Job description of a laboratory assistant-microbiologist. Who is a microbiologist? Responsibilities, important qualities, job description

Larisa Razumkina
Game training "Prevention of emotional burnout"

Purpose: to create conditions for the prevention of burnout syndrome and maintaining the mental health of teachers.

1. Introduce self-regulation techniques.

2. To teach psychotechnical methods of self-regulation of the emotional state.

4. Optimize the self-esteem of teachers.

5. Remove emotional stress.

6. Form positive thinking of teachers

Materials and equipment:

Popular expressions prepared in advance in the presentation for the Typewriter exercise

A pre-drawn tree on whatman paper, a magnetic board, multi-colored leaves;

Recordings of calm relaxation music (at this seminar, musical compositions of the album "Eolia. Love in the wind" were used, pencils

Pre-printed Feedback Form

Two deep plates, rose petals

Beautiful decorative candle

Time: Approximately 1 hour. The total time depends on the number of participants.

Participants: educators, speech therapists, narrow specialists.

1. The game “Swap places those who….”

Purpose: removal of accumulated stress; bonding of group members. Instruction: the host calls a sign that is common to many. Those to whom it is characteristic change places. The leader's task is to take someone's place.

2. Information for participants

At present, it has been established that pedagogical workers, social specialists and managers are most susceptible to the syndrome of professional burnout. Generalization of the results of the study of the activities of the above specialists made it possible to distinguish three main stages of the syndrome.

The first stage is at the level of voluntary behavior: forgetting some moments, speaking in everyday language, memory lapses regarding the performance of any motor actions (for example, whether the necessary entry was made or not in the documentation, whether the planned question was asked.). Usually, few people pay attention to these first symptoms, jokingly calling it a girl's memory. Depending on the nature of the activity, the magnitude of neuropsychic stress and the personal characteristics of a specialist or manager, the first stage can be formed within three to five years.

At the second stage, there is a decrease in interest in work, the need for communication (including at home, with friends): I don’t want to see those with whom the specialist communicates by occupation (clients, patients, schoolchildren); on Thursday, the feeling that it is already Friday, the week lasts endlessly, an increase in apathy by the end of the week, the appearance of persistent somatic symptoms (no strength, energy, especially towards the end of the week, headaches in the evenings, an increase in the number of colds); increased irritability, a person starts up with a half turn. The period of formation of this stage is on average from five to fifteen years.

The third stage is actually personal burnout: a complete loss of interest in work and life in general, emotional indifference, dullness, a feeling of constant lack of strength. Man seeks solitude. At this stage, it is much more pleasant for him to communicate with animals and nature than with people. The stage can take from ten to twenty years to form under normal circumstances, and in the context of the global economic crisis, the reaction intensifies.

Studies show that the methods of self-regulation and self-healing are an effective means of preventing the symptom of professional burnout. This is a kind of safety precaution for professionals who have numerous and intense contacts with people in the course of their work.

The first definition of stress was given by the Canadian scientist Hans Selye: “Stress is everything that leads to rapid aging of the body or causes disease.” “The way we think is the way we feel,” said Albert Ellis. That is, it all depends on the ability to correctly respond to certain events. Distress is harmful stress that can have socially dangerous consequences, including inappropriate behavior.

Distress symptoms:

1. distraction;

2. memory impairment;

3. increased excitability;

4. constant fatigue;

5. loss of sense of humor;

6. a sharp increase in the number of cigarettes smoked;

7. addiction to alcoholic beverages;

8. lack of sleep and appetite (or, conversely, immoderate appetite);

9. sometimes psychosomatic pains in the head, back, in the stomach;

10. complete absence of sources of joy.

If you have 5 or more of these signs, then you urgently need to “pull yourself out of the swamp”!

3. Exercise "Brownian movement".

Purpose: the uniqueness of this exercise lies in the fact that within a short period of time it is really possible to relieve excessive muscle tension, gain freedom and looseness of movements. Participants stand in a circle and begin, at first slowly, and then at an ever faster pace, move towards each other, trying to avoid a collision. Having reached the border of the circle, they turn around and move along the opposite trajectory.

The task has several levels of difficulty: at the first stage, the movement is carried out with open eyes facing each other. Gradually, the movement speeds up and turns into a run; hands are involved in the work, which help the participants to maneuver. At the second stage of the exercise, they move with their backs to each other, occasionally turning their heads to orient themselves in space.

4. Exercise "Typewriter"

Purpose: mobilizes attention, improves mood, increases activity.

Let's imagine that we are all a big typewriter. Each of us is the letters on the keyboard (a little later we will distribute the letters, each will get two or three letters of the alphabet). Our typewriter can type different words and does it like this: I say a word, for example, "laughter", and then the one who gets the letter "s" clap his hands, then we all clap our hands, then the one who whom the letter "m", and again the general clap, etc.

The facilitator distributes the letters alphabetically in a circle.

If our typewriter makes a mistake, we will print from the beginning.

And we will print the phrase: "Health is more precious than gold" William Shakespeare.

Space between words - everyone needs to stand up.

5. Exercise “Washer”

Description of the exercise: Participants are divided into pairs and stand in a line facing each other - this is the “washing machine” itself. One pair breaks, and one of them stands at the beginning of the line - this is the “thing” that needs to be washed, and the other at the end is the “dryer”. The “thing” begins to move slowly inside the line, and everyone strokes it, touches it, says kind words, etc., i.e. “washes”. The “dryer” takes the washed “thing” into its arms and “dries” it, hugging it tightly. Then "thing" and "dryer" change places. The game continues until each participant of the game passes through the "washing machine".

6. Exercise "ATV"

Purpose: warming up the group in active physical interaction; creating an atmosphere of emotional freedom, openness, friendliness; helping participants to get to know each other better, to reduce the distance in communication.

Leader's instruction; “Now let’s warm up again, digress from our thoughts. Let's perform an exercise that helps to work out the switching of attention, launches spontaneity and creative thinking. We will move around the room at a fairly fast pace, carefully listening to the leader's tasks. Everyone, having heard new information, analyzes it as soon as possible and changes his actions depending on the conditions of the game, depicts what is at stake. You need to adapt to new circumstances quickly, without talking and condemning! So, are you ready? Started!

