Psychological lesson for teenagers “The most valuable thing I have...”

What is an educational psychological game?

Understanding the psychological realities of human life is a rather complex problem. To do this, you must have the ability to recognize and analyze your feelings, reactions to certain situations in communication, in relationships with various people, etc., reflection, and psychological observation. Self-criticism and fairly high self-esteem are very important. The study of human psychology and mastery of the means of this study, as a rule, occur simultaneously.

This process develops more interestingly and effectively if it is included in an activity that is known and attractive to all participants. The game is best suited for this. The game is educational: its goal is to understand certain aspects of human psychology. And at the same time, it is psychological, since the means of the game are psychological in nature: mandatory discussions of the results of completing tasks (reflection), appeal to the experience of the participants in the game (focus on their individual characteristics), improvisation and personal orientation of tasks. Experience shows that educational psychological games help teenagers, boys and girls to perceive the reality of their psychological life quite seriously and deeply. It is necessary to remind the organizer of the game a number of significant points in its organization.

1. It is necessary and obligatory to motivate participants to play (in particular, through showing the relationship between the ability to communicate and success in society), maximally emphasizing the benefits of activity, but in no way acting in the strict role of an adult organizer, “not dragging them to dry land.” Please support those who came out and took part in the game in every possible way. Stimulate empathy and support from the audience for those participants who are the center of attention during the game. Continually highlight participants' greatest strengths.
2. Explain in detail the goals of each task, the internal psychological mechanism of the actions proposed to the participants, citing real life situations as examples.
3. Be sure to monitor the emotional state of the groups. To do this, it is important for you to master the techniques of creating an emotional mood in the audience, to monitor the dynamics of ongoing events in order to avoid delays. Maintain, if necessary, the level of personal competition and the situation of team competition.
4. After each exercise, organize a joint analysis of what you saw with all the participants in the game. Try to deduce the result into an algorithm for optimal behavior in such situations in real life.
5. If possible, carry out corrective work on stage: work to reduce anxiety, relieve muscle tension, overcome shyness, learn to be the center of attention, etc.
6. When working with shy guys, remember the reasons for shyness:
   negative experience of communicating with people in certain situations, based either on one’s own direct contacts or on observing how “others got burned”;
7. lack of “correct” communication skills;
8. a premonition of the inadequacy of one’s own behavior and, as a result, constant anxiety about one’s actions;
9. habit of self-deprecation due to one’s “inadequacy” (I’m shy, I’m pathetic, I’m incapable, I can’t live without my mother).

According to the behavioral concept, shyness can develop in a child as a result of his attempts to take a worthy place in a world dominated by adults. Provide at the end of the game for the participants to evaluate what they have taken for themselves, as well as a series of tasks for applying the information received in situations of everyday communication at school, at home, etc.

10. Give more opportunities for participants to act in a different role position in order to reveal some new sides of their self. The game situation provides additional opportunities for this, since in the game the teenager feels more protected.

What requirements should a teacher adhere to when conducting psychological games with children?

• Communication with children should be based on respect of all participants for each other, sensitivity to the thoughts and feelings of others, and warmth.
• An adult must assure children that they are interested in their answers and encourage them to talk openly and in detail about their own experiences and problems.
• An adult must show tact towards children and the ability to help them.
• At the end of the game, the teacher encourages children to express and discuss their own impressions of the game.
• An adult must clearly think through the goals and course of the game.

What goals can be achieved when conducting psychological games?

• Help children feel their unity with others.
• Help children improve their self-esteem.
• Help children respect themselves and others.
• Help children learn to analyze life situations.
• Help children learn to make individual and group decisions.
• Teach children empathy for others.
• Develop openness to others in children.
• Teach children to overcome their own fears and complexes.
• Develop a sense of humor in children, etc.

The given tasks may seem too complicated. However, if we want to raise children tolerant, loving, open, self-confident, we must show them the path through which they will learn to live in harmony with themselves and others.

How to organize psychological games?

With the issues of placing children indoors behind us, the group finally got together. There is a certain amount of anxiety and uncertainty. Children don’t know each other yet, some have complexes because of their own shyness, others are worried that they won’t find friends they like. Therefore, everyone looks with hope to an adult, from whom they expect support and help.

At the initial stage, the teacher’s actions must be clear, understandable and unambiguous. Of course, it all starts with getting to know each other. It would be appropriate to tell the children about yourself, your professional experience, and plans for the children’s stay in the camp. This will help group members feel confident and optimistic.

After this, give the children the opportunity to talk about themselves, their hobbies, strengths and weaknesses. Getting to know the members of the group, everyone strives to be accepted as he is, with all his strengths and weaknesses. In addition, when meeting a child, she finds out how she is similar to others and how she is different, whose values ​​are close and acceptable to her, and whose values ​​are not. Use a psychological game for this, which will help children get closer to each other and feel like a member of a children's team (albeit temporary).

This version of the game is possible, thanks to which the participants receive rich and varied information about each other.

Psychological games for teenagers and primary school children

The fact that the game allows, with a high degree of efficiency, to form in a child a number of positive changes in mental properties, as well as the ability to communicate and empathy for others, is a fact proven in theory and confirmed by practical experience. The basic functions of gaming activity are:

• uplifting, entertainment;
• identifying deviations in the development and behavior of the child;
• discovering talents and acquiring useful skills;
• positive transformation of personality at the structural level;
• socialization of the child, simplifying his future life in society.

There are a huge number of different psychological games: organizational and educational, aimed at developing mental activity, innovative, positional and many others. Living games allow you to comprehend fundamental personal values, increase self-esteem and the ability to respect the point of view of your interlocutor. Project games develop personal criticality, as well as the ability to set certain goals and achieve them through competent planning and systematization.

Psychological games: basic rules

Psychologist's sessions with teenagers and children are most effective if they are presented to a young audience in the format of a game in which all the assembled participants are involved. The game allows you to comprehend certain aspects of human psychology and adapt in the most effective way within society. The organizer of such events must have practical experience and adhere to the following basic rules for working with children of primary school age and adolescence:

1. Explain in accessible language the rules and goals of each psychological training. Examples of real life situations with a similar psychological mechanism of action will be a good help.
2. It is important to constantly monitor the emotional state of all group members. To do this, it is recommended to maintain the dynamics of the process at the proper level, avoiding procrastination and a boring atmosphere.
3. Participants in the gameplay need motivation. The organizer must be able to not only interest the children, but also demonstrate to them the benefits of psychological training using examples of specific situations.
4. It is important to explain to children that collective work is built on the principles of mutual respect, warmth and tolerance for the shortcomings of others.

After each psychological game, you need to arrange a collective discussion, in which all training participants should be involved. Such steps make it possible to build an optimal algorithm for activities that are interesting to the largest number of children and adolescents. The organizer should not position himself as a stern adult, capable of punishing for certain offenses. On the contrary, the most effective is the model of a kind and patient assistant, ready to help in any difficult or conflict situation.

Psychological games for children enable the child to overcome accumulated fears and complexes, and also have the following positive potential:

• allow the child to feel a sense of unity with a group of peers;
• increase self-esteem and strengthen self-esteem;
• help children learn respect for themselves and others;
• teach the child to effectively overcome difficulties and obstacles;
• teach children coordinated group work;
• develop empathy and the ability to empathize with others in the child.

It is very important for the leader of psychological trainings for preschool and teenage children to learn how to create a cozy and friendly atmosphere in which even an introverted child will feel comfortable. When a new group of children gathers, unfamiliar with each other, they may feel a certain constraint, the task of overcoming which lies with the organizer of psychological games.

