Theoretical information

Psychology is an amazing science. At the same time, it is both young and one of the most ancient sciences. Already the philosophers of antiquity reflected on problems that are also relevant for modern psychology. Questions of the relationship between soul and body, perception, memory and thinking; questions of training and education, emotions and motivation of human behavior and many others have been raised by scientists since the emergence of the first philosophical schools of Ancient Greece in the 6-7 centuries BC. But the ancient thinkers were not psychologists in the modern sense. The symbolic date of birth of the science of psychology is considered to be 1879, the year of the opening of the first experimental psychological laboratory by Wilhelm Wundt in Germany, in the city of Leipzig. Until this time, psychology remained a speculative science. And only W. Wundt took upon himself the courage to combine psychology and experiment. For W. Wundt, psychology was the science of consciousness. In 1881, on the basis of the laboratory, the Institute of Experimental Psychology was opened (which still exists today), which became not only a scientific center, but also an international center for the training of psychologists. In Russia, the first psychophysiological laboratory of experimental psychology was opened by V.M. Bekhterev in 1885 at the Kazan University clinic.

psychological exercises for training

Social and psychological training in effective communication for high school students

Opening remarks by the trainer

"Hello. We are starting a training called “Training for Effective Communication. Training is a form of training where people communicate a lot, have the opportunity to openly express their opinions and listen to the opinions of other participants, try themselves in different situations, and learn something new about themselves.”

Acquaintance

“Now let’s get acquainted. Now everyone in a circle will say his name, what he wanted to be called at the training (either “you” or “you”; modifications of names if there are the same names in the group, for example, Irina, Irochka, Ira, etc. etc.) and two character qualities, bad and good, in the form of an adjective with the same letter as the name.”

Exercise "Eye to eye"

In ordinary life, people are content with superficial, shallow contacts with each other, without trying to see what the other is feeling and experiencing. I want to offer you now within 3-5 minutes. Make eye contact with others, trying to establish contact with each member of the group.

Issues for discussion: "What feeling? Was it difficult for anyone? Why?"

Acceptance of rules

In order for our work to be effective, it is necessary to adopt some rules:

1. Physical and psychological closeness of the group.

Physical closedness – i.e. The composition of the group is permanent, no one new can come to the group and no one can not come to class. We start the lesson only when all participants arrive. If someone is late, we all wait for him.

Psychological closedness means that what each participant says about himself cannot be told outside this circle. We can talk about the ideas that have arisen, but what everyone says about himself is impossible.

Think about whether you can fulfill this rule? Let everyone answer...

2. Rule of sincerity.

If I say something in a circle, then this is what I feel, i.e. deliberate untruth is excluded. Do you accept this rule?

3. Rule of the circle.

We listen to everyone who speaks without interrupting. If you want to say something, then speak in a circle.

4. “Here and now.”

The subject of our discussion will be the processes occurring in the group at the moment; experiences feelings; emerging thoughts.

5. Principle I. Everyone speaks on their own behalf (i.e. we use singular personal pronouns “I feel”, “it seems to me”...).

6. Activity. Exercises involve the inclusion of all participants.

At the beginning of classes, psycho-gymnastic exercises can be carried out that make it possible to create such a level of openness, trust, emotional freedom, cohesion in the group and such a state of each participant that would allow them to work successfully and move forward in a meaningful way. In addition, the exercises carried out at this stage can provide material, the discussion of which will serve as a “bridge” for the transition to the substantive stages of the training of the second group.

Exercise “Switch places”

Participants sit in a circle, the coach stands in the center of the circle.

Instructions: “Now we will have the opportunity to continue our acquaintance. Let's do it this way: the person standing in the center of the circle (for starters, it will be me) offers to change places (change seats) to all those who have some common characteristic. He calls this sign. For example, I will say: “Change seats, all those who have sisters,” and everyone who has sisters should change places. In this case, the one who stands in the center of the circle must try to have time to take one of the places, and the one who remains in the center of the circle without a place will continue the game. Let's use this situation to learn more about each other.

Issues for discussion: "How are you feeling?" or “How are you feeling now?”

Expectations and concerns

Participants write down their expectations and concerns about the training on pieces of paper (on the right side of the sheet - expectations, on the left - concerns). The sheets do not need to be signed. The coach collects the leaves. He reads them out and explains the goals of the upcoming work along the way, commenting on how justified certain expectations and concerns are.

Training objectives:

Analyze your behavior in different situations. Let's learn effective ways of communication, namely:

• establish contact with other people;
• the ability to effectively convey information;
• Let's consider the importance in communication of such skills as the ability to listen;
• Let's practice giving and receiving feedback.

Exercise “Stand by number” (psycho-gymnastic exercise, the trainer uses at his discretion)

All participants sit in a circle.

Instructions: “I will name the numbers. Immediately after the number is called, exactly as many people as the number was announced should stand (no more and no less). For example, if I say “four,” then four of you should stand up as quickly as possible. They will be able to sit down only after I say “thank you.” The task must be completed silently. Tactics for completing a task should be developed in the process of work, focusing on each other’s actions.”

The coach tells the group different numbers several times. At the beginning it is better to call 5-7, in the middle - 1-2. During the exercise, the trainer blocks attempts by group members to discuss and accept any form of algorithmization of the work.

During the discussion, the coach can ask the group several questions: “What helped us cope with the task and what made it difficult to complete it,” “What were you guided by when you decided to get up?”, “What were our tactics?” “How could we organize our work if we had the opportunity to discuss in advance how to solve this problem?”

Exercise "Confusion"

Participants stand in a circle.

“Let's stand closer to each other, form a tighter circle and all stretch out our hands to the middle. On my command, we will all join hands at the same time and do it so that in each hand of each of us there is one hand. At the same time, let’s try not to hold hands with those who are standing next to you. So let's get started. One two Three".