We go through the forest. Birds chirp, butterflies flutter, tall grass on the edge. Nettles hurt bare legs. Mosquitoes have eaten. And all because they got into a swamp. Topko. Scary. It's disgusting. Twilight is gathering...

A snowy field penetrating a winter evening. And the bullets whistle overhead. More and more! Where would you hide? To the trench! No, this is not a trench, this is a pond with pleasant, refreshing and very clean water. But very cold, eight or ten degrees. We get out on the shore and get surrounded by spiders. The web sticks to the face, clings to the hair. It fills the space. No, it seemed!

We go through the citrus orchard. Fruits ripen on the trees. We'll pick one. Let's inhale the wonderful aroma of elastic skin, take a refreshing slice in our mouth. Cheekbones cramped - wow, how sour! Onward, through the sparkling and bubbling garden filled with lemonade bubbles! Seashore, sunset, walking along the water's edge...

Note Participants act out everything the facilitator says.

7. Help tree exercise Purpose: concretization of personal resources under stress, analysis of options

behavior when exiting from a state of stress; exchange of opinions, familiarization with someone else's experience of dealing with stress.

Material: a large sheet of drawing paper with a painted tree with five branches - “Family”, “Students”, “Colleagues”, “Workplace”, “Activity / Creativity”, leaflets, preferably in different colors, markers, glue stick.

The host's word: “We have already talked a lot about what leads to stress, how you can deal with it. Now let's move on to the specifics of your own, proven ways of dealing with stress. We all get stressed in all areas of life every day, but we continue to live. On the board you see five such spheres. Write on the cards how they help you deal with stress, save yourself from burnout? What specifically (what is your or someone else's action, what object or object in these areas) helps you every time, as if holding out a hand? What do you do in this area to relieve stress? Write on pieces of paper and put them on topics in separate piles. And now let's stick them, like leaves on a tree, on our branch. Thanks! Now look, which branch has the most leaves? Do you think it means anything? Go to the tree, read what is written on its leaves. What surprised you? Is there a way to get out of stress that especially struck you?

This tree will now remain in your group. You can approach him at any time and look for new ways to deal with burnout.”

8. Exercise "Plate of water"

The purpose of the exercise: to develop mutual understanding in the group, to understand and discuss the patterns of mutual assistance.

Task: a group of participants, silently with their eyes closed, passes a plate of water around in a circle.

As a result, during the transfer, communication methods develop, the search for the partner’s hands until the plate is passed, the warning about the transfer by touch.

Exercise analysis:

1. What do you think went wrong?

2. How can this be fixed, what needs to be done?

3. What emotions did you experience during this exercise?

Reflection. "Me today. ”

Each member of the group, passing a candle to the person sitting next to him, completes the phrase: “To me today. ”, share their impressions with colleagues.

Teachers fill out an express questionnaire.

Dear teachers, please answer the questions of the express questionnaire.

1. What are your impressions of the training? ___

2. In what ways did your expectations from the training come true/did not come true?

Justified ___

Failed ___

3. What exercise / task did you like the most?

Exercise "Ladies and Gentlemen"

Instructions: “Look at the person sitting across from you. Now you will close your eyes and all together you will go and change places with the one you have chosen. Until you sit down, do not open your eyes.

The host says: "Let's work carefully, carefully, calmly as ladies and gentlemen." This exercise also has intrinsic self-sustaining motivation. When I give the second part of the instruction, it is not known at what pace to perform the exercise. Like ladies and gentlemen - how is it? At what speed? Is it slow and hesitant or confident and fast? And how it will turn out, how it will turn out. When 2-4 people have not yet had time to sit down, the leader commands “Stop!”, “Freeze!”. They stand and everyone sits. They will stand for a while and you need to start a conversation from them with those who are sitting. "What was revealed in this exercise as a person?" "Yes, slow, but very honest" There is an opportunity to express both positive and negative characteristics. They must be equal. In any case, there are no more negative ones than positive ones. If necessary, balance yourself. Ask the “eyes”: “What happened?”, “Who were you mentally walking with?”, “Who exactly was walking?”. It is necessary to give the opportunity to speak to those who had a thrill.

You can enable time control. "I count up to 10. Whoever did not have time to change - from that fant." You can not use the phantom, just enter it to turn on sports motivation.

They do a full exercise (i.e. with reflection), then the leader says: “And for 9?”, “And for 8?”. He exaggerates, makes you be active, cunning, and the cunning one is always visible, therefore, it will be discussed, “ears will come out” and they will be discussed with “eyes”. The eyes change every time. Then the time limit is removed and the host says: “Do it slowly, slowly, calmly, enjoy it. You can even talk." What they felt with time control and what without time control is then discussed.

Exercise "Empty Chair"

The exercise requires an odd number of participants.

Previously, everyone is calculated for the "first", "second". All the second numbers sit on chairs, the first ones stand behind the backs of the chairs, the member of the group left without a pair stands behind the back of a free chair. His task is to invite someone from those sitting to his chair. At the same time, he can use only non-verbal means, he does not need to say anything.

All those who sit on chairs really want to get into an empty chair. The task of those who stand behind the backs of the chairs is to keep their “wards”. To do this, you need to take the player by the shoulders at the moment when he was about to change seats. The leader must ensure that the hands do not hold all the time over the "wards". After a while, the participants change places. In this case, one of the participants remains standing behind the chair.

Discussion. How did you invite someone to your chair? How did you understand that you were invited to the chair? What do you like better: standing behind a chair or sitting on a chair?

Game "Only together"

Objectives: During this game, children get the opportunity to feel the same as a partner. To do this, they need to tune in to each other. It is better if children have the opportunity to play this game with different partners.

Instruction:

Break into pairs and stand back to back. Can you slowly, without lifting your back from your partner's back, sit on the floor. Now, can you just stand up like this? Try to determine how much force you need to lean on your partner's back so that both are comfortable.

With whom was it easiest for you to get up and sit down?

What was the most difficult part of this exercise?

The game "Change places ..."

The leader removes his chair and stands in the center of the circle.