The most popular and effective games and their benefits

1

Karpman-Bern triangle

The Karpman-Byrne triangle is, to be precise, not even really a game. More precisely a game, but an unconscious one. A game that people play without having the slightest idea that they are participating in it. But, due to the fact that this phenomenon exists, it needs to be mentioned.

This triangle is a simplified model of psychological manipulation that occurs in almost all areas of a person’s life: family, friendship, love, work, business, etc. This interconnection of roles that arise in the process of human relationships was described by the American psychotherapist Stephen Karpman, who continues the ideas of his teacher, the American psychologist Eric Berne. This relationship, provided that it develops according to the “pattern” of a given triangle, is in itself destructive and affects the people participating in this triangle exclusively negatively.

Because This is a triangle, it has three sides: the person acting as the victim (“Victim”), the person applying pressure (“Aggressor”) and the person intervening in the situation and wanting to help (“Savior”).

Usually it turns out like this: a problem or a difficult life situation arises between two people. Thus, “Aggressor” and “Victim” appear. The “victim”, looking for a solution to the problem, turns to a third party - a person who becomes the “Savior”. The “Savior”, due to his kindness, knowledge or some other reasons, decides to help and advises something. The “Victim” follows the advice and behaves according to the advice of the “Savior”. As a result, the advice only leads to a worsening of the situation and the “Savior” turns out to be the last one - he becomes the “Victim”, the “Victim” becomes the “Aggressor”, etc. From time to time, each of us plays the role of one of the sides of the Karpman-Byrne triangle. The triangle itself often becomes the cause of big quarrels, troubles, misfortunes, etc.

So that you can get acquainted with the Karpman-Bern triangle in detail, find out its features and see visual examples that are relevant to our everyday life, you can visit Wikipedia.

Now we move directly to games that have a very serious psychological aspect. These games are deliberately organized by people both with the goal of winning/winning, and with the goal of having a certain impact on a person’s personality. Organization and participation in these games give a person the opportunity to delve deeper into the essence of his relationships with himself and the people around him. The first game that we should consider as psychological is the game "Mafia"

2

"Mafia"

"Mafia" is a verbal role-playing game created in 1986 by Moscow State University student Dmitry Davydov. It is recommended for people over 13 years of age to play it. Optimal number of players: from 8 to 16. The process simulates the struggle of a smaller organized group with a larger unorganized one. According to the plot, city residents, tired of the activities of the mafia, decide to put all representatives of the criminal world in prison. In response to this, the bandits declare war on the townspeople.

At the beginning, the presenter distributes to the participants one card each, which determines their affiliation with the mafia or townspeople. The game takes place “day” and “night”. The mafia is active at night, the townspeople are active during the day. In the process of alternating the time of day, the mafiosi and city residents each conduct their own activities, during which there are fewer and fewer players on each team. Information about events guides all further actions of participants. The game is considered over when one of the teams wins completely, i.e. when either all the townspeople are “killed” or all the bandits are “imprisoned”. If there are very few players, then the game turns out to be too short, but if there are more players than necessary, turmoil and confusion arises, and the game loses its meaning.

The Mafia game is, first of all, based on communication: discussions, arguments, establishing contacts, etc., which brings it as close as possible to real life. After all, in the game all the traits and properties of the human personality are used and manifested. The psychological aspect of the game is such that in order to successfully interact with others, a person must try to use and develop his acting abilities, the gift of persuasion, leadership, and deduction. “Mafia” perfectly develops analytical thinking, intuition, logic, memory, intelligence, theatricality, social influence, team interaction and many other important qualities in life. The main psychology of this game is which team will win. After all, one team is mafiosi who know each other, but are in no way inclined to play at a loss and, moreover, have the opportunity to eliminate the townspeople. And the second team is civilians, unfamiliar with each other, who can act most effectively only by interacting with the mafia. "Mafia" contains enormous potential and brings great pleasure intellectually and aesthetically.

Details of the game “Mafia”, its rules, strategic and tactical features and many other detailed and interesting information related to it can be found on Wikipedia.

3

"Poker"

Poker is a world famous card game. Its goal is to win bets by collecting the most profitable combination of four or five cards or by making all participants stop participating. All cards in the game are either completely or partially covered. The specifics of the rules may vary depending on the type of poker. But all types have in common the presence of trading and gaming combinations.

To play poker, decks of 32, 36 or 54 cards are used. Optimal number of players: from 2 to 10 at one table. The highest card is the Ace, then the King, Queen, etc. Sometimes the low card may be an ace, depending on the card combination. Different types of poker consist of different numbers of streets - betting rounds. Each street begins with a new distribution. Once the cards are dealt, any player can place a bet or leave the game. The winner is the one whose combination of five cards turns out to be the best, or the one who can displace other players and remain alone until the cards are revealed.

The psychological aspect of poker is very important because... plays a serious role in the tactics and strategy of the game. The moves players make are based largely on their skills, habits and perceptions. Thus, player styles are based on a certain psychological basis and are a reflection of the desires and fears of people, the understanding of which gives some players an advantage over others. Also, a player's style is an excellent reflection of his character traits. After all, any personal characteristic, as is known, influences a person’s behavior and, consequently, his behavior in the game and the decisions he makes in certain game conditions. Of course, poker is a game of chance played for money. And without gaming skills, a person risks finding himself in an unenviable situation. But if you play poker without bets for the sake of training, for example, with friends, then it will be an excellent way to develop and hone such qualities as intuition, logical thinking, the ability to “read” people and mask your intentions, psychological stability, endurance, cunning, attentiveness , memory and many others. It should be noted that playing poker, among other things, develops self-control, tactical and strategic thinking, as well as the ability to understand the motives of other people. And we so often need these qualities in our everyday life.

Details of the Poker game, rules, strategies and other interesting details can be found on Wikipedia.

4

"Dixit"

Dixit is an association board game. Consists of 84 illustrated cards. It can be played by 3 to 6 people. At the beginning, each player receives 6 cards. Everyone takes turns. One of the game participants is declared the Storyteller. He takes one card and places it in front of him so that the picture is not visible. Then he must describe it with a word, phrase, sound, facial expression or gesture that he associates with the picture. Others do not see the card, but among their cards they look for the one that most matches the Storyteller’s description, and also lay it out on the table face down. After that, all these cards are shuffled and laid out in a row, and the players, using tokens with numbers, must guess the card that the Storyteller originally described. Next, the players reveal all the cards and count the points. The player who guessed the card moves his chip forward. When all the cards are gone, the game is over. The one with the most points wins.

The game “Dixit” has a number of features, one of which is that the associations should not be very simple, not very complex, because then the card will be very easy or very difficult to guess. The game itself is an excellent means for developing analytical and associative thinking, intuition, imagination, intelligence and other qualities. During the game, participants learn to feel other people, understand them without words and explain them in the same way. We can say that, among other things, effective nonverbal communication skills are also formed. The game is very interesting and always takes place in a positive, friendly atmosphere.

You can find out more about the game “Dixit” and some of its features on Wikipedia.

5

"Imaginarium"

“Imaginarium” is an analogue of the game “Dixit”. It also requires selecting associations for pictures with different meanings. The rules of the game are the same as in “Dixit”: one player (Storyteller) chooses a card and describes it using associations. The remaining players choose one of the most suitable cards from among their own and place them face down on the table. Afterwards, all the cards are shuffled and the player begins to guess them.