After the coach is sure that all hands are connected in pairs, he invites the group members to “unravel” without separating their hands. The trainer also takes part in the exercise, but does not have an active influence on the “unraveling”. During the exercise, quite often the idea of ​​​​the impossibility of solving the problem arises. In this case, the coach should calmly say: “This problem is solvable, you can always unravel.” The exercise can end in one of three ways:

1. All group members will find themselves in one circle (someone can stand facing the circle, someone with their back, it doesn’t matter, the main thing is that everyone consistently forms a circle).
2. Group members form two or more independent circles.
3. Group members form circles that are connected to each other, like links in a chain. The time spent by groups on this exercise can vary greatly, in our experience it ranged from 3-5 minutes to 1 hour. One group refused to continue searching for a solution. When the task is completed, you can turn to the group with the question: “What helped us cope with the task?” or “What could you do differently in order to complete the task faster?” (the latter option is more preferable, from our point of view, a modification of the question “What prevented us from completing the task faster. The exercise is useful in terms of content, at the same time, the exercise unites the group. However, due to the fact that it involves close physical contact, It must be used with great caution.If the trainer expects that tension will increase in one of the participants as a result of the exercise, he should refrain from doing it.

Psycho-gymnastic exercises that can be used in the content parts of the training.

Exercise "Arithmometer"

Group members sit in a circle.

“Let’s imagine that we are all big adding machines. He thinks like this: one of us will name a number, the next one sitting next to us (we will move clockwise) will name the sign of an arithmetic operation (“plus” or “minus”), the next one will name the number again, etc. The numbers will alternate with signs, and any member of the group who must name the sign can say “equals,” and then his friend, whose turn it is to speak, will have to say the result of the calculation. For example, I say “seven”, Lena says “plus”. Katya – “eight”. Yura – “minus”, Oleg – “two”, Zina – “equal”, and Tanya calls the number “thirteen”. The next participant, i.e. Natasha calls the sign again, and the counting will continue.”

To simplify the task, you can agree that the adding machine only adds and subtracts and does it within, for example, fifty.

If there is an even number of participants in the circle, then some will always name the numbers, while others will name the signs, so after 2-3 circles you can start the exercise again, inviting the one who named the signs before to name the first number.

During the exercise, the trainer encourages you to “count” faster.

The exercise mobilizes attention and allows you to quickly include participants in the training situation, for example, after a short break. Despite the seeming simplicity at first glance, not everyone performs this task with ease. As a rule, difficulties arise in people with insufficiently developed ability to concentrate. During the exercise, they get the opportunity to realize this and correct their shortcoming.

Exercise "Telegraph"

Participants sit in a circle. “Let each of you name an animal. At the same time, we will listen carefully to each other and try to remember what animal each person names.”

Everyone takes turns naming the animals, and you need to spend enough time so that everyone remembers which animal everyone named. To simplify, you can ask them to name the animals in a queue (in a circle), and everyone, before naming the animal, will repeat everything that the previous participants said.

“Now let's remember the rhythm that will accompany the exercise. The trainer demonstrates the rhythm: two clapping hands and two strikes with the palms on the knees.

“We will maintain this rhythm throughout the exercise. I will ask it. The one of you who starts first will clap his hands twice and say the name of his animal: for example, “wolf”, and then, clapping his knees twice, the name of the animal to whom he wants to pass the move. The one whose animal will be named, in turn, clapping his hands twice, will name it, and then, clapping his knees twice, will name someone else’s animal. At the same time, you cannot get out of rhythm and you cannot turn to the person who just passed the move to you. We will be very careful, as those who made a mistake will receive an additional task.”

During the exercise, the trainer gradually increases the tempo of its execution. The one who made a mistake must, instead of the name of his animal, clap his hands twice, depict the characteristic sound made by this animal. And everyone else from now on must address it by playing this sound. Exercise promotes emotional release and creates a good background for continuing work.

Block 1 “Establishing contact”

Exercise 1

All participants are located in a large semicircle.

“Let each of us, in turn, go to the center and try, by any means available to him, but not verbally, to establish contact with each participant in the lesson.” After everyone has completed this task, the trainer invites the participants to discuss: “What impressions arose during the exercise? What means helped you establish contact? What signs indicated that contact had been made?”

Exercise 2

The group sits in a circle. “We will create pairs for this exercise. (The coach can invite the group to join in pairs at will, or he can make pairs himself. If there is an odd number of participants in the group, the coach can take part in the exercise himself). Let each couple take a place convenient for them so as not to disturb anyone. You are given 6 minutes to talk (the trainer may suggest context-related groups or neutral topics for discussion). According to my instructions, during the conversation we will change positions without stopping the conversation. Now let’s turn our backs to each other and start a conversation.”

Participants talk for 1.5 minutes, sitting with their backs to each other, for 1.5 minutes - one sitting, the other standing and vice versa (facing each other), 1.5 minutes - sitting facing each other.

Issues for discussion: In what position was conducting the conversation the most difficult, complex, and in what position was it more comfortable?

Exercise 3

The group members are divided into two subgroups.

“Each subgroup is given 7 minutes to prepare, during which it will have to choose a feeling or emotion (emotional state) and think about how it can be depicted. This can be either a sculptural image or a non-verbal action. All members of the subgroup must participate in the image. While the first subgroup shows what they have prepared, the second subgroup guesses what feeling or emotion is depicted. Then the subgroups switch places.”

Subgroups prepare in different rooms. After the preparation is completed, the trainer invites one of the subgroups to depict the feeling or state that they have chosen, without naming it. Another subgroup is watching. Then she is given one minute for discussion and one person expresses the opinion of the group. After this, the trainer turns to the subgroup that demonstrated his feeling or state so that they say what feeling or state they wanted to portray. Then the subgroups change roles.

When starting a discussion of the results of this exercise, the trainer focuses on whether the participants in the subgroups made mistakes and what their nature was.

As a rule, mistakes made in this exercise are associated with the following circumstances:

• participants did not understand the image that was offered by another subgroup;
• participants did not find the exact word to designate the depicted feeling or state;
• participants failed to convey the content of the emotion or feeling in their image.

If a mistake is made, then during the discussion you can talk about what it is connected with. Often the cause of errors is inconsistency in the work of the subgroup, the inability to listen and hear everyone.

Exercise 4

The exercise is performed in groups of 3 or 4 people.