Instructions: I will now make a statement. Those of you to whom this statement applies will have to stand up and change places quickly. Those to whom this statement does not apply remain seated. So, switch places who came here today... who likes ice cream... who has a brother.

When the rule of the game becomes clear to everyone in the group, the leader takes someone's chair at the next change of places. The member of the group left without a chair becomes the leader.

Exercise "Only hands"

Instruction. Performed in a circle sitting or standing. On the count of "one", each participant begins to make some movement with his hands or take a certain pose. At the same time, everyone remains in their places. It is advisable to choose those movements and postures that each participant can perform. On the count of two, everyone stops doing what they were doing and begins to repeat what the neighbor on the left did earlier. If everyone is attentive, then the movement or posture of each, passing in a circle, will return to its author. This is where the exercise ends.

Discussion. To whom did the movement, posture return? What has changed in them?

Which movement, posture were pleasant, and which were not? Why?

What information did the movements and postures convey?

Exercise "Rhythm"

Instructions: This exercise is done in pairs and helps the participants to form an openness to the interlocutor.

Two people stand facing each other and agree on their roles: one is the host, the second is the “mirror”. The hands of the participants are raised to chest level and turned palms towards each other. The leader begins to carry out arbitrary movements with his hands, and the one who plays the role of a “mirror” tries to reflect them in the same rhythm. Roles change several times.

Exercise "two minutes of rest" (for a quick rest and relaxation).

Instructions: Sit comfortably, put your hands on your knees, lean back against the back of a chair, close your eyes. Move your mind to where you feel good. Perhaps this is a place familiar to you where you like to visit and relax. Perhaps this is the place of your dreams. Stay there... do what you like to do... Or do nothing as you like... Stay where you feel good for three minutes...

After 2-3 minutes, the group exits the exercise itself.

Exercise "Point your finger"

The group members sit in a circle. They are invited to raise their hand up (fingers clenched into a fist, index finger extended). The trainer names some quality and asks the group members to point a finger at the one who, in their opinion, this quality was most typical today. For example: “Who was the most active today? Who has made the most progress? Who surprised you today?

After the group members have made their choice, the trainer should pause so that they can consider who pointed to whom. Then everyone again raises their right hands up and the coach calls the next property.

The trainer needs to think carefully about the meaning of the questions: well-formulated, they can provide the group members with the necessary feedback. This exercise also has sociometric potential; to use this opportunity, or vice versa, to minimize its risk is also possible through the semantic control of questions.

, parent-child interaction, psychological training for parents, training for children and parents

Currently, issues related to the relationship between adults and children within the family have acquired particular relevance in the work of a school psychologist.

The training offered to your attention is the second stage of the program for teaching adults the skills of partner communication with children. It is assumed that the adult members of the group received appropriate training in the parental effectiveness training sessions (see the Festival of Pedagogical Ideas “Open Lesson-2004”, section “Support Service”, Sacerdova S.N. “Parental Effectiveness Training in the School Psychologist Work System”).

The purpose of this training is to form the skills of cooperation between an adult and a child based on the development of trusting relationships in the family.

The training is intended for parents of students in grades 1-3. In real work, taking into account the age, intellectual, personal characteristics of the group members, it can be modified for parents of older preschoolers or younger adolescents.

The training is designed for 4 meetings lasting 2 hours each with a turn once a week. The composition of the group is 4 - 6 pairs of "parent - child", that is, 8-12 people.

The program is based on the methodological developments of Yu.B. Gippenreiter, I.M. Markovskaya, K. Fopel, O.V. Khukhlaeva.

After completing the training, each participant will be able to:

1. Establish warm, friendly relationships in the family and take care of their preservation.
2. Provide psychological support to a communication partner.
3. Take into account the goals of the communication partner when achieving your own goals, even if the partner is a child.
4. Find effective solutions to conflict situations on a win-win basis.
5. Choose a productive communication strategy consciously and competently.

Conducting classes involves a room with free space and walls to which drawings are easily attached. The room should have several tables, chairs according to the number of participants, a tape recorder. For some exercises, you will need paper, colored pencils (felt-tip pens), adhesive tape (buttons), a ball of thread, blindfolds, a candle.

General remarks to the moderator:

• This version of the training is a game, as children of primary school age get tired of group classes quite quickly and do not have the experience of reflection. The facilitator needs to carefully monitor the condition of the group members. Sometimes it makes sense to interrupt the exercise, continuing it with other participants after a short rest or energy warm-up.
• The subject of discussion in the group is the relationship between parents and children that arise during the exercise; communication strategies that partners choose (cooperation, rivalry, ignoring, etc.); new emotional experience. It is important for the facilitator to take into account the age of the children, the temperament and personal characteristics of the participants in order, on the one hand, to analyze the exercise, and, on the other hand, not to drag it out, turning it into a tedious event.
• The program describes the first session in detail, since it is the most important for establishing emotional contact between the group members and the facilitator. The following is a list and description of the exercises. In some cases, links to relevant sources are given.

Lesson 1

Purpose: to introduce children and parents to each other, to establish a friendly atmosphere in the group, to activate communications in the family.

Those participants who came to the lesson earlier than others can be invited to draw drawings on the topics “Self-portrait”, “Friendly cartoon of myself”, “What I like to do on weekends”, etc. This reduces emotional stress, creates mutual interest in children and adults, and sets up further communication. Before the start of the lesson, the drawings are hung on the walls of the room.

1. Exercise “Circle of acquaintances” (20 min.)

Equipment: writing board, fluffy ball of thread.

Part 1. The group members sit in a circle. The facilitator asks the question: “Who do you think has gathered here today?” and writes down the answers on the board - mothers and children, people, adults and not so, etc. When there are a lot of options, the facilitator suggests: “Let's get acquainted!”, And the second part of the exercise begins.

Part 2: game "Spider Web". In the hands of the presenter is a ball of fluffy yarn. Starting an acquaintance, the host calls his name, wraps the end of the thread around his palm and rolls the ball to one of the children. The leader asks each child not only to give his name, but also to tell about his mother (dad), so that from the description one can guess which of the people sitting in the circle is his parent. You can ask different questions, for example:

• What is your mom?
• What does she like doing?
• What does she like, what does she not like?