The game “Imaginarium” is in no way inferior to its prototype and has an extremely beneficial effect on the development of many qualities of the human personality, namely: it develops intelligence, analytical thinking, intuition, imagination, and fantasy. The game activates creativity, the ability to intuitively understand others, and in every possible way helps to improve communication abilities and increase the effectiveness of communication.

You can get acquainted with a more detailed description of the game “Imaginarium” on the Mosigra website.

6

"Activity"

"Activity" is a collective associative game in which you need to explain the words written on cards. There are a total of 440 cards in the game with six tasks on each. The standard set is designed for people over 12 years old. But there are options “For children” and “For kids”. The minimum number of players is two. The maximum is practically unlimited. You can explain words using facial expressions, drawings or synonymous words. To explain what is hidden, you have only one minute. There are individual tasks, and there are general ones. Players must move pieces around the game map. The team that reaches the finish line first wins. You can also choose more complex or simpler tasks during the process. More points are awarded for a more difficult task.

The game "Activity" is perfect for relaxing and having fun and is a great way to lift your spirits. "Activity" develops strategic thinking, intelligence, imagination, teamwork, intuition, and analytical skills. The game helps to unlock potential and gives each person the opportunity to express themselves from completely different sides. And many tactical options and behavioral options contribute to this even more. Both children and adults will get a lot of pleasure and positive emotions from this game.

You can read a more detailed description of the game “Activity” on the Mosigra website.

7

"Monopoly"

Monopoly is one of the most famous educational board games in the world. Game genre: economic strategy. Minimum number of players: two. The essence of the game is to achieve economic stability for yourself and bankruptcy for other players using starting capital. The starting amount is the same for each player. Players take turns making moves around the playing field by rolling the dice. The one who earns the most money wins. The game ends when someone goes completely broke or when the ATM stops dispensing cash notes and luck cards.

The game "Monopoly" has remained popular among a huge number of people for many years. Firstly, it perfectly lifts your spirits and gives you a lot of positive emotions. Secondly, the game forms a culture of communication, thanks to the close interaction of participants with each other. Thirdly, during the game the inclinations of entrepreneurship and financial literacy are developed, mathematical knowledge, logical and strategic thinking, and a sense of tactics are improved. It is also important that the game “Monopoly” trains memory, develops attention, and also reveals leadership abilities, independence, responsibility and a person’s desire to be the master of his own life. In addition to this, qualities such as the ability to wait, patience, perseverance, and calm are developed.

You can find out more information about the game Monopoly on Wikipedia.

Psychological games for preschool children

Game-based training for preschool children should be short in duration, since children’s attention dissipates very quickly. It is preferable to play three or more games in one lesson with breaks of 5-15 minutes between them.

Baby dragon biting its own tail

The purpose of this game is to get rid of obsessive neuroses and deep-rooted fears. It is necessary to select musical accompaniment in advance, and the playlist should consist mainly of cheerful major songs and melodies. The game is played as follows: children line up one after another in the form of a living chain. Each of the guys should hold on to the shoulders of his friend in front. The task of the first baby, personifying the head of the dragon, is to catch the child who closes the chain as quickly as possible.

Exercises to improve self-control

Psychological training is important for children to help them deal with negative emotions. Preschool children should be reminded as often as possible about the destructive nature of anger, and if they are overcome by anger, they need to pause, then take a deep breath and exhale. Then, standing up straight, you need to count to 10 in your head and smile from ear to ear. Anger and irritability cannot tolerate calm and goodwill. At the same time, it is necessary to remind the child that only by learning to direct his own emotions in a constructive direction will he be able to become an adult and independent person.

Psychological games for primary school children

Psychological games for primary schoolchildren should be aimed at working through internal problems and teaching them steps to overcome them independently. Psychological training for children aged 6 to 9 years should include the following elements:

1. Role-playing games. To fully immerse yourself in the plot, you need appropriate props. For example, to role-play as builders, children will need plastic shovels, scoops, buckets, tape measures and other equipment purchased at a toy store.
2. Exercises for relaxation and achieving a peaceful psychological state.
3. A number of acting techniques.
4. Art therapy. This type of therapy is best suited for hyperactive children and children prone to depressive disorders and experiencing psychological discomfort within the children's group.

Art therapy is a complex of different techniques. Isotherapy is intended for children who experience certain difficulties with self-expression and who are trying to convey their own experiences, feelings and thoughts to the people around them. Choreographic practices are suitable for children of both primary and secondary school age who are prone to hyperactivity and aggressive behavior. Music therapy is the most universal technique and covers almost all age groups. Psychological games for children aged 6–9 years are based on modeling various situations and playing out possible behavior options in them.

What do you like to do?

This game is suitable for getting to know a new group, where most of its participants actually know nothing about each other. It is necessary to call one person at a time from among the young spectators, who will be given the following task: without using words, but only movements, facial expressions and gestures, tell the assembled children about your own hobby. For example, a child who comes out freely demonstrates his hobby to those around him, after which they are obliged to guess it. The kid who manages to do this first goes on an impromptu stage and continues the game.

Make Princess Nesmeyana laugh

A chair is placed in the center of the room, on which one participant in this unusual competition is seated. The one who emerges is awarded the title “Princess Nesmeyana”, which he is obliged to justify 100% and retain for as long as possible. Those around them begin to provoke the imperturbable participant in every possible way, and as soon as a smile appears on his face, the next participant takes over the post of “Nesmeyana”. The winner is the child who can last the longest without laughing.

Tell me what you like

Children form a circle, sitting comfortably on pre-prepared chairs or stools. By voting or drawing lots, it is determined who starts the game first. The starter turns to the child on his left side and speaks publicly about the traits that he likes most in his neighbor. A compliment can concern a beautiful eye color, an elegant profile, or any other feature that evokes sympathy. The only condition is that you can’t bend your heart and emphasize those features of appearance or character that you really don’t like.

Ball racing

The exercise is suitable for both hyperactive and calm young children. The organizers form teams consisting of pairs of guys. Each participant must, holding a balloon together with a partner, run to the finish line, then touch the control point and return in the same way, passing the balloon to the next pair. The team that completes the relay first wins. It is prohibited to touch the ball during racing.

Important information! The psychological game for preschoolers “Race with Balls” allows you to establish mutual understanding in pairs and, in a playful way, learn to work well within a single team.

Your psychologist. The work of a psychologist at school.

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Cycles of correctional and developmental classes for adolescents aged 13–15 years with elements of art therapy

1 cycle (12 lessons) – “My strengths and weaknesses”

These classes are a set of drawing tasks, tests, psycho-gymnastic exercises, experiments aimed at helping teenagers master different types of creative and meaningful pastime and expand their time perspective. The choice of Art Technologies is not accidental, because what, if not artistic creativity, can reveal the creative side of a person, awaken the Creator in him, activate personal resources and show a person his individuality and originality. It is with the help of creative tasks that one can satisfy a teenager’s need for “travel,” in the desire to find another world where he is understood, loved, accepted, a world in which he is a hero, able to endure the hardships and pain of life. A teenager's exploration of other worlds in our classes begins for them with the knowledge of such a close, yet such an unfamiliar world - themselves. The emphasis in the work of a psychologist is on developing in a teenager awareness, meaningfulness of himself and being. Co-existence, i.e. group classes provide an opportunity to look not only into your own world, but also to visit other worlds, not only to know your time and expand it, but also to visit “another” time - the time of another person. Along with creative tasks and exercises that are actively used during classes, the “Rhythmic Echo” technique is regularly performed. This technique helps to solve the problem of developing sensitivity to one’s own motor activity, the activity of other participants, as well as the problem of forming decentration, awareness of the difference between “master and subordinate” positions, the problem of removing muscle clamps and coordination not only motor, but also positional, worldview. Tasks:

1. strengthening identity, defining the boundaries of one’s self;
2. development of internal self-assessment criteria;
3. formation of interest in oneself and others;
4. support and development of creative self-expression;
5. training self-control and goal setting skills;
6. accumulation of emotionally positive experience and increased attention

to the changes occurring in oneself and in others;

1. creating awareness of the need for self-knowledge;
2. development of variability of thinking.