Instructions: “Imagine that you have decided to take part in a competition for the position of personnel manager in a large company. The selection is carried out in several stages, for each of which different people are brought together. Now in each group one person (I will tell you who exactly later) will try to establish contact with each of the other members of your small group. At the same time, whoever makes contact is interested in receiving information regarding the selection, and those to whom he turns take approximately the following position: the situation of resistance is very important to you, and you want to pass successfully, so you have serious reasons why you you don’t want to be distracted from your thoughts about the upcoming interview and make this clear to the person who is contacting you. At the same time, please remember that if the behavior of the person who approaches you makes you want to enter into a conversation with him, you can do so.

The trainer names the names of those in group 1 who must attempt to establish contact at the first stage of work. After 3-4 minutes, the trainer stops the situation and suggests, remaining in small groups, to discuss the result obtained. After this, the coach changes the composition of the groups and names the names of those who will have to start the conversation at the second stage. Thus, if the work takes place in threes, then in a training group of twelve people three stages will be required so that everyone is in an active position. Discussion: Pay attention to those verbal and nonverbal aspects that help establish rapport. All participants stand in a circle.

Block 2 “Ability to convey information”

Exercise 1

On the count of “one”, each participant will begin to make some kind of movement. At the same time, everyone remains in their place. It is advisable to choose movements that each participant can do. On the count of “two”, you need to stop making the movement that you did on the count of “one”, and begin to perform the movement that your neighbor on the left did on the count of “one”. If everyone is attentive, then each movement, having passed in a circle, will return to its “author”. The exercise is performed until the movement of each participant returns to it. Often, even during the first transitions of movements, one of the participants makes a mistake. In this case, the trainer encourages the group to search for the moment of movement distortion, after which the exercise begins again. At the end of the exercise, when everyone’s movement has completed a full circle, the trainer asks the participants about who his movement returned to and whether there are any changes in his character. The discussion is aimed at understanding the reasons for the distortions transmitted to the movement and what participants could do to prevent this from happening. It is advisable to carry out this exercise at the beginning of work to ensure that group participants understand the factors that allow them to receive and transmit information during the communication process without distortion.

Exercise 2

All participants sit in a circle. Video equipment is prepared for filming.

“We have already seen how important it is to be accurate and attentive when receiving and transmitting information. (This exercise can be performed after the emergence of ideas in the group related to the processes of receiving and transmitting information during communication, as well as after exercise 1, Block 2.) Now (the trainer calls the names of 5 or 6 people whom he has chosen in advance to participate in the exercise) will take part in the exercise. Your task will be to receive and transmit messages. Let Andrei (the trainer names one of the exercise participants) stay here, and everyone else wait outside the door for a while.” The coach reads the text to Andrey, after reminding him once again that he will have to pass it on to the next participant. All participants sit in a circle. Video equipment is prepared for filming. From this moment on, a video recording of the work is carried out (it is possible to use only tape recording without video sequence). The trainer sequentially invites the participants waiting outside the door, each of whom listens to the message of the previous one and then retells it to the next participant. The last participant to receive the message is asked by the coach: “Oleg, you just received a message. Please tell me what you will do after you have received the information?” When the participant answers this question, video recording stops.

Text option: “Ivan Petrovich left at 11 o’clock, without waiting for you, he was very upset that he could not talk to you personally, and asked me to tell you that if he does not return by dinner, and this will depend on how long he will stay at meeting at the ministry, then the meeting at 15.30 should be held without him. By the way, the meeting will discuss the issue of supplying new computers that are no worse than imported ones. And also, at the meeting we must not forget to announce that all heads of departments must undergo examination by psychologists who will work in room 20 from 10 a.m. every day until October 2.”

The exercise is discussed using a video recording.

Exercise 3

The group is divided in half (if there is an odd number of participants in the group, the coach also takes part in the exercise), forming two lines, everyone sits facing each other so that someone sits opposite each other “Imagine that we are all traveling on buses: one the subgroup travels on one bus, and the second on another. The buses stopped nearby in a traffic jam. You are sitting by the window and see that on another bus, directly opposite you, your friend is also sitting by the window. This is a great success, because you urgently need to convey important information to him, and you, taking advantage of the situation, do this. But you can do this only silently, without words, not verbally. You don't have much time. The one to whom the information is conveyed must try to understand what his friend is telling him.”

This part of the exercise can be modified as follows. The trainer can prepare in advance for each participant the text of the message that needs to be conveyed. This makes it possible to take into account the characteristics and success of each participant in the training.

At the first stage of the exercise, the trainer invites one line to act as transmitters of information, and the second as receivers of the message. Participants should be given the opportunity to prepare for the exercise. When everyone is ready, the coach invites someone from the first rank to begin transmitting information, and asks everyone else to watch carefully. After the information is transmitted, the group member to whom it was intended says that he understood. At this time, other participants can express their versions of the verbalization of this text. This intensifies the work and allows you to acquire more extensive material for discussion and reduces tension. After this, the person conveying the information says whether he was understood correctly and, if necessary, makes adjustments.

Exercise 4

Participants pair up.

“Now each of you will take turns telling your partner a story. It is better if it is a story with a complete plot, revealing various feelings, experiences of its participants, psychological problems, conflicts, i.e. You shouldn’t limit yourself to a simple narrative: I got up, washed, had breakfast, got dressed, left the house, waited for the bus, etc. But it should be a story that you can tell to all of us. Each partner will have 3 minutes to tell their story. I will keep track of time and tell you when it ends for the first storyteller, and when for the second.” The group members tell each other their stories. “Now in each of the pairs, one of the partners moves in a circle (clockwise) to the other pair. In new couples, you tell each other the stories you heard from your partners in previous couples.”

After the stories are told, everyone returns to the circle, and the coach invites everyone to tell the story they heard the second time. After each story, the trainer turns to the person from whom the narrator heard this story, and to the person who told it for the first time, i.e. to the author of the story with the questions: “What was missing from what you told? What is distorted?”, “Perhaps something new has appeared, something you didn’t talk about?”

Block 3. Listening skills

The proposed exercises involve the use of the following techniques:

Silent listening, an expectant posture leaning towards the interlocutor, a supportive facial expression, nodding the head as a sign of readiness to listen further.