An adult, in whose hands the glomerulus turned out, talks about his child. Before rolling the ball to the next storyteller, each member of the group wraps the thread around his palm so that the “web” is more or less taut. When the ball returns to the leader, he asks: “What does it look like what we got?”. There are many answers - a network, a web, an asterisk, a mycelium, etc. The facilitator draws the attention of the group to the fact that in life our relationships with relatives and friends resemble such an interweaving of threads.

At the end of the exercise, the ball is wound in reverse order, while it is necessary to repeat all the names again so that the participants remember them.

2. Exercise “Change places those who…” (10 min.)

The leader removes his chair and stands in the center of the circle.

Instructions: I will now make a statement. Those of you to whom this statement applies will have to stand up and change places quickly. Those to whom this statement does not apply remain seated. So, switch places who came here today... who likes ice cream... who has a brother.

When the rule of the game becomes clear to everyone in the group, the leader takes someone's chair at the next change of places. The member of the group left without a chair becomes the leader.

Such a game well raises the mood in the group and brings the participants together.

3. Accept group rules (10 min.)

Equipment: a large sheet of paper, felt-tip pens, tape or buttons.

The facilitator talks about the need to adopt the rules and invites each participant to express their attitude to the rules: agree with the rule being adopted - raise your thumb up, disagree - put your finger down and tell why, in your opinion, this rule is not suitable for you or the group.

Sample list of rules:

• Only one person can speak in class.
• You can only talk in a circle, you can not whisper with a neighbor.
• Other people, even close ones, can only talk about what you yourself did or felt at the training. You can not talk about how they behaved or what other members of the group said.
• Try to participate in all exercises.
• Take care of yourself: tired of sitting - get up quietly, if you want to drink - do it without disturbing others, etc.

It is better to fix the rules in the form of drawings-symbols on the poster. This may well be done by one of the group members. The poster is attached to the wall for the duration of the group's work.

4. Exercise “Getting to know the hands” (20 min.)

Equipment: blindfolds according to the number of pairs, a tape recorder, a cassette with a recording of calm music.

Participants sit on chairs in two circles: inner and outer. Children in the inner circle sit with their backs to each other, in front of each child facing him, an adult sits in the outer circle. Further, this method of arranging participants will be called a “carousel”.

Instructions: Now we will try an unusual way of communication - with our hands. Adults, please blindfold children. Return to your seat. Close your eyes, take three calm breaths in and out (turn on the music). Stretch your hands forward, find your partner's hands. Say hello to them, get to know them, make friends (all commands are given slowly). And now - fight, quarrel ... and make peace again, ask for forgiveness. Now, thank you and say goodbye. Adults, open your eyes and move one chair to the right. You have a new meeting. Close your eyes, stretch out your hands, etc.

5. Break 5 min.

6. Exercise “Drawing together” (30 min.)

Equipment: sheets of A4 paper, sets of colored pencils according to the number of pairs, adhesive tape or buttons for attaching drawings, a tape recorder and a cassette with a recording of calm music.

Instructions: Now you will work in parent-child pairs. I invite each pair to draw a picture, which will be called “Our House”. Paper and pencils are already on the tables, please find a place for yourself (only one pair works at each table). You have 15 minutes to complete the task, but you can't agree on what you'll draw or even talk to each other! After everyone has finished, each pair will present their piece.

During the exercise, the facilitator can turn on calm music.

At the presentation of the work (15 min.), the facilitator asks the child to tell how the drawing was drawn, who initiated the ideas, what helped or hindered the work, how they agreed on drawing the details. The features of the interaction between parents and children that manifested themselves at various stages of the task are also discussed: cooperation, rivalry, orientation towards the interests of the partner or ignoring them.

7. Completion of the session (10 min.)

A ritual to be performed at the end of each class. The facilitator asks everyone to sit in a circle and take turns briefly answering the questions:

• What do you remember from today's lesson?
• What seemed unusual?
• What was the most difficult thing for you to accomplish?
• If you were bored, what can you do differently next time to change that attitude?

This practice is extremely important because it divides the responsibility for what happens in the group between the facilitator and the participants.

8. Parent circle (10 min.)

If it is possible to immediately discuss the lesson with parents, then the subject of discussion may be typical forms of interaction between children and parents; relationships that arise between a child and an adult during the exercise; unexpected for the parent behavioral manifestations of the child in the group, etc.

Lesson 2

Purpose: formation of ideas about non-verbal means of communication, development of the ability to understand a partner without words, development of cooperation skills.

1. Greetings from the presenter, updating important points for the participants of the last lesson, defining the tasks of today's meeting (10 min).

2. Exercise “Agree with your eyes” (5 min.)

Instruction: now each of you will mentally choose a partner. You will need to agree with him with your eyes and at the same time get up from the chairs (or change places if the participants are not sitting, but standing in a circle). Please remember that nodding your head, winking, waving your arms is prohibited.

Note to the facilitator: If the exercise is easy, then after its completion, you can simply offer to summarize what our actions contribute to establishing contact. However, quite often there are children in the group who cannot join this game. In this case, the game is suspended and the analysis is carried out immediately.

3. Exercise “Magic Box” (15 min.) - see, part 2, p. 45

Goal: training the imagination, developing the ability to understand gestures and movements.

4. Exercise “Mirror” (10 min., performed in a “carousel”)

Equipment: tape recorder, rhythmic music cassette.

Instructions: now you can train both your imagination and your ability to carefully observe your partner. At first those who stand in the inner circle will be the mirror. Their task is to accurately repeat the movements shown by the partners standing in the outer circle. Then you switch roles.

During the exercise, the facilitator can turn on rhythmic music.

5. Exercise “Old grandmothers” (15 min.) - see, p. 43

Equipment: blindfolds according to the number of pairs, two long ropes or chalk.

6. Break 5 min.

7. Exercise “Guess whose hands” (20 min.)

Equipment: blindfolds for the number of pairs.

Instruction: first, the children determine by touch who is who, trying to guess the name. The parents then find their child's blindfolded hands. See page 103 for details.