Lesson 1. Introduction. Goals and objectives: establishing contact with teenagers, creating positive motivation for the upcoming cycle of classes, mastering self-diagnosis techniques and methods of self-disclosure and self-expression.

1. Meet the presenter. Participants are invited to look at the office and determine what the person working in it likes to do.
2. Getting to know each other. The task is given to draw your room or your place in the apartment, and then name yourself and talk about yourself using the drawing. (If I came to your house, what could I learn about you just by looking at your room?
3. Exercise "Doodle". Participants are asked to draw a few random lines on a piece of paper and pass their drawing to the person on their left. He, in turn, passes on his scribbles to his neighbor on the left. And so everyone simultaneously receives someone else’s doodles. You need to see some image in the scribbles and complete it. Then everyone takes turns demonstrating the created images.
4. Warm up. Exercise "Rhythmic Echo". To the music, the group members, or “echo” in other words, repeat after the leader the movements that he sets

(dance, gymnastics, voice, facial expressions). The leader solves the problem of synchronizing the movements of all group members, so the movements are feasible, interesting, and repeated until everyone begins to perform them in the same rhythm. The exercise is performed at every lesson, which contributes to group cohesion.

1. “Circle of Will” technique. Participants answer questions about how they understand what willpower is, as well as to describe a weak-willed person. Then definitions of volitional qualities are given. After this, you are asked to fill out the “Circle of Will” technique form. (Annex 1)
2. Completion. Everyone tells what new things they have learned about themselves and fills out the “Window” diagram (Appendix 2). A window is drawn on a sheet of A-4 format. In one half of the window there is an inscription at the top: “I learned about myself”, in the other - “Others said about this”, a window is left as a hidden area of ​​knowledge about oneself. The “Window” chart is completed at the end of each lesson. If there is no free space left on the sheet to fill, then the same window is drawn on the other side, etc.

Lesson 2 Beginning of the journey Goals and objectives: support for further self-discovery, self-knowledge, clarification of the self-concept; development of the ability to analyze and determine psychological characteristics; activation of sensory analyzers and mechanisms of creative imagination.

1. Warm-up “Rhythmic Echo”.
2. Let's continue our acquaintance. 1) “Draw yourself as an object on one side of the sheet and an animal on the other.” 2) Now introduce yourself on behalf of the object (I am a button, shiny, beautiful, I love..., I want..., I don’t like..., etc.).
3. Performance test. Tapping test.
4. Experiment “How does the brain perceive what we see?”

Participants are asked to look at several drawings that deceive the eye. The drawings are shown separately, presented one at a time. After viewing each drawing, the participant writes down what he saw. The answers are then compared. The presenter leads the participants to the understanding that, although everyone sees everything in their own way, there are many universal laws of perception. And many people, relying only on their perception, perceive their own opinion as an immutable fact. Healthy and happy relationships between people are based on the understanding that the other can have their own point of view, their own perception.

1. Journey to the planet “Creativity”. The presenter puts forward a hypothesis: changing perception is a way to travel, get to know other worlds, and get away from this reality. Travelers turn their aspirations into a profession: actors, artists, musicians, etc. The universe of creativity is huge: the musical worlds, the world of theater, cinema, painting, sculpture, the world of dance, plastic arts, the world of Nature itself and many, many different worlds. Let's organize our first trip to the planet “Creativity”. Each of you will draw one continent, give it a name, draw a landscape (mountains, rivers, lakes, valleys, cities, castles, etc.) - come up with a name for the whole thing. You definitely need to make a path along the mainland, highlighting the beginning and end of this road.

Participants are given an A-4 sheet from which they cut out a continent of any shape. In conclusion, all the continents are placed on a ready-made drawing of a planet, the participants present their continent and answer the question: “Which continent would you like to go to?”, “Where do you think this planet could be?”

1. Self-attitude test questionnaire (V.V. Stolin, S.R. Panteleev).
2. Completion. What new things have you learned about yourself? Fill out the “Window” diagram. (Application).

Lesson 3. Such a unique world. Goals and objectives: deepening the processes of self-disclosure, receiving positive feedback to strengthen self-esteem and actualize personal resources. Self-discovery through a group. Further exposure to a variety of ways to express yourself creatively.

1. Warm-up “Rhythmic Echo”.
2. Comic test "Chinese roulette". Participants are asked to complete the sentences:

You can study the animals that the subject wrote about, compare the methods of protecting a given animal and a given person, and also consider their positive qualities. The interpretation of the test is this: who or what you would like to be is who you are in the future, and who or what you didn’t want to be is who you are in the present. (Joke).

1. Journey to the Land of Transformations. Game "Polyanka". Conducted when there are 5-6 or more participants. Participants are asked to imagine that in front of them is a green clearing in the forest. "Grass. Summer. The sun is shining. Warm. There is a green forest around. In this clearing, you, sitting in a circle, who or what? Let's try to choose who or what each of us could play.” Participants take turns declaring who or what they will “turn into.” At the second stage, roles are played out. When discussing the game, participants are asked the following questions: “Are you satisfied with the role you have chosen and lived in the game?” Were you able to influence the events taking place? Or did they stay away from you? What experiences did you experience?”…. – etc.
2. Warm up your hands before drawing. Warm-up consists of rubbing, kneading, massage of the hand and fingers. It is carried out until a tingling sensation appears in the fingers and a feeling of enlargement of the hands. Drawing "Advertising". Draw an advertisement for yourself, including a short text.
3. What new things have you learned about yourself? Filling the "Window".

Homework: draw or make a collage on the topic: “This is how I want to be.”

Lesson 4. Traveling together. Goals and objectives: training the ability to cooperate, the ability to take into account the feelings and interests of others and focus on them in one’s behavior; nonverbal communication training.

1. Warm up.
2. Experiment “Why are questions needed?” Mutual understanding when communicating between people depends on a very large number of factors. This experiment explores the following question: “How necessary and important is feedback in communication?” The problem is posed as follows: “What happens if you can’t ask a question?”

Materials: • 2 identical sets of parts of different shapes and colors. If there are no ready-made ones, cut out triangles from cardboard. squares, rectangles, circles in green, blue, red and yellow - several of each color and shape. It doesn’t matter how many, as long as both sets are the same. You can use sets of cubes “Fold the pattern”, “Unicube”. A notepad, a notebook, a field for some game with chips. Paper and pencil for recording observations and results. Procedure 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 (and not he) are flying around the planet Zug in a spaceship, the inhabitants of which 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” diagram (Appendix 7).
2. Warm up your arms. A general drawing (silently), on a topic previously chosen by the group together, can be communicated 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 information in a funny form that would allow the “alien” to 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 your “Mogushki”.
6. Leading. 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 everyone’s “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. Mandala drawing. 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 someone else's behavior? Procedure of the experiment Assign one subject to the role of the Hungry Laboratory Rat, and the other to the role of the Feeder. The one who will be the Rat leaves the room, and you and the observers decide what behavior needs to be developed in the Rat. For example, the Rat will have to stand near a radiator, or sit on a certain chair, or look out the window. Invite the Rat into the room. Don't explain to her what you expect from her. Just watch. When the Rat's actions are closer to what you want from him, the Feeder will say: “Good girl.” This one word must be pronounced the same way every time, and nothing else must be said. The experiment ends when the Rat begins to behave as it was decided. Conclusions: - Was it easy to train the Rat? —Can you think of ways to shape behavior that could improve people's relationships? Does this Experiment give you any clues about how people's behavior may be influenced by their peers? - Now that you know that “a kind word is good for a rat,” remember someone you know whose mood always seems bad. Maybe he's just a nasty person. But think about how you can change his behavior? Can your own actions or words influence his behavior towards you? Discussion of participants' stories.