Clarification is an appeal to the interlocutor to complement, clarify something from what he said in order to understand him more accurately (for example, a woman tells a psychologist: “My son has been behaving terribly lately.” The clarification should be: “ Please explain how you understand the words “behaves terribly”).

Retelling is a statement in one’s own words of what the interlocutor said, more fully at the beginning of the conversation, then highlighting and preserving what seemed most important to the listener.

Further development of the interlocutor’s thoughts “Now we will take a short walk along the seashore. Please sit down comfortably and slowly close your eyes. Pay attention to your breathing, feel it: the air passes through your nose, throat, enters your chest, fills your lungs, feel how with every inhalation your body gets energy and with every exhalation unnecessary worries, worries, tension go away... Pay attention on your body, feel it - from the soles of your feet to the top of your head. You are sitting on a chair (in an armchair), hear some sounds, feel the breeze on your face. You may want to change your position, so do so. Now imagine if you were by the sea. You walk slowly along the shore. Look around carefully, what colors, sounds, smells surround you... Look at the sky, at the sea. Pay attention to your state: what emotions and feelings arise in you, how they change during the walk. You are in no hurry and can move on calmly. You might want to go into the water and swim or sit on the shore.

Do it. And now it’s time to return to this room, to our circle. Do this at a pace that is convenient for you: you can immediately open your eyes or sit still with them closed.

Now we will share our impressions with each other. To do this, we will create groups of 4 people. Try to have mostly those in the same group with you with whom you have not yet worked in a small group.”

After the groups have formed, the trainer continues the instructions: “Now everyone will take turns talking about their impressions, about the images, experiences, states that they had during our “walk”, and the rest will listen carefully to the storyteller, without asking questions, without commenting or interpreting what you hear. Try to catch those moments when you stop listening. Spend about 3-4 minutes on each story.”

Exercise

Participants sit in a circle.

“Now we will do an exercise in which we will need the rules of good listening. Write them down, please.

Rules:

1. Concentrate your attention completely on the person you are talking to. Pay attention not only to words, but also to posture, facial expressions, and gestures.
2. Check whether you understood the words of your interlocutor correctly.
3. Don't give advice.
4. Don't judge.

We will do the exercise in pairs. Choose as your partner one of the members of our group whom you have gotten to know less than others, but would like to get to know better.

The coach waits until all participants sit in pairs.

“Distribute roles among yourself: “one of you is partner “A”, the other is “B”. The task will consist of several stages. Each stage is designed for a certain time, I will keep track of the time. First, “B” follows the rules of good listening. “A” can put them aside for now. So, “A” talks to “B” for 5 minutes about his difficulties, problems in communication. In doing so, he pays special attention to those qualities of his that give rise to these difficulties. “B” follows the rules of good listening while helping “A” talk about himself.

After 5 minutes the coach stops the conversation.

“Now “A” will have 1 minute to tell “B” what in his behavior helped him speak openly, talk about his problems, and what made this story difficult.”

After one minute has passed, the coach gives the next task.

“Now “A” talks about his strengths in communication, which helps him establish contacts and build relationships. “B,” without forgetting the rules of good listening, must take into account all the information that he received from “B” during the previous minute.”

After 5 minutes, the trainer stops the conversation and suggests moving on to the next step.

“B” must repeat “A” in 5 minutes, what he understood from his two stories about himself (Problems and advantages in communication). During these 5 minutes, “A” is silent all the time and only by moving his head shows whether he agrees or not with what “B” says. If he makes a negative head movement as a sign that he has been misunderstood, then “B” must correct himself until he receives confirmation of his words. After “B” says everything he remembers from 2 stories from “A,” the latter can say what was missed or distorted.

In the second part of the exercise, the participants in the pair change roles.

The final part of the training

Questions for reflection (written)

• What was the most useful thing about the training?
• What was the most enjoyable part of the training?
• Did any changes occur to you during the training? If yes, which ones, if not, why?
• Was there any unpleasant moment during the training? Which one and what is it connected to?
• What was the main discovery you made for yourself as a result of the training?
• What would you like to wish for yourself?
• What would you like to wish the coach?

"Suitcase": A sheet of paper is attached to everyone’s back, everyone has pens in their hands, everyone comes up to each other and writes to the person his good qualities, which he has become acquainted with during these days.

17.01.2011

Natalia

Very effective classes, in my opinion.

Christina

good training!!! I think it will help me in working with children)))
05.02.2012

Erbolat

thank you colleagues!
13.03.2012

Alina

Thanks a lot
04.10.2012

Catherine

very good exercises, thank you!
23.11.2012

Tanya

Thank you
18.12.2013

Catherine

Thanks a lot! Insanely interesting and very helpful! Let's get to work! :) :)
13.01.2018

Municipal educational institution

"Gymnasium of Nadym"

“Communication training program for high school students”

children age – 13-16 years
implementation period – 1 year

teacher at the GPD MOU "Gymnasium of Nadym"

Nadym
2014

Explanatory note

Introduction

Psychological characteristics characteristic of adolescence - increased attention to one’s inner world, attempts to understand oneself, one’s experiences and thoughts, one’s relationships with the world and other people, shyness - are actualized against the backdrop of the most important problem for high school students - professional self-determination, which is inextricably linked with personal self-determination and self-realization.

The problem of the personal and professional “I” confronts the child in early adolescence with all its severity and complexity.

An effective means for solving many psychological problems of schoolchildren are group work methods, when help comes not from an intrusive adult, but from the children themselves. Fundamentally new forms of conducting group classes with children, based on active learning methods, are trainings on the development of self-awareness.

The proposed communication training program for high school students pursues two goals: on the one hand, the development of ideas about themselves, their place in the world, their rights and responsibilities, awareness of their personal position and, on the other, the development of communicative competence, mastering different methods of communication , awareness of one’s capabilities in this area, which is necessary in all professional activities.

The relevance of this educational program “Communication Training Program for High School Students” lies in the fact that it is aimed at creating conditions for psychotherapeutic interaction that ensures positive group dynamics, the development of the child’s creative personality through conscious mastery of the basics of training technologies, the formation of systematic and logical thinking in students, which contributes to more successful self-realization in the modern information society.