8. Exercise "Flashers" (5 min.)

Instructions: You need to split into pairs. One person from the pair sits in a circle, the other stands behind his chair. The hands of those standing are hidden behind their backs. In front of one of those standing there is an empty chair, this is the driver. The task of the driver is to lure someone from those sitting to him by winking at him. The task of the standing participants in the game is to keep their rider by putting their hands on his shoulders. If the rider nevertheless ran across, then the one who missed becomes the driver. After a while, you will switch roles.

9. Exercise “Fingers-suggestions” (15 min., performed in a “carousel”)

Part 1. Instruction: now you will meet in a carousel without words. If you show your partner a fist, then you remain in place, demonstrating with your whole being that you are rejecting your partner. If you show your partner one finger, it means that you simply remain without contact; two fingers - a handshake and a smile; three fingers - almost a hug, four - free hugs; five - close proximity (the implementation of each choice must be visually shown). If there is inconsistency in the choice in the pair, then the contact is made according to the smaller choice.

Part 2. Instruction: each person standing in the inner circle addresses his partner with the words: “I see in you ...” and within 30 seconds. speaks, and the partner only listens. Then those who stand in the outer circle will turn to their partners with the same phrase. When they finish talking, they will take a step to the right, and there will be a change of pairs.

After several changes of couples, a similar exercise is carried out, beginning with the words “I like about you ...”.

Part 3 The first part of the exercise is repeated.

10. Completion of the session (10 min.)

11. Parent circle (10 min.)

Lesson 3

Target: development of cooperation skills in a pair of adults - a child, development of the ability to work in a group.

2. Exercise "Monster" (10 min.) - see, part 2, p. 83

Purpose: to develop the ability to establish contact with the help of a glance.

Note to the facilitator: before starting the game, you need to agree on how to call adults for help - “Aunt Lena” or by name and patronymic, which is too long. Usually everyone willingly agrees to call themselves by name.

3. Exercise “Sweet problem” (10 min.) - see, part 1, page 132

Purpose: to develop the ability to make joint decisions through negotiations, taking into account both your own interests and the interests of your partner.

Equipment: napkins according to the number of pairs, a pack of cookies.

4. Exercise “Ship among the rocks” (25 min) - see, part 2, p. 104

Purpose: to develop the ability to cooperate in a pair of parent-child.

Equipment: eye patch.

5. Break (5 min.)

6. Exercise “Night train” (20 min.) - see, part 3, p.70

Equipment: blindfolds according to the number of participants.

7. Exercise “Island” (10 min.)

Equipment: two sheets of newspaper glued together with tape.

Instructions: imagine that a shipwreck has occurred, and you are the surviving passengers of the ship. In front of you is a small island, literally the size of a newspaper, I will now put it on the floor. Very interesting, can you accommodate on this island?

Note to the facilitator: at the beginning of the game, the newspaper freely accommodates all participants. After the group has easily placed themselves on the newspaper, the host says: “Very good! But there was a flood, and the island decreased - the newspaper folded in half. What will you do now? You can’t tear or part the newspaper.” Then the newspaper is folded in four, and so on.

8. Exercise “Chips on the river” (10 min.) - see, part 3, p. 96

Purpose: development of group cohesion.

9. Completion of the session (10 min.)

10. Parent circle (10 min.)

Lesson 4

Target: developing interpersonal skills, receiving feedback from participants, completing the work of the group.

1. Greeting the facilitator, updating important points for the participants of the last lesson, defining the tasks of today's meeting (10 min.)

2. Exercise “It is forbidden to laugh” (5 min.) - see, part 2, p. 28

3. Exercise “Overcome the obstacle” (15 min.)

Equipment: chairs and tables to build an "obstacle" in the middle of the room.

Instructions: Now the whole group will gather at one of the walls. Each of you needs to get to the opposite wall. To do this, you need to overcome the obstacle. You can do this with the whole group at once, you can take turns. After all the participants have gathered on the other side, we will discuss how you did it.

4. Exercise “Bridge over the abyss” (15 min.)

Equipment: long rope.

Instructions: Now you will work in a parent-child pair. Please agree which pair will start first, second, etc. The first couple will stay here, the rest will go out the door, waiting for their turn.

Further instructions are given to each incoming pair in turn: imagine that you are travelers, you are now at different points on the route (the participants are quite far apart), and at one fine moment of your journey you find yourself on opposite sides of this bridge (between the participants a long rope is laid on the floor). The bridge is rather narrow, the river under it is stormy and cold. Each of you needs to cross the bridge and, without delay, move further along your route. How will you do it?

5. Exercise “Applause in a circle” (10 min.) - see, part 4, p. 111

Goal: increasing the level of group cohesion, relieving emotional stress.

6. Break 5 min. Jittering Jelly Exercise (5 min.) – see Part 2, p.31

Purpose: to form a positive attitude towards future joint activities.

7. Exercise “Magic circle” (10 min.) - see, part 3, p. 87

Purpose: development of mutual trust in the group.

8. Exercise “Creating a statue” (10 min.) - see, part 3, p. 85

Goal: development of interpersonal communication skills.

9. Exercise “Postcard” (30 min.)

Equipment: thick A4 paper, pencils, felt-tip pens.

Instruction: each participant folds a sheet of paper in half, puts his palm on the outside of the “postcard”, circles it with a pencil and writes his name inside the “hand”. Postcards are simultaneously passed to the neighbor on the left, who must write something inside. Postcards are handed out until everyone writes at the suggestion to the others.

10. Exercise “Last meeting” (10 min.)

Equipment: a tape recorder, a cassette with a recording of calm music, a candle, a lighter.

Instruction: please stand in a big circle. I will turn on the music, and you close your eyes, take three calm breaths and exhalations. Imagine that our meetings in the group are over, you go home. Remember how you came to the first lesson, what you expected from the group. Remember the most unexpected, the funniest, the most touching moments. Think about what you didn't say to the group but would like to say. In a minute you will be able to do it (pause). Take a deep breath, open your eyes and say it.

Note to leader: At this point, you need to light a candle. The host says words of gratitude to one of the participants and passes a burning candle to him. When everyone has spoken, and the candle is in the hands of each member of the group, the leader pronounces the final words, holds the candle in his palm to the center of the circle, gestures the group to come closer and blow out the candle with a single exhalation.

