and develop trusting relationships with difficult teenagers and adults (teachers, parents)

1. Exercise “Without a mask” / “Unfinished sentences”.

All participants take turns taking cards that are on the table and, without preparation, continue the statement that begins on the card.

The group listens to intonations, voice, and evaluates the degree of sincerity. If it is recognized that the statement was sincere, then the next participant continues the exercise. If the group admits that it was stereotyped and insincere, the participant makes another attempt, but after everyone else.

Contents of unfinished sentences:

“I especially don’t like it when.”

“I know the acute feeling of loneliness. I remember."

“I really want to forget that.”

“It happened that close people almost caused me hatred. One day, when."

“One day something scared me.”

“I feel in unfamiliar company.”

“Even people close to me sometimes don’t understand me. One day."

“I remember a time when I felt ashamed, I.”

“The thing that really pisses me off is that.” and etc.

2. Train (from 6 years onwards.).

Objectives: In this game, children will be able to learn various interpersonal skills. The Locomotive will carry the Cars through the Forest, and the Trees will warn the Train about danger so that it does not hit anywhere. The exercise teaches you to find mutual understanding with another person in a situation where you need to guide him, as well as convey information using various means, both verbal and non-verbal. Development of trust and mutual understanding between participants.

The Locomotive and the Cars must work harmoniously, with complete trust in each other. Only in this case will the Train pass its path without colliding. Children can imagine that this train is bringing toys to the city for children for Christmas.

* Materials: 6 or 12 blindfolds, 3 hats (caps).

Instructions: Imagine that Christmas is coming very soon and the children of one small town are looking forward to gifts. They heard that the train with toys for the festive evening would have to make its way at night through a terrible forest covered with snow. And only the locomotive has headlights to illuminate the road. Could anyone tell me what gifts the children of this small town would like to receive?

How many of you would like to become a Locomotive and carry a Train with toys for children? Six guys will be Carriages with gifts. Who wants to be them? Everyone else will be Trees in the night forest.

The trees should be positioned so that there is enough space between them. Warn that the Trees should not move, but they may make a quiet "Shhh." "at the moment when any train car risks hitting them. The Three Trees are special - they wear hats. The train must go around these Trees before it leaves the Forest. Mark the place where the Train enters the Forest, and stand on the other side of the Forest - you will be a Small Town where children are waiting for the Train.

Now let's make our Train. Stand behind the Locomotive and place your hands on the shoulders of the previous person. I will blindfold each Car, because only the Locomotive has light and can see. The locomotive will move very slowly so as not to lose the Cars and so that all Cars feel confident. The locomotive itself chooses the path it will take through the Forest, but it must pass by three special Trees (with hats).

After that, go to the other side of the Forest and give the Locomotive the start signal.

Next time the other kids can be the locomotive. You can complicate the task, for example, by increasing the number of Cars or running two Trains at the same time.

Exercise Analysis:

•How did you feel as a Lokomotiv?

•How did you feel like you were “driving a whole train”?

•How did you feel as a Wagon?

•Did you feel safe while following the Locomotive, and did you believe the Trees when they warned you of danger?

•Which do you prefer to be - a Locomotive or a Wagon?

3. Exercise: “The Blind Old Man.”

Participants are asked to split into pairs. One of the children becomes the leader, the other is blindfolded and turns into a “blind old man.” Each pair needs to walk the entire room and not touch the surrounding pairs and objects.

After completing the exercise in pairs, everyone becomes a “blind old man” and tries to overcome the path on their own.

Issues for discussion:

• How did you feel when you were blind?

• Did your guide lead you confidently and carefully?

• How did you feel when you were a guide?

• When were you better: when you led, when you were led, or when you were a “blind old man” without a guide?

4. Exercise: “Positive compliments and negative pinches.”

Three volunteers leave the classroom. They will need to find the hidden pencil. The trainer asks the rest to split into two groups. One group is asked to come up with encouraging phrases to help searchers find the pencil, for example:

- Well done, you're on the right track. Everything works out for you.

Another group is asked to come up with phrases that would also help find a pencil, but would have a tinge of hostility, for example:

- Well, you couldn’t guess where to go before, but now you’ve chosen the right direction. Why are you like a sleepy fly, turn right.