The program also helps to increase the level of erudition and general awareness of children, and the development of creative and logical thinking of students. Solving life situations offered in practical classes requires the use of not only theoretical knowledge, but also non-trivial mental operations, imagination, logic and ingenuity. Each lesson is a lively, active, unpredictable interaction. The program can change during the course of the training - the direction of the discussion, exercises, etc. During the classes, various short motor games - exercises - are used. The purpose of these exercises is to relieve tension and fatigue of the participants, switch their activities, and strengthen group interaction at the non-verbal level. Such exercises are included in every lesson.

A distinctive feature of this program is that in the course of teaching the skills of training technologies, new forms are used, which will give a strong impetus to the child in choosing a profession.

The educational program “Communication Training Program for High School Students” is addressed to teenagers who show interest in truly knowing themselves. The group process in the training is presented as the path of participants to their “I”, and through it - to the “I” of other people.

The level of mastering the program is general cultural.

Purpose of the program

To assist students in acquiring experience in developing communicative competence in communication.

Program objectives

Educational:

expand students’ knowledge about training technologies;

give an idea of ​​psychology as a scientific and practical discipline;

familiarize students with the basic principles - norms of communication in a group;

to develop skills in analyzing and solving various life situations, taking into account the peculiarities of their implementation in life;

develop group work skills.

Educational:

develop systematic and logical thinking;

develop students’ communication skills, sense of camaraderie and mutual assistance.

Educational:

introduce the features of various professions in order to develop a life position regarding this profession;

develop a responsible and respectful attitude towards one’s own activities and the activities of others;

contribute to enriching the experience of interpersonal communication.

Age of children participating in the educational program

The program is aimed at children aged 13 to 16 years.

At this age, adolescents strive to develop an idea of ​​themselves, their place in the world, their rights and responsibilities, awareness of their personal position, understand the logic of phenomena, refuse to take anything for granted, and require a system of evidence.

The attention of a teenager is characterized not only by large volume and stability, but also by specific selectivity. The volume of memory increases significantly, due not only to better memorization of the material, but also to its logical and systematic comprehension.

The study of training technologies contributes in the best possible way to the development of the listed qualities and forms the appropriate skills in understanding the world around us.

Time frame for implementation of the educational program

The program is designed for 1 year of study, 11 hours.

Forms and mode of classes

Classes are held once a month for 1 class hour with a group of students outside of class hours. Several high school students are recruited into the “communication group” at will. An important condition for the successful work of the group is the principle of voluntariness. Group members must be interested in their own changes. It is desirable for everyone to participate in the entire cycle of classes.

The form of the classes is group, the size of the group is 8-10 participants.

Expected results and ways to determine their effectiveness

Upon completion of training, students:

will get an idea of ​​what training technologies are;

gain skills to work in a group;

will study the basic basic concepts of training theory and gain practical experience in their use;

will gain experience in solving various situations that require a non-standard creative approach, a systematic approach and logical thinking;

will gain experience in cooperation and mutual assistance within a team while jointly solving life problems and overcoming difficulties that arise during the development of practical exercises;

will learn to value the results of their intellectual work and the work of other students, take responsibility for the decisions they make;

will enrich and expand their personal communication experience through involvement in activities that are new to them.

Performance is monitored as theoretical material is mastered throughout the academic year. To test their mastery of the material, students complete and defend certain assignments.

Also used are such forms as: pedagogical observation, qualitative assessment of student work, self-control, testing.

Forms for summing up the implementation of the educational program

When summing up the results of the program, such forms as group discussions, final interviews, round tables, exercises, various short motor games, and presentation of a portfolio of completed homework are used.

Logistics support

Hardware:

Pentium-III class personal computer.

Multimedia projector.

Software:

Operating system Windows XP.

Educational and thematic plan

p/p

Subject	Number of hours
	Total	Theory	Practice
	Communication training program for students	11
	Introduction. Acceptance of group work rules. Developing a ritual for starting and ending classes. Acquaintance.
	Self-image.
	Self-image.
	Mastering the methods of non-verbal communication.
	Development of observation skills in communication.
7.	Developing the ability to listen to others.
	Developing skills to accurately convey information.
	My rights and the rights of other people.
10 -11.	Ending the group's work. Thinking hats.
	Total hours:	11		8

Lesson 1.

Topic: Introduction. Acceptance of group work rules. Developing a ritual for starting and ending classes. Acquaintance.

Progress of the lesson.

Theory

Acceptance of group work rules. Developing a ritual for starting and ending classes. Acquaintance.

The presenter's story about the goals of the classes and the form of their implementation.

A short discussion about the role of communication in the lives of participants and the need to improve communication (examples from everyday life).

A story about the rules by which the group will work.

Practice

Exercise. Everyone is given a card with a pin. Participants are asked to write on a card a fictitious name that will be used for this person throughout the training, and pin the card on their chest.

RULES:

1). Active participation in the work of the group of each participant.

2). Communication based on the “here and now” principle.

3). Voluntary participation (if you don’t want to talk about something, don’t do it, but communicate it openly or with the help of a conventional sign).

4). Confidentiality. You cannot discuss or tell someone outside of class about the behavior of the participants and what they learn about each other during class. Everything that happens in class remains our common secret.

5). Expressing your opinions and feelings about what is happening in the group, and not judging according to the principle of “good-bad” or “right-wrong”.

Acceptance of rules. The presenter himself promises to follow these rules and asks each participant to make the same promise.

Developing a common cry. The facilitator asks the participants to develop a common cry in 10 minutes during a joint discussion - a common exclamation that will begin and end each lesson. After reaching a joint decision, the group performs this cry.

Acquaintance. Each participant in a circle tells “his biography” - a fictional life story of his character.

Discussion on the exercise. What stories do you remember? What exactly attracts attention in a story - content, manner of telling, emotionality, originality.

Closing discussion. What was important in today's lesson? What do you remember? What are your thoughts and feelings? What conclusions can you draw for yourself?

Lesson 2.

Topic: Self-image.