Bibliography

1. Gippenreiter Yu.B. Communicate with the child. How? - M.: MASS-MEDIA, 1995. - 240 p.
2. Markovskaya I.M. Parent-child interaction training. - St. Petersburg: LLC Publishing house "Rech", 2000. - 150 p.
3. Fopel K. How to teach children to cooperate? Psychological games and exercises: A practical guide: Per. from German: In 4 volumes. – M.: Genesis, 1998.
4. Khukhlaeva O.V. Ladder of joy. Correction of negative personality deviations in preschool and primary school age. Methodical manual for psychologists of kindergarten and elementary school. - M.: Publishing House "Perfection", 1998. - 80 p.

The participants of the game sit on chairs forming a circle. The host says: “Now we will get to know each other. I tell you my name and make up an adjective for it, the next person sitting behind me repeats my name and adjective and says my name and an adjective for it. This is repeated throughout the circle. The last participant calls the names and adjectives of all participants in order, starting with the leader.

Example. Host: "Tanya is kind." The second participant: "Tanya is kind, Olya is brave." The third participant: "Tanya - kind Olya - brave, Sasha - interesting", etc. BACK

Swap places for those who have.

The players sit in a circle so that there are no empty seats. The host stands in the center and offers to swap places for those participants who, for example, have laces on their shoes. Players who have laces on their shoes must jump up from their place and take the place of another player who has stood up. The leader must also try to take a seat. The participant who did not have enough space becomes the leader and comes up with the next excuse to switch places. BACK

Dinosaur

The players become in a circle. The host explains that each person has a patron animal: a snake, a cat, an elephant, a bear, etc. And even the most ancient animal is a dinosaur.

Then the host goes around the circle and tells each player in the ear of his beast. Then he explains the rules of the game: when he calls out an animal, the participant in the game, whose animal is named, must fold his legs and hang on his neighbors. Then the host comes up to everyone and says: "Dinosaur." This must be done very carefully so that others do not hear what the neighbor is saying.

The host then says, “Listen carefully! Now I will name the animals. It is possible that I did not name some of you at all, so remember your beast for sure. So, Cat! Horse! Dinosaur!" Everyone puts their feet up and falls together! BACK

Big family photo

The guys in the groups are invited to imagine that they are all a big family, and everyone needs to be photographed together for a family album. To play, you need to choose a "photographer" who must arrange the whole family for photographing. The first of the family is selected "grandfather". He, too, can participate in the arrangement of the family. No more settings are given to children, they themselves must decide who to be and where to stand. And you watch this entertaining picture. The role of "photographer" and "grandfathers" is usually taken by guys striving for leadership. But, however, elements of leadership and other "family members" are not excluded.

After the distribution of roles and arrangement of "family members", "photographers" count to three. At the count of “three”, everyone together and very loudly shout the word “cheese” and make a simultaneous clap of their hands.

The same game, already played in the middle of the shift, will allow you to discover new leaders and reveal the system of likes and dislikes in groups. BACK

Invisible words

Everyone takes paper and pencil. The leader in the air writes simple words. And the participants in the game, if they managed to read the word, write it down on their sheet so that others do not see it. Then the facilitator checks the notes and finds the smartest ones. BACK

GAME OF ARTISTS

Each participant in the game is given a piece of paper, which is drawn into 20 large cells, and the host of the game makes a list of 20 words in advance, which he calls out one after the other, counting up to three after each word. While he is counting, all participants must have time to draw this word in any pattern in one of the cells. Let the drawing be incomprehensible to others, if only the player could then repeat in order all the named objects and concepts. Whoever remembers the most wins. BACK

PHRASE IN A CIRCLE

Some simple phrase is chosen, for example: "Apples fell in the garden." Then, starting with the first player, the participants pronounce a phrase with a new intonation (interrogative, exclamatory, satisfactory, etc.). If the participant cannot come up with anything new, then he is eliminated from the game, and this continues until there are several winners. BACK

GROUP STORY

Those present are divided into two teams, sit on opposite sides of the table opposite each other: each team composes a group story. The representative of the first team pronounces the first phrase, for example: "The rain whipped ...". The second player, sitting next to him, continues: "The rain was lashing, the hunters were soaked to the skin in their hut ...". The next player says the previous one and adds a phrase. This makes for an intriguing story. When one team finishes, the other team writes their story. BACK

KNEES

The players sit closely. The left hand of each lies on the right knee of one neighbor, and the right hand on the left knee of the other. If the circle is not hushed up, then the extreme put one hand on their knee. During the game, you need to quickly clap your palm, without breaking the sequence in your hands. If someone clapped out of turn or simply raised his hand, then he removes the “erroneous” hand. In the end, one or more winners remain. To increase interest, you need to keep a high pace during the game. BACK

COMPETITIONS DIFFERENT

GUESS WHO DID IT

Teenagers stand in a circle, one participant goes out the door. The remaining players choose the driver who will show the movements, and everyone else will repeat after him. The goal of the game is for the person walking out the door to guess the person showing the movements. The game is best played with music. BACK

COLLECTIVE PORTRAIT

Adolescents are divided into small groups (7-8 people), it can be ready-made micro teams - chambers, brigades, etc. They are given sheets of paper and drawing supplies: felt-tip pens, pencils. Next, it is proposed to draw a group portrait. The main condition: all members of the group must draw at the same time. You have 2 minutes to complete the task. Evaluated: composition (location on site) and aesthetics. BACK

WITH EYES CLOSED

Several team members are blindfolded and offered to draw portraits of staff members, friendly cartoons. This competition is especially popular (by the way, when analyzing the drawings, you can identify the popularity rating of managers). The evaluation criteria are the same. BACK

TWO HANDS

Participants are invited to draw portraits of members of the detachment and headquarters already with their eyes open, but with both hands at the same time. The speed of the task is taken into account. BACK

WHO IS IT?