After the participants have come up with phrases that they could say, the coach hides the pencil and invites the first child to come in, then the second and third.

Issues for discussion:

•How did you feel when you did this exercise?

•Why do positive peer attitudes help you solve a problem, while negative ones make it difficult?

•Have you encountered such behavior in your life?

•Which people do you want to trust, those who support you or vice versa?

5. "Mysterious neighbor."

Equipment: bandages for all participants.

Content:

A) Participants sit in a circle.

“Look at the person sitting opposite you and, closing your eyes, change places with him!”

Those who find a place help the others by knocking on chairs.

At the end of the exercise, it becomes clear who opened their eyes and who sat down last and why.

B) An intermediate exercise aimed at orderly blinding the participants.

The trainer will need the help of assistants to quickly blindfold the participants.

•"Change places, those who like the color red and its shades!" (Red lovers are blindfolded and continue the game blindly).

The coach notes that neighboring chairs cannot be occupied, and participants who find a seat should help their comrades find an empty chair by hitting it with their hand.

•"Change places those who had a dream last night!" (The exchangers are blindfolded.)

•"Change places those who don't know what will happen next!" (After this, the remaining participants are blindfolded).

C) Those sitting in a circle are asked to maintain complete silence and unite in pairs, clasping the hands of the people sitting next to them. Next, participants are asked, without breaking the silence, to study their neighbor, trying to understand what kind of person is sitting next to them.

D) At the end of the study, the command sounds: “Change places, those who touched their neighbor at least once!” (Participants take places in random order.)

D) “We take off the blindfolds, open our eyes and try to find who our wonderful neighbor was! Find your match, stand up and greet them!”

Note: if many participants do not recognize their neighbors, you can try the exercise again, but participants are asked to use certain identification signs that are made when getting to know their neighbors (an untied shoelace, a rolled up shirt sleeve, etc.).

E) The results of the work are summed up. The most memorable moments of the exercise are noted.

6. Exercise “Storm”.

Target:

•working with the emotional state of a person in an unusual movement situation;

•acquaintance with new kinesthetic experiences.

Equipment: durable chair with backrest, blindfold.

The coach will need the help of several assistants, including for insurance.

Content:

A receptive participant (preferably a girl) is asked to take a place on a chair. She is blindfolded and after a while, without warning, she suddenly rises up in her chair.

Attention! The coach needs to provide maximum insurance in case of a possible fall.

Next, the participant is asked to focus on her sensations while she is rocked from side to side. After a not too long “storm,” the participant is lowered to the floor and asked to share her impressions with others.

7. Exercise “Candle”.

Target:

•increasing trust in partners;

•development of sensorimotor skills and coordination of movements in space.

Content:

Several groups of participants are formed (depending on the number of teams). By standing close to each other, with your arms outstretched, the “walls of the circle” prevent those in the position from falling.

Attention! The coach must ensure that the participants take this exercise seriously, provide insurance for the person in the center of the circle, evenly distribute the forces of the “circle” reflecting the “candle”, and prohibit sharp pushes of the “candle”.

The central participant (“candle”) should straighten up as much as possible, close his eyes, not move from his starting point in the center and extend his arms along the body.

If possible, each of those present should try themselves in the role of a “candle”. The results of the exercise can be discussed in a circle.

8. Exercise “Mountain path”.

Equipment: several stable tables and durable chairs, blindfolds for participants.

Content:

Participants in the exercise will have to choose a guide who will help them walk blindly along the “mountain path”. (“The path” consists of several tables, loosely moved towards each other, chairs placed in the gaps between the tables, etc.)

The beginning and end of the route are set.

Attention! No more than two people can be on the route at the same time, whose passage is controlled, in addition to the guide, by several belayers.

At the end of the exercise, participants exchange their impressions.

9. Exercise “Falling”.

Equipment: table, sturdy chair or cabinet.

Content:

ATTENTION! To carry out the exercise, it is necessary to ensure that the participants are collected and provide insurance.