1. Warm up your arms. Drawing “Draw yourself at a crossroads with directions for further movement.” After this, it is proposed to complete in the same picture “Who or what influences your choice of path.”

1. Drawing “Parts of my Self.” Participants are asked to remember how they are in different situations depending on the circumstances (sometimes acting so unlike themselves, as if they were other people), how they sometimes conduct internal dialogue, and try to draw these different parts of their “I”. This can be done as it turns out, perhaps symbolically.

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

D/Z: Draw four selves: real, externally perceived, ideal, future.

Lesson 7. Emotions and feelings. Goals and objectives: updating experience and knowledge related to the emotional sphere. Training the ability to express your emotional state and understand it.

1. Warm up.
2. "Names" of feelings. Participants write down as many feeling “names” as they can. The one who wrote down the largest number reads them out. The rest look for matches between these words and the words of other group members. The most well-known emotions and emotional states are updated, and the difference between an emotion and an emotional state is explained. Children enter into the table the feelings (Appendix 9) that are characteristic of them and the feelings that they experienced today.

The first column contains the “names” of feelings. Then a cell is selected that corresponds to the place where this feeling arises, and crosses are placed in the cells. You can use a 5-10 point system to evaluate the intensity of feelings.

1. It is possible, if you have time, to carry out the “Map of the Land of Feelings” technique.

Participants are asked to draw themselves in full height from the front and back, then note in which places in the body they feel: resentment, fear, joy, etc.

1. Exercise "Mirror".

A. One of the participants shows some kind of grimace to the vessel. He, in turn, “mimics” it as accurately as possible and passes it on to his neighbor. The “grimace” is passed around in a circle. The exercise ends when the grimace returns to the first participant. Several other emotions are “transmitted” in the same way. Discussion: - What is the mechanism for recognizing feelings?

1. What muscles are involved?
2. Are there any useless or completely harmful feelings?
3. Are there feelings that cause absolutely no harm?

B. I offer two feelings for research: love and anger. Participants can work in pairs or alone and fill out the table:

Then, the participants' answers are announced.

1. Warm up your arms. "Drawing sensations." An A-4 sheet of paper is folded so that 8 cells are formed on it, in which participants must draw with a pencil their feelings of anger, joy, calm, depression, energy, femininity, illness, and any state of their choice.

Instructions: Each drawing is made with lines. You can use one line, many lines, or cover the entire cell with lines if you think it’s right. You can apply long or short strokes, thin or wide, press hard or light on the pencil. If necessary, use an elastic band. In each cell, one by one, draw what the word written below represents for you. Restriction - you must not draw any pictures or use any symbols (stars, hearts, lightning bolts, geometric shapes, etc.). only lines - fast, slow, light, dark, smooth, rough, broken, smooth - whichever you consider correct for what you are trying to express. Convey with lines how this emotional state feels to you. Discussion. Your drawing makes your feeling visible. Describe what lines you used to express your emotions? Let's compare all the drawings of anger, etc.

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

D/Z: Draw one of your earliest memories associated with strong feelings.

Lesson 8. My problems. Goals and objectives: awareness of your strengths and weaknesses, positive and negative qualities; learning to recognize your problems and find ways to solve them, to overcome difficulties that interfere with full self-expression.

1. Warm-up
2. Discussion D/Z: Reading stories about Leni. The common title of fairy tales is: “The Universe is where everyone is lazy.” You can read aloud D. Sokolov’s fairy tale “Laziness”.
3. Exercise “Overcoming”. Host: “Life is a struggle. You have certainly heard this formula many times. You can disagree with her, argue. Indeed, it is better to live in peace and harmony with yourself and others. But life often confronts us with serious problems and creates obstacles that must be overcome. This is what greatly stimulates personal growth and development.

Think about the obstacles you have had to overcome recently. After that, find what you have in common that helped you overcome these difficulties. Now we will listen to everyone and pay special attention to ways to overcome obstacles. We will make a general list and call it “Overcoming.” Each of you will have our common experience of successfully overcoming difficulties at hand in difficult times.”

1. Questionnaire “Can I take a punch?” (Appendix)
2. – We have all read fairy tales, legends about a brave warrior killing a dragon or the Serpent Gorynych. Do you remember how scary it was when the hero cut off one head of the dragon, and another immediately grew in its place? And it seemed there would be no end to this. The dragon (aka Serpent Gorynych) is invincible. But another head flew off, and another. And suddenly it turned out that the dragon was beheaded and defeated. In modern terms, the number of spare heads was limited.

Each of us has our own dragon. He appears as a small, almost harmless dragon, but if he is not destroyed in time, he can grow and become dangerous for the person himself and all his loved ones. Almost every one of us at one point decides to kill our dragon. But in place of the severed head, another grows, then a third. And we often retreat. We don’t fight the dragon, but we tame it or try to “settle” it somehow so that no one notices it. And then one can only wonder: why clouds of flame suddenly burst out of a modest, quiet house and from time to time the roar of a wild animal is suddenly heard, and sometimes even the earth suddenly shakes. The most annoying thing is that, busy with our dragon, we cannot and do not have time to do anything else. Therefore, it is best to fight the dragon while it is still small and while you still have enough strength. The most important thing is to remember that his number of goals is not unlimited and he can be defeated. Warm up your arms. Participants are invited to draw their own “dragon” and name it as a whole and each head separately.

1. Writing a fairy tale or story about how they will defeat their dragons. The story may be depicted as a comic strip, presented as a short story, or presented as a film script. Those who wish can unite in groups and come up with a common story, but there must be as many dragons and heroes as there are participants.
2. What new things have you learned about yourself? Filling the "Window".

D/Z: “My coat of arms.” Participants are invited to depict their coat of arms, which reflects your life credo, attitude towards yourself and the world as a whole.

Lesson 9. The house of my soul. Goals and objectives: determining personal values, developing the ability to understand non-verbal behavior, updating personal resources, increasing self-confidence; group cohesion.

1. Warm up.
2. We share early memories. We are discussing the d/z: “A drawing of one of the early memories of an event, accompanied by vivid, strong feelings.”
3. Warm up your arms. Drawing "Home of my soul." Calm, melodic music is played. Participants are asked to first imagine a place where they feel good, their favorite place, and consider the landscape around them. Then it is suggested to mentally build a house there and try to remember all the details of the image. And in conclusion, draw the image you saw.