Take each piece of paper and draw a head on top - a person, an animal, a bird. Bend the sheet so that the drawing is not visible - only the tip of the neck. And pass the drawing to a neighbor. Each participant in the game had a new sheet with an image that he had not seen. Everyone draws the upper part of the torso, again “hides” the drawing and passes it on to a neighbor to draw the limbs on the new sheet received. Now expand all the drawings and see what creatures are depicted on them. BACK

WHO IS THE MOST SKILLEST?

Arrange the figurines on the floor. Everyone walks in a circle to the music behind the leader and by the whistle or how the music has stopped should grab the figure. Anyone who doesn't get it is out of the game. The number of figures is reduced by one each time. BACK

FIREFIGHTERS

Turn the sleeves of two jackets inside out and hang them over the backs of chairs. Place the chairs at a distance of one meter with their backs to each other. Place two meters of string under the chairs. Both participants stand at their chairs. On a signal, they should take jackets, turn out sleeves, put on, fasten all buttons. Then run around the opponent's chair, sit on your chair and pull the rope. BACK

GET APPLE

The game requires a large basin of water. Several apples are thrown into the basin, and then the player kneels in front of the basin, holding his hands behind his back, and tries to catch the apple with his teeth and get it out of the water. BACK

BIKE AN APPLE

An apple is tied by a handle and hung up. Participants approach the apple one at a time and try to bite into it, holding their hands behind their backs. And it's hard to do so. BACK

COMPETITION OF TELEPHONISTS

Two groups of playing (10-12) people are seated in two parallel rows. The leader selects an unpronounceable tongue twister and tells it (in secret) to the first in each team. At the signal of the leader, the first in the row begin to pass it on to the ear of the second, the second or third, and so on until the last. The latter, having received a “telephone message”, must stand up and pronounce the tongue twister loudly and clearly. The winner is the team that will quickly pass the tongue twister along the chain and whose representative will pronounce it more accurately and better.

Tongue Twisters:

Tell me about the purchase, - About what, about the purchase? About the purchase, about the purchase, about your purchase;

Forty-forty ate the cheese with a beautiful red crust, forty-forty flew together in a short time and sat down under a hill;

She exchanged Praskovya carp for three pairs of purebred piglets, the piglets ran through the dew, the piglets caught a cold, but not all of them;

He reported, but did not report, but began to report - he reported;

Our chebotar is a chebotar for all chebotari, no one can re-cheat our chebotari. BACK

5. Exercise "Change places those who ..."

Target: Awareness of the equality of people, regardless of external signs, family composition, internal state, property well-being, etc.

Content. Everyone sits in a circle. Someone removes one chair, and this teenager becomes the leader. The host says: "-Change places those who have ..." and names any signs, at its discretion, for example , …blonde hair; …dark eyes; …blue jeans; …there are pets; ... have brothers or sisters; … parents have a car; … who goes in for sports; … who is fond of drawing; …who makes music; …who loves fishing, etc.

Everyone is changing places. Whoever is left without a chair is the leader.

6. Reflection.

7. Completion-ritual (in a circle).

3 lesson

Target: increasing interest in attending classes, learning how to express emotions; developing a sense of trust and responsibility.

Material: crayons, pens, sheets A-3, ball.

Lesson structure.

greeting ritual.

Warm-up exercise "Transmission of movements".

Exercise "Don't come near me!"

Mobile game "Fish-Bird-Beast"

Exercise "Blind and guide"

Reflection

Completion-ritual in a circle.

1. Welcome Ritual

Target Creating a friendly working environment, developing a welcome ritual.

Content Leading: “When several people gather for some activity, certain actions appear in the process of their work, which are repeated from time to time. These actions are called rituals and help people feel involved in the common activity and in their group. We invite everyone to come up with a ritual of greeting the group and each other, with which each lesson will begin. Any proposals that do not contradict the accepted rules are accepted.

2. Warm-up exercise "Transmission of movements"

Content. Participants stand in a circle, at the back of each other's head and close their eyes. The host begins to make some kind of movement, touching the back of the participant in front with his hands (light massage, tapping). That one makes the same movement, touching the next one, until the movement has gone the whole circle. After that, the next teenager becomes the leader. When half of the teenagers play the role of drivers, the leader gives the command to turn around, and the remaining drivers transmit the movements in the reverse order.

Discussion:

What moves do you like the most?

How distorted were your own movements when you came back from the circle?

Or maybe someone was uncomfortable?

If so, what movements did you not like, and what is the reason for this?

3. Exercise "Don't come near me!"

Target Working with borders.

The task of teenagers: remember how far you can approach each member of the group so that he does not become unpleasant

Leading: « Each person has individual boundaries - a distance that is allowed to be violated only by the closest people: relatives, friends. Probably, each of us has witnessed a conversation between two people, one of whom advances, jumps up, telling something, and the second retreats from him. It is this first one that violates the individual distance of the second. The jumper becomes unpleasant, and his information is not perceived. Of course, it depends on tact and upbringing, on cultural traditions. Individual boundaries are also determined by the area where a person lives: for example, in the tundra or desert with a small proportion of the population, people communicate at a great distance, and their individual distance is also great. In conditions of crowding, the individual distance is reduced. When communicating with another person, be careful: if your interlocutor moves away from you during a conversation, then you have violated his individual distance. You should not be offended by him, it is much more important to determine how far you can approach him without causing discomfort.

Remarks The facilitators should also go through this procedure for the facilitators in order to be on an equal footing with the guys, and they should not be cunning and allowed to approach at a distance that is unpleasant for you.

4. Mobile game:"Fish-Bird-Beast"

Target Develop ingenuity and reaction speed

5. Exercise "Blind and guide"

Goals Developing a trusting relationship with a partner and a sense of responsibility.

materials Bandages for the eyes.

Discussion How did you feel in the role of "blind" and "guide"? Which role did you like best and why?

Remarks Teenagers should be warned not to rush to avoid injury, this is not a speed race.

6. Reflection.

7. Completion-ritual (in a circle).

4 lesson

Target: Acquaintance with the world of feelings.

Material: pen paper, “Feelings - actions - thoughts” forms by the number of participants, a ball.

Lesson structure

greeting ritual.

Exercise "Such different feelings"

Exercise "I am the source of feelings"

Exercise "Feelings - actions - thoughts"

Group discussion "How to manage your feelings"

Exercise "Frozen"

Reflection.