Progress of the lesson.

1. Participants pin up cards, sit in a circle and perform a call.

3. Exercise “Imagine yourself.” Participants are given sheets of paper. Participants are seated around the room. Everyone is given the task to write 8-10 sentences about themselves, without pointing out easily recognizable external features. The presenter reads out the descriptions without naming names. The participants’ task is to guess who owns the characteristic being read.

4.Discussion on the exercise. Whose self-image coincides with the opinions of others? What is the reason for the discrepancy?

5. Exercise “Draw joy.” (5-10 min.)

6.Discussion on the exercise. Thoughts and feelings about the drawings. Differences in different people's understanding and representation of the same concept are discussed.

7.Final discussion.

8. Cry.

Lesson 3.

Topic: Self-image.

Progress of the lesson.

1.Initial discussion about yourself.

2. Exercise “Associations”. One of the participants walks out the door. The group makes a guess for one of the remaining participants, whom the driver must guess. Having returned, the driver asks questions to the group members and tries to guess the person based on their answers. Questions are asked based on the associations that arise for each group member in connection with the mystery person: What animal do you associate this person with? What weather? A plant? Color? Music? Usually 5 questions are asked, and after that the driver must name the person they wished for. If the answer is correct, the chosen participant becomes the driver, and if the answer is incorrect, the driver performs this exercise again.

3.Discussion on the exercise. Was it easy to guess? What is this connected with? Is it easy to make associations per person? Are the associations the same for different people?

4.Discussion before the exercise “T-shirt with an inscription.” The presenter sets the topic of discussion about presenting yourself in inscriptions on T-shirts, badges, and bags. Participants give examples.

5. Exercise “T-shirt with an inscription.” Participants are given sheets of paper on which they are asked to write an inscription on their T-shirt, so that it says something about the person - about his activities, games, relationship to the world, etc. You can come up with several inscriptions. You are given 5-10 minutes to work. After this, the participants talk about their inscriptions.

6.Discussion on the exercise. What do these inscriptions say? What do we want to communicate about ourselves to other people? What inscriptions can different participants come up with?

7.Final discussion.

Lesson 4.

Progress of the lesson.

1.Initial discussion.

2. A short discussion about feelings and emotions, their role in the lives of students. Why are emotions needed? Can they be controlled? Examples from life.

3. Exercise “Spectrum of feelings.” Participants are given sheets of paper and asked to write down as many names of emotions experienced in real life as possible. The names of emotions should be written in two columns: on the left - positive emotions, on the right - negative. Then everyone reads out their lists.

4.Discussion on the exercise. Who has the most written emotions? Who has a match? It comes to the conclusion about the variety of emotions, a wide range of experienced feelings, etc.

5. Exercise “Give me a glass of water.”

6.Discussion on the exercise.

7. Exercise “Guess the emotion.” Students sit in pairs, facing each other. Task: one participant shows an emotion for 15 seconds, the other guesses. Then they change roles.

8.Discussion on the exercise.

Lesson 5.

Topic: Mastering the methods of non-verbal communication.

Progress of the lesson.

1.Initial discussion.

2. Exercise “Tell someone else.” Students sit in a circle, and each one takes turns, without words, passing an imaginary object to his neighbor. The neighbor must “take” it accordingly and name it. Then he passes another, his object, to the next one in the circle.

3.Discussion on the exercise.

4. Exercise “Conversation through glass.” For this exercise, a couple of participants are chosen at will, the rest will be spectators. Participants are given instructions.

5.Discussion on the exercise.

6. Exercise “Staging a song.” Participants are divided into 2-3 teams, and each receives the task of preparing and then showing a dramatization of a famous song. The rest of the participants must guess.

7. Discussion on the exercise.

Lesson 6.

Topic: Development of observation skills in communication.

Progress of the lesson.

1.Initial discussion.

2. Exercise “What do I remember?” One of the group members sits with his back to the audience. The rest make a wish out loud for one of those present. The driver’s task is to describe the appearance of the item in as much detail as possible.

3. Discussion on the exercise. Was it easy or difficult to describe your appearance? Who found this exercise easy?

4. Exercise “Find the differences.” Task: find differences in poses.

5. Discussion on the exercise. Participants discuss their impressions.

6. Exercise “Customs”.

7. Discussion on the exercise.

8. Final discussion.

Lesson 7.

Topic: Developing the ability to listen to others.

Progress of the lesson.

1.Initial discussion.

2. Exercise “Back to back”. Two participants optionally sit on chairs next to each other. Their task is to conduct a dialogue on any topic of interest to both for 3-5 minutes. The remaining participants play the role of silent spectators.

3. Discussion on the exercise.

4. Exercise “Listening skills.”

5. Discussion on the exercise.

6. Exercise “I am listening to you.” Participants are given sheets of paper. They take their seats around the room. The task of each participant is to answer a series of questions in writing. Write questions in advance on the board or on a piece of paper. After completing the work, the participants sit in a circle; the answer sheets are not handed in. There is a discussion of opinions on the exercise.

7. Final discussion.

Lesson 8.

Topic: Development of skills for accurately transmitting information.

Progress of the lesson.

1.Initial discussion.

2. Exercise “Text retelling”. Participants are provided with instructions for completing this exercise.

3. Discussion on the exercise.

4. Exercise “Dialogue”. Participants are given sheets of paper. The presenter reads out the beginning of the dialogue and asks the participants to write down on a piece of paper what answer they will give instead of the second participant in the dialogue. This is repeated 2-3 times with different dialogues. After that, everyone reads out their answers for each dialogue.

5. Discussion on the exercise. The possibility of obtaining different reactions to the same trigger stimulus is discussed. Participants should be brought to the conclusion that the communication process is complex in nature, including both elements of speaking and elements of listening and understanding.

6. Exercise “Who is faster?”

7. Discussion on the exercise.

8. Final discussion.

Lesson 9.

Topic: My rights and the rights of other people.

Progress of the lesson.

1.Initial discussion.

2. A short discussion about the peculiarities of communication: how to communicate so as not to infringe on the rights of others?