4. About attitude to life. Optimists and pessimists. Exercise: Complete the sentence: “It’s good to feel happy because... (5 options) and to feel unhappy is good because...” The classic game “Chain of Good and Bad Consequences.” The game develops quick thinking, courage to express one's thoughts, resourcefulness and confidence. Method of the game: everyone present participates, the presenter names the initial situation and asks the first: “What’s good about this?” The first participant answers. The presenter asks the second: “What’s bad about this?” The third asks: “What’s good about this?”, the fourth: “What’s bad about this? and so on. Or another version of the same game: the presenter asks in turn a couple of strictly repeated questions: “Is this GOOD, because?..”, and after the answer a new question: “Is this BAD, because?..”, then “This is good, because?..”, etc. Initial situation: “get your feet wet.” Getting your feet wet is BAD because... - ... you can get sick. Getting sick is GOOD(!), because... -... you don’t have to go to school. Not going to school is BAD because... - ...it’s boring to sit at home. Staying at home is GOOD because... - ...you learn to play on your own. Playing on your own is BAD because... -...you get unaccustomed to children. It's GOOD to wean yourself away from children, because... ...when they take me to the village, I won't be bored. Etc. You can start the conversation with the opposite question. Getting your feet wet is a GOOD thing because... ...you'll know your boots are leaking. Finding out that your boots are leaking is BAD, because... -...you have to buy new ones. Buying new boots is a GOOD thing because... ...with new boots you can walk through puddles without fear. Walking through puddles is BAD because... ...your mother will scold you. When my mother rules, it’s GOOD, because... -...she teaches me something... The presenter must accurately alternate between “good” and “gshoho” questions. Don't judge the participants' answers too harshly. It’s difficult for them, everyone listens to them, but there is no time to think.

1. Warm up your arms. Collective drawing “Tree”. (Appendix 14) The finished drawing should be a large tree. Participants are given sheets of A-4 format. The main condition is not to talk to each other. Participants must each choose for themselves the part of the tree that they will draw (you cannot agree out loud), then arrange the drawn parts into a whole.
2. What new things have you learned about yourself? Filling the "Window".

D/Z: write 50 words corresponding to the concept “Excellent”.

Lesson 10. Creative personality. Goals and objectives: deepening the process of self-discovery, expanding the boundaries of cognitive perception of the world, activating sensory memory

1. Warm up.
2. Examination, analysis, comparison of drawings on the topic “My coat of arms.”
3. “Pictogram” technique. Participants are invited to give work to their memory and train it. Instructions: participants are asked to memorize words and expressions. To make it easier to remember, participants are asked to draw something for each word that could help them remember the given word. Each participant receives paper and pencil. (Appendix 13)
4. Exercise “Finish the sentence”: “Success in life for me is...”. Participants answer the question in writing: What are my aspirations in life? What will I consider a success and what will I consider a failure? Discussion of answers.
5. Warm up your arms. General drawing “Four Elements”. The nature of our world is both Creation and Creator. Life, the forces of Nature are represented by the four elements. Participants discuss the elements in turn:
6. Earth. Qualities formed through the manifestation of this element: strength, hardness, heaviness, roughness, roughness, stability. Images: rock, earth, gnomes, goblin, brownies, etc.
7. Water. Qualities formed on its basis: fluidity, smoothness, uniformity, mobility, immobility. Images: water spirits, drop, waterfall, mermaid, etc.
8. Air. Qualities formed on the basis of this element: freedom, flight, inspiration, lightness, penetration, etc. Images: mill, leaves, birds, wind spirits, dreams, dreams, etc.
9. Fire. Qualities generated by the fire element: temperature sensations, sensations of energy, speed, sharpness, activity. Images: spirits of fire, salamander, phoenix bird, jumping firebird, etc.

Then the participants must jointly create a composition (collage, drawing) in which elements of all elements will be present. Participants agree among themselves who would like to draw which elements, do it, and then come up with a name for their work.

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

D/Z: Draw a picture with your left hand.

Lesson 11. Secrets of time. Goals and objectives: studying the perception of the category of movement: time; updating and summarizing knowledge about your future; receiving feedback.

1. Warm-up
2. Exercise: “Select associations for the concept of “time.” First, the presenter tells the myth of Chronos (images of time: devouring, lost, pure, stretching, etc.). Participants are given the task to complete the sentence “Time is...”. When analyzing, we determine which element these statements belong to, which element prevails in personal time.
3. Examination of drawings of Time (It is advisable for the presenter to select several drawings - illustrations, paintings that will symbolize time.)

Warm up your arms. Drawing to music (spontaneous). Participants try to depict the main impressions or images evoked by the music.

1. Exercise: “The present is the future.” The presenter invites us to reflect on the fact that the events of the present (our thoughts, feelings, actions) shape our future. If in the present a person’s view of the future is blurred, unclear, unfocused, then the future does not take shape, our desires, our goals do not take shape - after all, he did not imagine them. To accurately hit the target and get the desired result, you need to send an energy arrow to a specific target.

This is a problem that many people have - uncertainty, too vague desires, too vague goals. An obstacle to achieving goals is the lack of firm confidence that they really want something, a lack of understanding of why it is needed. Some people cannot decide what is most important to them and waste their energy on trifles, not knowing how to prioritize. Many people fail to take action because they don't know what they want, or they want so much that they can't achieve anything because they lack focus. Some people also set themselves unrealistic, impossible goals that are really like pipe dreams - something you might want but not take seriously (such as living the lavish life of a movie star in Hollywood). Instructions: “Take a piece of paper and write down the question to which you want an answer: “What do I want?” What do I really want? Close your eyes for a few minutes and focus on the questions asked. As soon as the answers start coming to you, start writing them down. Keep asking the same questions until the answers stop coming.” (Time 15 minutes). Discussion: “Analyze which goals are the closest, the implementation of which is designed for a longer period of time, the most distant goals. Assess whether your goals are realistic and what significance they have in terms of your desired future. By taking a closer look at your goals now, you have taken the first step towards achieving those goals. You are time travelers, you have visited the future, where these goals have already been achieved.”

1. Warm up your arms. Drawing “Psychological portrait”. Participants are divided into pairs and then imitate each other. They are given the task of creating a psychological portrait of their partner. The drawing is performed silently for 15 - 20 minutes. You can invite participants to listen to the associations that are evoked by the image of a given person, or to create a specific image, or to perceive his appearance in the form of a specific object, or maybe a pattern, ornament, pattern of colored spots. It is proposed to feel and imagine the image of the soul of a given person: its music, shape, surface, material of this soul. Once the work is completed, the drawings are displayed for public viewing and subsequent discussion of the feelings evoked by the process of creating “portraits”.
2. What new things have you learned about yourself? Filling the "Window".

D/Z: Drawing “I want to give you a gift.” Instructions: “Imagine that we all have the same birthday, and we need to give everyone gifts. Draw those gifts that, in your opinion, are really necessary for each specific member of our group. You should have as many gifts as there are people in the group. Try to make sure that your gift is truly needed and valuable, so that it really helps the person change. Remember, you are not limited by anything. You can give anything: from a painting by the great Leonard to specific personal qualities; from a villa in the Bahamas, from last year's dried dandelion to eternal life. Each gift drawn must be addressed (signed for whom it is intended).

Lesson 12. The king died. Long live the king! Goals and objectives: consolidating the participants’ ideas about themselves; analysis and generalization of the experience of change, enrichment of consciousness with positive, emotionally charged images of the individual, consolidation of friendly relations between group members.

1. Warm up.
2. Filling out the “Living means growing and changing” card. (Appendix 12)
3. Participants take turns reading out what they have learned about themselves during the class (Window Technique). In conclusion, the presenter draws attention to the fact that the participants have begun a journey through their inner world, having trodden paths to the river of creativity, discovering within themselves a sphere (circle) of will, etc.
4. Stolin-Panteleev self-attitude questionnaire. (Appendix 3). The questionnaire was administered again to analyze the results of changes in self-attitude among participants in the Creative Laboratory program.
5. Warm up your arms. Drawing: “Flower bed, meadow, forest, grove”, etc. Instructions: “Draw yourself and other members of the group in the form of a plant at one or another stage of its development.” During the discussion, attention is paid to your feelings associated with the imaginary process of plant growth.
6. Filling out the “Circle of Will” form, comparing the results of the first and second forms. Discussion by participants of the knowledge about the volitional sphere acquired during the classes.
7. Parting. Participants share their impressions of the trip, which lasts 12 lessons, sort through the work done during this time, and also discuss their completed homework - the drawing “I want to give you a gift.”