Initially, the volunteer, and then everyone who wishes, is invited to test themselves and find out whether you trust others. The participant is invited to climb onto a chair standing on the table and fall from a height into the hands of his comrades, forming a kind of corridor. In this case, the falling person must straighten up and be sure to clasp his hands so that at the moment of the fall he does not spread them to the sides, since he can seriously hit those who catch him.

It’s a good idea if each participant goes through this exercise. In case of refusal, you should, after some time, repeat the offer, but you cannot insist on indispensable participation in the “fall”.

After the participants have gathered in a circle, they are asked to share their impressions of the exercise done.

10. Exercise “Blind handshake”

Setup: Move tables and chairs to the side to make room for the game.

1. Those participants who would like to get to know each other better become partners.

2. Both players stand in front of each other so that each player has 2-3 m of free space behind them.

3. They shake hands and, looking intently into each other's eyes, continue to stand in place.

4. Then all participants close their eyes.

5. At the “March” signal, the partners unclench their hands and begin to slowly and carefully move back 2-3 m. At the same time, the hands should remain in the same position as when shaking hands.

6. After this, one of the partners says: “Come to me.” Then both players begin to move towards the starting point and, without opening their eyes, try to shake their partner’s hand again. You can then open your eyes and briefly discuss the results of the exercise.

Notes: In the game, partners get the impression that they have experienced a small adventure together, and this brings them closer together. The players said almost nothing to each other, and trust in the group grew.

11. Exercise “Boots”

Everyone sits in a circle, takes off their shoes and puts them in the center. Then the shoes are mixed and scattered to different ends of the class. Everyone stands up and joins hands.

Assignment: everyone must put on their shoes without moving their hands. If the circle breaks, everything starts all over again. After the exercise, the following questions are asked: Are you satisfied with how you completed the exercise, who helped you? What did you experience while completing the tasks?

12. Exercise “At Risk”

Instructions: Now we are going to do an exercise that involves a certain risk. I ask you to trust me and join the circle of those who want to help me. "

After everyone has entered the circle, thank them and tell them that the exercise is over.

Discussion:

Ask those who came out why they did it? For those who did not enter, why? Discuss how the phrase “Trust me” influenced their decision. Why do people often trust others without thinking about the consequences, etc.?

Games recommended for ages 10–12

At the age of 10–12, psychological games for children are of particular importance - they teach behavior in a team, educate, allow them to learn to act as a team, relying on the shoulder of a friend. It is important to introduce participants in advance - at this age it is often difficult to establish contact with peers.

Funny pantomimes

The organizer’s task is to prepare in advance the attributes for psychological training (you will need walking boots, drumsticks, a wooden horse). Objects are distributed among the participants (randomly, using lots); with these attributes, the children will have to perform a funny musical number.

The main role of the exercise is to develop the child’s talent. Psychological exercise also promotes the development of fantasy and imagination, increases the sense of humor, and relieves inhibitions.

Truth and deception

Participants in psychological training sit comfortably in the room (on chairs or the floor). The psychologist begins to read short texts (it is better to prepare them in advance), which tell true or false facts.

Children must determine whether the texts read by the organizer are true. Do not answer all together - participants need to raise their hand and give an answer. If the child guesses correctly, he is awarded one point. If not, one point is deducted.

Victory in the psychological game is awarded to the child who, by the end of the lesson, boasts the most points. The training promotes the development of thinking and analysis in children.

These Children: developmental psychology, development and upbringing of children.

Psychological classes for teenagers

The main goal of psychological games for teenagers is to develop self-confidence and get rid of fears of speaking in public. The training also develops communication skills necessary in adult life. It has been observed that regular psychological classes have a positive effect on school performance and even develop leadership qualities.

Living mirrors

A psychological exercise for teenagers begins by dividing all participants into several subgroups (each of them should have three participants). Calm or energetic music is turned on (in the first stages of the lesson it is recommended to give preference to slow melodies), one of the participants in the subgroup begins to dance. The task of the rest of the children in the group is to copy absolutely all the movements.

After the end of the melody, the leaders change and the exercise continues. The training ends after all participants have tested themselves in the role of a leader. Regular exercise helps to lift the spirits of all children and promote team cohesion.