3. Exercise “My rights”. Participants are asked to divide into three groups. Two groups will be involved in developing the “Declaration of the Rights of High School Students”, the third group will be the “Constitutional Commission”, which will approve the Declaration. All groups are given 15-20 minutes to complete the task.

4. Discussion about the relationship between one’s own rights and the rights of other people.

5.Homework. Draw up a contract with yourself with a list of rights that the student proposes to exercise.

6. Final discussion.

Lesson 10.

Subject: Ending the group's work.

Progress of the lesson.

1.Initial discussion on the previous lesson.

2. Short discussion on individual contracts. During the discussion, participants are allowed to change something in their contract.

3. Exercise “New Year tree”. All group members must build a “New Year tree” from the group: someone will be the trunk, someone will be the toys, etc. The main thing is that all group members participate in the construction, and that everyone is satisfied with their place.

4. Discussion on the exercise. Participants share their feelings during the exercise.

5. Exercise “Telegrams”. For each participant, write on his “telegram” the best thing that everyone learned about him, how this person helped during the training, what his important contribution was.

6. Discussion via telegrams. Distribute telegrams to recipients, everyone reads their telegrams. After this, participants share their feelings.

Lesson 11.

Topic: Thinking Hats.

Progress of the lesson.

Music sounds - sounds of the forest.

Greetings.

Leading: “You all heard the echo receding in the forest. Let it greet us, and we will catch it!”

Instructions: the first member of the group says one word of greeting, the next one repeats it a little quieter, but maintaining the intonation of the first. So the echo goes around in a circle and ends with the quietest echo.

Warm up.

Leading: “In order to find out the topic of our lesson, we need to solve a rebus!”

Instructions: Everyone receives a card of a certain color (I show). It has a number and a letter written on it. You can guess the words if participants unite in groups by color. To the right of the presenter will stand those who have green cards; on the left are those with red cards; behind them are those who are blue. Then the participants stand in order, in accordance with their number, and everyone calls out their letter loudly. “What words did we get?”

Calm music sounds.

The parable of the old hatter.

Leading: “I want to tell you about one master. Once upon a time there lived a wise old Hatter. He had golden hands and a wonderful, wise soul, so the master gave people something more than headdresses - hats, caps, Panama hats, caps. The time came when the old Hatter left for another world, leaving his sons three graceful hats. Black, purple and multi-colored hat. “I'll take the black hat. She is so elegant, delightful and beautiful, I will show off in her at balls and receptions,” said the first son. “Let a multi-colored hat become mine, so that I can be admired and admired. And in this hat I will be irresistible!” - exclaimed the second son. “A thousand times I have flown above the earth in my dreams, perhaps this hat will help my dream come true,” the third son said dreamily. The owner of the black hat has become quite an important member. Facts and figures were more important to him than anything else; it seemed that he had lost emotions and feelings forever. He became precise, insightful, and able to reason logically. The owner of the multi-colored hat henceforth lived at the mercy of emotions. He suffered and rejoiced, loved and hated, admired and despised. The owner of the third hat found himself in a wonderful world. Everything he saw, heard, felt was turned into poetry and music, paintings and sculptures, novels, stories, plays for theater and cinema. However, the day and hour came when the Hatter’s sons met again under the roof of their father’s workshop. The brothers were amazed at the changes that took place in each of them. And only now they began to understand what fabulous wealth their parent, the great master, left them as an inheritance.”

Leading: “Kind, able to forgive and love, brave and resourceful people who are not afraid to feel and create, that’s how I want to see you. That's why I brought three magic hats today. But these hats are for adults, and you are still just children. So let’s imagine what kind of adults you will become.”

Quiet, calm music continues to play.

An adult name and my future.

Instructions: "Close your eyes. Try to see yourself as adults. Consider how you dress, what you think, what kind of people surround you. Sit as if you were already an adult. What profession have you become? How will other people contact you? Probably by first name and patronymic? Open your eyes."

The music changes (rhythmic).

Leading: “Now each of you, in turn, will stand up, approach the group member who is sitting opposite and introduce himself, for example: “Hello, my name is Viktor Nikolaevich!” After that, each of you can choose the hat that suits you best. Name your profession, and the guys will cast a magic spell: You are a salesman! You are a driver!"

Issues for discussion:

Did you enjoy being in the role of adults?

How did you feel?

Which of the children coped with the role of an adult best?

A good example.

A fantastic plumber's hat is drawn on the board.

Leading: “Look at the amazing headdress drawn here. There are brushes and a palette, pencils and paints, and a picture frame is visible.”

Issues for discussion:

What profession do you think this hat belongs to?

Why do you think so?

What exactly proves the correctness of your answer?

Creative task.

Leading: “Today I have prepared a surprise task for you. Read the title of the work. Read what needs to be done. Guys, you can come up with any three professions (you can take those that the guys named or come up with your own). Draw a hat for each of them. And draw the fourth headdress as a gift to your best friend. We’re working!”

A rhythmic melody sounds and the children complete the task.

Vernissage.

Leading: “From the resulting works, I propose to create a vernissage.”

Issues for discussion:

Which hat is fantastic?

Whose best friend hat is the brightest?

Whose works are the kindest?

The lesson comes to an end, and the leader organizes the children in a circle.

Farewell ritual.

Leading: “It’s time to say goodbye!”

Instructions: children stand in a circle, choose from the hats they like the one they like the most and mentally put it on.

Leading: “Now wish for the whole group and each other what the owner of this hat might wish for. For example, I am a doctor, and I wish you health!”

Children speak in a circle. At the end of the wishes, the host says: “Thank you, see you again!”

Bibliography

Literature used when writing the program:

1.Ananyev B.G. Man as an object of knowledge. L. LGU.1998.

2.Bolshakov V.Yu. Psychotraining. St. Petersburg, 2004, 316 p.

3.Efremtseva S.A. Communication training for high school students. Moscow, 2004, 80 p.