Literature:

1. Ann Lyudmila “Psychological training with teenagers”, Moscow, 2003.
2. Workshop on art therapy, edited by A.I. Kopytin, St. Petersburg, 2000.
3. Prikhozhan A.M. “Psychology of a loser”, Moscow, 2001.
4. Tamberg Yu.G. “Development of a child’s creative thinking”, St. Petersburg, 2002.
5. Tsukerman G.A. “Psychology of self-development”, Moscow, 1995.

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Psychological games for children 10–12 years old

Chained by one chain

In order to perform the exercise, you need props in the form of a thin long rope and an ordinary key, which is attached to one of the ends of the rope. Participants sit in a circle and take turns passing an improvised chain so that it is threaded from above through the collar and comes out below waist level. When all members of the group are connected with each other, the leader invites them to perform a small physical activity in the form of squats, bends and other simple exercises.

Interesting information! After completing the exercise, you should invite the children to make the key a symbol of friendship and mutual assistance. The training has a metaphorical meaning and allows children to understand the importance of support from others.

Funny pantomimes

When listing psychological role-playing games for children aged 10–12 years, one cannot ignore “Funny Pantomimes”. The organizer prepares props in advance in the form of various items such as a children's synthesizer, drumsticks, guitar, wooden horse, walking boots and others. Each participant is randomly given the number of an object with which he is required to perform a pantomime with or without musical accompaniment.

Important information ! The exercise helps develop imagination and acting talents in children.

Truth or lie

The group settles down in a comfortable environment, after which the organizer announces the conditions of the game: he reads various entertaining facts to the children, then they decide whether what is said is true or pure fiction. The child who answers the question correctly receives 1 point. For an incorrect answer, 1 point is also deducted; the one who first raised his hand offers his version. The child with the most points at the end of the game wins.

This is interesting! This psychological game is designed to develop analytical thinking in children aged 6 to 12 years.

Return questions

Psychological games are an opportunity to gain useful knowledge in a simple form. The technique of reverse questions helps a person gain time before his interlocutor begins to drive his opponent into a dead end. This technique will also help a person avoid questions that are unpleasant to him or jump to more familiar topics. How can such psychological training be transformed into a game? Just. Participants should be divided into two teams. The presenter calls one person. And now all the people on the opposite team start asking questions. They can be on a specific topic or arbitrary. A person’s task is to answer a question with a question. The facilitator records how many answers the participant can give in a minute. When the time is up, a person from the other team comes out, and accordingly, questions are asked to him. The results are summed up when all the people from the teams have spoken. This psychological game is just as suitable for adults as it is for teenagers. It's never too late to improve your speaking and communication skills.

Psychological games and exercises for teenagers

Psychological exercises for teenagers should be aimed at gaining self-confidence, removing the fear of public speaking, developing determination and improving communication skills. Thanks to participation in psychological games, a teenager’s academic performance increases, and leadership qualities are also formed.

Living mirrors

The organizer will need to unite all teenagers present at the training into subgroups of three people. After the music turns on, one member of each group dances, and the rest play the role of living mirrors, copying all his body movements. When the music stops, the leaders in the subgroups change. The game continues until all participants try themselves as a “projector”. The exercise helps to unite the team and lift the spirits of everyone present.

Mysterious rhymes

The facilitator divides all participants into two teams, after which he hands one of the parties sheets of paper on which simple and common words like “face”, “laziness” or “bridge” are written. The task of the first team is to come up with as many rhymes as possible and read them to the second group in such a way that they can guess the original words. You cannot point to any external objects or clothing details. The game takes place in several rounds, during which the groups change roles.

Important information! The team with the best time solving the rhyming riddles wins. This exercise is suitable for developing non-verbal expression, observation and the ability to creatively and unconventionally express one’s own thoughts. The training develops the ability to perceive the interlocutor at the level of gestures, facial expressions, as well as associative verbal thinking.

Mafia

Psychological games for adults and teenagers in popularity these days are confidently headed by “Mafia”. The creator of this role-playing game is Moscow University student Dmitry Davydov, who drew up the basic rules back in the mid-eighties of the twentieth century. Their essence boils down to the following:

1. A group of 7 to 16 participants is recruited, each of whom is given cards in random order. It is by them that one is determined to belong to civilians, a sheriff or a mafia group terrorizing ordinary citizens.
2. The game changes between day and night. Their alternation is closely monitored by a leader selected in advance from among those present or by card drawing. At night, members of the mafia kill their next victim, and when day comes, everyone present chooses which of them is the criminal.
3. The game is played until complete victory, when all civilians are killed, including the sheriff, or the identities of all bandits are revealed.

Playing “Mafia” directly involves even children and adults who are unfamiliar with each other in lively discussions and teaches them to find compromises, and also contributes to the development of talents, analytical thinking, intelligence and useful team interaction skills. The rules of the game are so simple that it takes no more than a few minutes to familiarize yourself with them. In the process, participants need to engage in communication, conduct heated debates and clearly demonstrate their degree of diplomatic skill.

Are you and I alike?

The organizer divides everyone present into pairs and explains the task: during the first three minutes, the partners look for as many similar qualities and character traits as possible. The partners spend the next three minutes searching for differences. The team that can boast the most impressive score wins. After the end of the game, the presenter needs to convey the idea in a form accessible to the teenage audience that all people are very different, but at the same time have a lot in common.

Directors

Psychological trainings for teenagers often end with the following exercise: the facilitator distributes the players into teams of 5–10 participants, after which a director is randomly selected from each group. The rest of the guys will have to become real actors. The director's task is to distribute roles among his team and prepare a short theatrical production that parodies a popular film or book. If the director has chosen Alice in Wonderland as a competition entry, he is obliged to explain to the public why a particular member of his group was chosen for a certain role. The team that best copes with the task wins.

What is the difference between training for adults and training for teenagers?

Firstly, the goal. Most adults who are already working people sign up for business or personal growth training. Employers themselves often organize corporate training to improve the overall performance of the company, resolve conflicts or unite the team.

Unlike business trainings, teenage trainings solve teenage problems. Typically, children aged 13-16 experience difficulties in social interaction and emotional life. For such problems, psychologists have been developing psychological training specifically for teenagers for more than 50 years. Trainings help increase self-esteem, learn to communicate with peers, learn to take responsibility - that is, acquire the social and volitional soft skills that a teenager needs now and in the future.

What profession should I choose?
Tests for teenagers >> Trainings for adults and trainings for teenagers differ in format. It is convenient for adults to work in the format of discussions, case studies or seminars. Psychological games or creative exercises in a team are more suitable for schoolchildren. “I Want to Learn”
training , which helps a child find inspiration for studying, the “Keen Eye” game is used to set life priorities. Each participant throws a ball at the wall with the goal of hitting a mark on the scale. And before throwing, he independently sets himself a target to hit. After the throw, we check the goal and the result. This helps the child realize that the goal is achievable if you try and practice a lot.

In the training “Psychological Theater”

, which helps to understand other people and learn to communicate, all participants turn into students in a regular class and are assigned certain, unusual roles. The volunteer becomes a “newbie.” The class and the newcomer need to find common ground for successful communication.