Finding a rhyme - an exercise for an individual lesson by a psychologist with a teenager

Often classes are conducted individually - here psychological games for two come to the rescue. The presenter’s responsibilities include preparing in advance several pieces of paper on which to write simple words of several letters. One participant is given one of the sheets, and the player’s task is to select as many rhymes as possible for them and write them down on blank paper. Then the sheet with the selected rhymes is given to the second child, who must use the clues and guess the hidden word.

As the game continues, each participant must become a player, both choosing rhymes and solving a riddle. Experience shows that such sessions of a psychologist with teenagers contribute to the development of logic, imagination, and analytical thinking.

Progress of the experiment:

I. Sit at the table - you are on one side, your partner is on the other. Place a notepad or cardboard as a partition. Take one set of parts for yourself and give another to your partner.

2. So that your partner does not see, build some kind of structure from the parts or lay out a flat ornament. Now explain to your partner that you (not him)

On a spaceship you fly around the planet Zug, whose inhabitants are friendly towards you, but have no idea about earthly technology.
The spaceship has developed problems and you need to land, but before you can land, the Zuggian pilot (your partner)
must understand what your control panel looks like. Fortunately, you can speak the same language, so all the details of the remote can be described.

But, unfortunately, the Zuttians cannot answer you or ask you questions because their transmitter is damaged. In addition, they cannot see you, and you cannot communicate with them using gestures.

Your partner has the same set of parts as you. You describe your remote control, and he or she tries to make an exact copy of it. Remember that your communication can only be one-way. And at the end, remove the partition and check how accurately your partner was able to reproduce your structure. Will you be able to land on planet Zug?

The discussion of the results.

Is mutual understanding possible in one-way communication, when only one person speaks and the other cannot answer or ask a question?

How important is it to be able to ask questions and get answers?

How important is sign language when communicating?

1. Filling out the “Circle of Support”
(Appendix 7)
.

2. Warm up your arms. General drawing (silently, on a topic previously chosen by the group together, you can communicate using gestures.

3. What new things have you learned about yourself? Filling the "Window"

.

D/Z: Write a letter to an alien. The letter should be short and contain in a funny form information about why the “alien”

could find the author of the letter among the millions of inhabitants of the Earth.

Lesson 5 . Power.

Goals and objectives: helping participants discover their strengths; updating their personal resources.

1. Warm up.

2. Exercise “Power”

.

3. Complete the sentence “I can ....”
(at least 20 sentences)
.

4. Emphasize what only you and some of your friends can do.

5. Read out your “Mogus”

.

6. Presenter. What do you think power is? That's right - these are skills. And the more of them a person has, the more powerful he is, the more he can, knows how to do something, create, create. A powerful person is a strong person and not necessarily physically. The strength of this person is that he can do a lot and relies on his own strength, does not give up, does not give up, he is ready to learn something else if he feels such a need. Be strong, powerful, learn to create, create, and be sure to be able to bring every task to the end.

7. Complete the sentence “I can…”

- 5 minutes.

8. Discussion of drawings “This is what I want to become”

9. Exercise “My Universe”

.
The presenter says that “star map”
shows that everyone has many opportunities;
there is a lot of what makes each of us unique and what unites us. Participants fill out the finished “star card”
. It is possible to optionally add stars and planets with their own characteristics.

10. Warm up your arms. Drawing "Mandala"

.Instructions: “Draw a circle the size of your head and color it. You can only draw in a circle. It doesn’t matter if you start drawing from the center or from the edge.”

Discussion. Questions: “What would you call your circle?”

,
“If the circle could talk, what would it tell you?”
1. What new things have you learned about yourself? Filling the "Window"

.

D/Z: Write an ode to Leni, praise her, write only good things about her and as much as possible.

Lesson 6 . Crossroads.

Goals and objectives: awareness of one’s own influence on people and their influence on themselves; assistance in determining personal values; assistance in determining your personal and individual characteristics.

1. Warm up

2. Reading and discussion of “Letters to an Alien”

3. Experiment

Is it possible to influence other people's behavior?