Completion-ritual (in a circle).

1. Welcome Ritual: Participants greet each other in accordance with the developed ritual

2. Exercise "Such different feelings"

Target Awareness of the diversity of human feelings.

Then the children are invited to divide their feelings into “negative” and “positive”, they are marked on the board with a “+” and “-” sign. After that, a discussion is offered, which feelings a person needs and which ones are not.

You need to cheer and hurry the guys so that the game takes place at a fast pace.

Discussion Is it necessary to experience negative feelings?

The task of the facilitator is to bring teenagers to the realization that negative experiences can serve as an incentive to solve problems. For example: a student gets a deuce, no one scolds him for this, he is not ashamed, he himself does not care what grade they gave. In the end, he turns out to be a "round" loser. Another scenario: parents scold and punish him for deuces, teachers constantly criticize, friends can also criticize. The student has negative experiences: dissatisfaction with teachers, parents, friends, resentment, irritation, anger. In the end, he himself gets tired of being in this state and the understanding comes that he needs to correct his studies. He is looking for ways to solve the problem: it can be the help of a teacher, classmates, and self-study. So it turns out: negative experiences motivated a person to positive actions.

3. Exercise "I am the source of feelings"

Target Bringing to the participants' consciousness that a person's feelings depend on his acceptance of the world around him.

materials Forms according to the number of participants.

Choose the correct statement ("True - False") in the following situations:

1. My friend makes me angry if he doesn't keep his word.

2. I get angry if my friend doesn't keep his promises.

3. My father hurt me by not allowing me to go to the disco

4. I was offended by my father because he did not let me go to the disco.

5. The teacher is to blame for the fact that I got a deuce.

6. I myself am to blame for the received deuce, I had to learn the given material

7. My friend upset me for not inviting me to a party.

8. I was upset because I didn't make it to the party.

9. My classmates annoy me.

10. I get annoyed because I can't get along with my classmates.

Discussion Why do people shift the responsibility for their negative feelings to other people? What do they want, what are they afraid of?

Leading: “Very often, people blame others for their experiences because they are not able to take responsibility for their feelings on themselves, because it is easier to blame the other, do nothing, expose yourself as a “victim” of others. Or maybe it’s better to try to figure it out take responsibility and make a difference?

4. Exercise "Feelings-deeds-thoughts"

Target Detecting the dependence of actions on the emotional state and the need to manage your feelings.

materials Forms for participants "feelings - actions - thoughts".

	My deeds	My thoughts
chagrin
calmness
Despair

Discussion Do actions depend on our feelings? Is it necessary to control your feelings if they are followed by actions that can lead to trouble? Should you think before following your emotions? What needs to be done to stop in time? Should the causal series “feelings-actions-thoughts” be consistently changed to “feelings-thoughts-actions”?

Remarks Due to psychological immaturity, adolescents cannot always express the consequences of feelings; they need to be helped to express their thoughts correctly.

5. Group discussion "How to manage your feelings"

Target Awareness of the need to control feelings.

Remarks It is necessary to bring the guys to the conclusion of the discussion - a person can and should manage himself.

6. Exercise "Frozen"

Target Develop skills to manage your feelings.

Time 10 minutes.

Contents The group is divided in half. Half of the guys will play the role of "frozen", the second half - "resuscitators". The task of the "frozen" is to freeze and not respond to external stimuli. The task of the "resuscitators" is to revive the "frozen" without touching them with their hands, using facial expressions and gestures. "Frozen" is considered reanimated if he smiles or changes his posture.

You have 2 minutes to complete the exercise. Then the partners change places.

Remarks It is necessary to monitor the fulfillment of the conditions of the game. Violators are out.

Discussion How difficult it was to maintain equanimity, how difficult it was to "revive" the "frozen". If someone is out of the game, why?

7. Reflection.

8. Completionritual (in a circle).

5 lesson

Target: Development of introspection skills and the ability to adequately accept one's personal qualities.

Material: Old magazines, scissors, glue, felt-tip pens, A4 sheets of thick paper according to the number of participants, a tape recorder, an audio cassette with meditative music.

Lesson structure:

greeting ritual.

Exercise "Who looks like what"

Exercise "Masks"

Visualization "Who am I really?"

Parable "Three blind men and an elephant"

Reflection

Completion-ritual (in a circle)

1. Greeting ritual: Participants greet each other in accordance with the developed ritual

2. Exercise "Who looks like what"

Target Development of associative thinking skills.

What time of year is the person associated with?

What animal does he look like?

What plant does it look like?

What natural phenomenon is it associated with?

What holiday is associated with it?

If the hidden one is "deciphered", he goes out the door. If not, then the guesser can ask two more questions at his discretion, the main thing is that the name of the hidden player is not asked. The game continues until everyone is the guesser.

Guidelines

... methodical recommendations on planning the school calendar for civic education and upbringing in educational institutions Krasnoyarsk... edge on 2013 - 2014 academic year PROJECT Krasnoyarsk, 2013 Recommendations ...

Guidelines for the organization of extracurricular activities in educational institutions of the Tomsk region Dozmorova E. V., Ph.D., Vice-Rector for Scientific Research

Guidelines

Russia" for 2009 - 2013 years. Order of the Ministry of Health... and monitoring the reflective skills of students. Krasnoyarsk, 2007.- 126 p. Chistyakova S.N. ... work; oral exercises; methodological recommendations (recommendations posted on the publisher's website). ...

Methodological recommendations for holding the municipal stage of the All-Russian Olympiad for schoolchildren in social science in the Krasnoyarsk Territory in the 2013/2014 academic year

Guidelines

methodical recommendations to the municipal stage of the All-Russian Olympiad for schoolchildren in social science in Krasnoyarsk region in 2013 / ... are awarded with diplomas. Chairman of the subject methodical commissions of the regional stage on social science...

Methodological recommendations for holding the municipal stage of the All-Russian Olympiad for schoolchildren in the Russian language in the 2013/2014 academic year

Guidelines

... Krasnoyarsk State Pedagogical University. V.P. Astafiev, based on the developed methodological recommendations Subject- methodical commission...