Psychological classes for teenagers

Individual sessions by a psychologist with teenagers make it possible to make adjustments to the behavior pattern of both difficult and withdrawn children who have problems communicating with peers. The task of a savvy and knowledgeable specialist is to competently select an individual approach to the child and involve him in the game process, which will form a positive behavioral pattern, as well as relieve obsessive fears, anxiety and complexes.

A noteworthy psychologist and practicing hypnologist is Nikita Valerievich Baturin. The hypnotist has an impressive number of session consultations, as a result of which the lives of their participants radically changed: problems that had accumulated over the years were resolved, self-esteem increased, relationships with others and achievements in the field of career and private business improved. For example, in this video Nikita Baturin talks about how to get rid of self-doubt and body pressure, which is very important for most teenagers.

Lesson with a psychologist “Adolescent and Conflict”

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Lesson with elements of training for children at risk “Adolescent and Conflict”

Place of the lesson in the educational process: extracurricular activity

Lesson format: lesson with training elements

Theme of the event: “Adolescents and conflicts”

Goal: formation and development of conflict resolution skills in adolescents at school, in the family, and when communicating with peers.

“All conflicts in the world and in a person’s soul pass through his heart and return to us meaningful and understandable. And what is understandable is no longer so scary.” German psychologist, Fromm E.

Progress of the lesson

Psychologist . Hello guys. School is a space where hundreds of people - children and adults - meet every day. It is no wonder that many conflict situations arise in their joint activities. Each of you has ever quarreled, and if not, then you are not just a happy, but a unique person. If you have ever experienced quarrels, then you, of course, remember how unpleasant it was, how much anxiety a quarrel causes. Today we will look at the concept of “conflict”, the causes of conflict, as well as the basic models of human behavior in conflict situations, and determine our level of conflict.

And now I invite you to watch the cartoon

Questions for written conflict analysis:

1. What happened in this situation
2. Where did the conflict occur?
3. With whom?
4. Because of which?
5. What were the opponents trying to achieve?
6. How did the conflict end?
7. Could the conflict have been avoided?

Psychologist . From a psychological point of view, a conflict is the result of a clash of interests, views, and opinions of two or more people. Conflicts are natural and inevitable. Why do conflicts arise in our lives? We will try to find out this with the help of the “Experiment” exercise.

Exercise “Experiment” : now we will perform certain actions with paper (napkin), your task is to follow the instructions exactly, so that everyone has the same result.

• Fold the sheet in half.
• Fold it in half again.
• Tear off the top right corner.
• Tear off the bottom right corner

- What happened?

Psychologist . The results were different patterns. Perhaps, if you look very closely, you can find similar “creations”, but we will not find the same ones, although the instructions sounded the same for everyone. This happens with people, when communicating with each other, they perceive information differently, which leads to misunderstanding of each other, tension appears in relationships, and therefore there is a danger of conflict.

Exercise “Conflict or Compromise”

Participants in pairs are asked to resolve conflict situations

Conflict situations:

1. You want to take a longer walk today, but your parents don’t allow it, a conflict has arisen between you.
2. During one of the breaks, a high school student came up to you, asked you to look at your mobile phone, and started calling from it without permission, which caused a conflict.
3. You like to listen to loud music, but your neighbors prefer silence. A conflict has arisen.
4. During recess, a classmate ran past and touched you, dirtying your suit. A conflict has arisen.

At the end of this training, teenagers shake hands - a sign of successfully completed situations

Psychologist . So, now I suggest you watch the video “Ways to Resolve Conflicts”

Psychologist . Psychologists identify five strategies for behavior in conflict:

- competition - self-orientation and activity. - avoidance - passivity. - adaptation - orientation towards another, passivity. - compromise - average level of activity and passivity, orientation towards oneself and another. - cooperation - activity and orientation towards oneself and others.

What do you think is your conflict resolution style? Do you want to know?

Questioning

Instructions : Answer the questions below, assessing how typical this or that behavior in a conflict situation is for you, to do this, choose one of the three proposed answer options and put: number 1 if you do this rarely, number 2 if from time to time and number 3 if often.

1. I threaten or fight.
2. I try to accept the enemy’s point of view and treat it as if it were my own.
3. I'm looking for a compromise.
4. I admit that I am wrong, even if I cannot completely believe it.
5. I avoid the enemy.
6. I wish you to achieve your goals no matter what.
7. I'm trying to figure out what I agree with and what I absolutely don't agree with.
8. I'm making a compromise.
9. I give up.
10. Changing the subject.
11. I repeat the same thing until I achieve my goal.
12. I’m trying to find the source of the conflict, to understand where it all started.
13. I give in a little and thereby push the other side to make concessions.
14. I offer peace.
15. I'm trying to make a joke out of it.

Processing and interpretation of test results

Calculate the sum of the points in the columns. See which column you got the most points in. Listen for information about what this means.

Interpretation of test results

• A – tough style of conflict resolution. Such people stand their ground to the last, defending their position, and try to win at all costs. We are sure that we are always right.
• B – conciliatory style. Focused on “smoothing corners”, taking into account the fact that it is always possible to reach an agreement, on finding an alternative and a solution that can satisfy both parties.
• B – compromise style. From the very beginning of the disagreement, an attitude towards compromise can be traced.
• G – soft style. It manifests itself in a willingness to take the enemy’s point of view and abandon one’s own position.
• D – leaving. This style is focused on avoiding conflict. People of this type try not to aggravate the situation, not to bring the conflict to an open clash.

Psychologist . There is a pig in each of us that constantly ruins our lives. Everyone knows him well, but does not want to talk about him. For example: It’s not me who didn’t wash the dishes - it’s the pig, It’s not me who is rude to adults, etc... When interacting with surrounding adults and peers, a certain pig sometimes tries to interfere with us. Let's try to re-educate him. And we will do this by completing the exercise.

Exercise “Color your pig”

Equipment: pig figures drawn on cardboard.

Instructions: Now I will give you pigs, but these pigs are only the good things you have. Every person is initially good. So color them the way you want. And let this Pig be your amulet, which will protect you from “poisonous berries” and “stumps”.

Psychologist . What new and useful did you learn today? Is it possible to avoid conflicts? In conclusion I would like to say with words:

I would like to conclude our event with the following words:

“Any person is as complex, interesting, deep, and vulnerable as you are. Try not to attack, but to give in. Not to capture, but to give. Don't show your fist, but extend your palm. Not to hide, but to share. Don't yell, but listen. Don't tear it apart, but glue it together.

Answer form

Last name first name _____________________________________________cl.

Answer option: 1-if you do this rarely; 2- if from case to case; 3- if often.

Answer form

Last name first name _____________________________________________cl.

Answer option: 1-if you do this rarely; 2- if from case to case; 3- if often.

Memo “How to get out of a conflict situation”

1. Before you enter into a conflict situation, think about what result you want to get from it.
2. Confirm that this result is really important to you.
3. In a conflict, recognize not only your interests, but also the interests of the other person.
4. Observe ethical behavior in a conflict situation, solve the problem, and do not settle scores.
5. Be firm and open if you are convinced that you are right.
6. Force yourself to hear your opponent's arguments.
7. Do not humiliate or insult another person so that later you do not burn with shame when you meet him and do not suffer from remorse.
8. Be fair and honest in conflict, do not feel sorry for yourself.
9. Know how to stop in time so as not to be left without an opponent.
10. Value your own self-respect when deciding to enter into conflict with someone who is weaker than you.

A conflict situation can radically change your life! Try to make these changes for the better!

Author of the material: Malykh Svetlana Vladimirovna