Role-playing game for adults and teenagers "Mafia"

The leader in psychological role-playing games for teenagers and even the adult generation is considered to be “Mafia”, which has not lost popularity for many years. Basic rules that remain unchanged:

• a group is formed in advance, the recommended number of participants is at least seven people (the maximum number of players is 16 people);
• each of the Mafia participants is dealt cards (there is no special scheme here - everything is decided by a simple lot), with their help the role of each player is determined - a peaceful inhabitant of the city, a robber terrorizing the population or a direct member of a criminal mafia group;
• the presenter (selected by drawing lots) carefully monitors the change of night and day - in the dark part of the day one of the civilians dies, and during the day all participants try to find out who exactly is the killer;
• the game continues until its logical conclusion - all residents of the town who are not associated with the mafia or bandits die, and the killer is not identified, or all the killers are revealed using inferences.

The main advantage of “Mafia” is the ability to play even with unfamiliar people - during the psychological game it is easy to get to know each other, communication is simplified, and there is an opportunity to seek compromises. The training, presented in a playful form, also develops talents, activates analytical and logical thinking, and intelligence.

Training for the development of voluntariness in primary school students

Lesson No. 2. A WALK TO THE ZOO.

Target:

formation of arbitrariness skills, the ability to act according to the instructions of an adult.

Tasks:

Strengthening a trusting atmosphere in the group;

Consolidation of group rules;

Formation of self-control skills in a teamwork situation;

Creating a situation of success for children.

Resource support and teaching materials:

TSO (computer, projector, screen);

blanks (slide) for playing in the cellular field “Joint bouquet”;

carpet or table for group work;

plan for searching for hidden animals;

animal figurines or images on a cardboard base;

“houses” for animals: boxes or cardboard lids;

perhaps a music disc.

Note: the cellular field for organizing the game is similar to the game “Little Beetle” (Anufriev A.F., Kostromina S.N.). Can be used as slides or individual handouts.

Progress of the lesson.

1.

Greetings. Performed in a circle. Participants greet each other and report their mood.

2.

Warm up. Game “I like about you...”.

Performed in a circle. Each participant must continue this phrase, addressing the neighbor on the left. Can be performed several times, changing the positions of students in the circle.

Game "Fly".

Performed in a circle. The presenter uses a magic wand to “freeze” the participants (motionless state). After this, you need to imagine that a fly has landed on your nose (forehead). Remaining motionless, you need to drive her away. Only facial muscles work. Prohibited: moving, laughing. After touching the magic wand again, everyone can relax and laugh. The participants themselves can take turns as presenters.

Develops:

self-regulation and self-control, following adult instructions.

3.

A message about the topic and progress of the lesson.

After finishing the warm-up, the children sit in a circle. The host announces that everyone is about to travel for the first time together, reminds them to follow the group rules and repeats them with the children.

4.

Main part.

Game “Collecting a bouquet”.

The presenter organizes the game in a cell field (slide). The instructions are repeated on how to count moves in cells (right-left, top-bottom). The cells contain flowers whose names are familiar to the participants. Everyone takes turns pronouncing the moves and “plucking” the flower into a common bouquet.

Develops:

the ability to listen and follow instructions, voluntary concentration, self-control skills, mental orientation in the visual field.

Game "Magic Zoo".

The presenter reports that while walking through the park and picking flowers, everyone unnoticed came to the territory of the menagerie. The animals that live there are unusual - they are almost tame and each one lives not in a cage, but in their own house. But all animals love to play hide and seek so much that until they are found, they will not show themselves. The presenter gives the children a plan on how to find the animals. A limit of 10 minutes is given. After all the animals have gathered, the presenter announces the game “Guess who’s in the house?”

How similar are we?

Among psychological games for adults, psychologists highlight another exercise that promotes the development of communication. Group training - up to ten people can take part in the lesson. In advance, participants are divided into pairs. The presenter allocates a few minutes, which should be enough for the partners to try to find similar traits in each other. This does not necessarily have to be similarity in appearance - commonalities can be sought in character traits, behavior, and habits.

Victory is awarded to the team that managed to discover the greatest number of similarities, and observations must be shared out loud. If there is any doubt that players are trying to cheat to win, the remaining participants have the right to appeal the decision of the host.