4. Kudryavtsev T.V. Study of psychological characteristics of professional development.

5. Nemirinsky O.V. The therapeutic role of group dynamics. Moscow psychotherapeutic journal. – 2000. – 3. – P.5-24.

6. Psychology. Textbook./ Edited by A.A. Krylov. – M.: Prospekt, 1999.

7. Tiima M.Kh. Career choice as a social problem. M.: Mysl, 2000

8. Shavyrina G.V. Study of the system of cognitive self-regulation in the process of solving spatial-combinatorial problems. Candide. dissertation M.

MBOU "Bolsherechenskaya Secondary School No. 2"

educational psychologist

Otradnova Svetlana Alexandrovna.

Communication training for high school students

“I am good, you are good”

"Good people become

more from exercise

than by nature."

Democritus

Goal: development of communication skills.

Tasks:

Consider the meaning of the concept of “communication”;

Learn to establish contacts with other people;

Gain the skill of effective self-presentation;

Practice giving and receiving feedback.

Training duration: combined pair of lessons (1.5 hours).

Progress of the training.

Psychologist: Hello guys! You've been together for over ten years. During this time, you learned a lot about each other. Is it easy for you to communicate? Not always! And very soon each of you will find yourself in a completely unfamiliar environment. This will be a student group, neighbors in a dorm, or a work team. Our lesson will be devoted to how to learn to communicate successfully with other people. In order for our work to be effective, it is necessary to adopt some rules of conduct in training:

1. Active participation in the work of the group.
2. Communication based on the “here and now” principle
3. Expressing your opinions and feelings about what is happening in the group, rather than judging on the principle of “good-bad” or “right-wrong”
4. Confidentiality. Everything that happens during the training is not carried outside the group.

Exercise 1: “Name Presentation”

Time: 10 minutes

Goal: to create a favorable environment in the group.

The group stands in a circle.

Instructions: each participant, in turn, goes to the center of the circle and says his name, accompanying it with some gesture or pose. The choice of gesture or pose is arbitrary - at the request of the participant. The main thing is that through this movement the image of the person being presented is conveyed.

Then there is a group discussion.

Exercise 2. “We are the picture”

Time: 15 minutes

Goal: to create emotional unity of the group.

Instructions: The group is asked to create a “picture” of themselves. Each participant decides who he will be in this “picture”. He comes out and, identifying himself, takes a seat, then the next participant must complete the plot of the “picture” by choosing a role for himself, etc., until the “picture” is completed.

Psychologist: When you work in a group, it is very important to be able to listen to each other and feel each other. This exercise teaches you that.

Since our training is communication training, thenLet's find out what the word “communication” means for each of you.

The participants' statements are recorded on the board.

Psychologist: Now look at how the concept of “communication” is interpreted in psychology:

Communication is a process that has three components: perceptual (perception of a person by a person), communicative (transfer and exchange of information) and interactive (interaction, mutual influence).

Let's try to play each side of the communication process.

Exercise 4. “Magic chair”

Time: 10 minutes

Goal: development of observation in communication, the ability to positively accept other people’s opinions about oneself.

Instructions: One of the children, if desired, sits on the “magic chair” in the center of the class. Since the chair is magical, a person “turns” into a plant, a season, or a musical instrument. Each participant, looking at the person sitting on the “magic chair,” names what plant, season, or musical instrument they associate it with.

Participants discuss their impressions. Was it easy or difficult to select associations? What were the difficulties in perceiving a person?

Psychologist: So. In the first minutes of communication, we perceive each other, pay attention to the person’s appearance, his facial expression, posture, and gestures. We haven’t said a word to each other yet, but the so-called first impression has already formed! The exchange of information can take place using words, verbally, or without them. We receive most of the information in the communication process non-verbally.

Exercise 5. “Staging a song”

Time: 15 minutes

Goal: development of non-verbal communication skills, the ability to establish contacts with other people.

Instructions: the group is divided into two teams, and each receives the task of preparing and then showing a dramatization of a famous song. The performance takes place without words. Participants must guess this song.

Psychologist: Who managed to convey the meaning of the song? Due to what? What difficulties were there in transmitting and decoding information? Do we notice signals of gestures and facial expressions? How often do we use these channels of information transmission in life?

Relaxation exercise.

Psychologist: We are a little tired, let's relax and imagine that our class is filled with purple, we are cool and uncomfortable, but to get closer, let's shake hands. Now feel the coolness of the sea, the class is filled with blue, let's touch each other's shoulders, we will feel warmer. And now we are on the green lawn, smile at each other. There are so many beautiful yellow flowers around, the sun warms us, let's wish each other good luck and prosperity! And it became very warm from our smiles and cooperation, red is the color of joy, let's clap for each other!

Psychologist: We continue our work.

Exercise “Last ticket”

Time: 20 minutes

Goal: developing the skills of requesting and refusing communication, effective self-presentation.

Instructions: For this exercise, optionally select a subgroup of 6-7 participants. They will play the role of a queue at the bus station ticket office. The rest of the guys will become spectators. One participant is also selected to play the role of cashier. The task of each person is to convince the cashier to sell him the only remaining ticket. You can use any means and methods of communication. The cashier’s task, after hearing the request, is to refuse in any way.

Ultimately, the cashier still gives the last ticket to one of the participants.

Psychologist: Why did this person get the ticket? Who disagrees with the cashier's decision?

It is known that people, when entering into relationships with other people, take a certain position. English psychologist Eric Berne defined 4 positions in relation to himself and others:

1. I am good, you are good.(The person does not scold himself, does not get hung up, is an optimist, a creative person, in harmony with himself and with others.)
2. I am good, you are bad.(A person looks down on others. Self-esteem is inflated, the abilities of others are clearly underestimated by him)
3. I am bad, you are good.(The person considers himself less fortunate, less capable; low self-esteem.)
4. I am bad, you are bad.(The person thinks that everything is bad, a complete pessimist.)

Did any of you know what position the winner held in relation to our cashier? When communicating with others, we should strive to interact on equal terms,“I am good and you are good”!

Exercise "Palm"

Time: 10 minutes

Goal: receiving feedback, reflection.

Instructions: participants are asked to draw their palm on sheets of paper. On each finger they need to complete an unfinished sentence:

Thumb - “I liked it...”

index - “I found out...”

middle – “I was surprised...”

unnamed - “I understand...”

little finger – “I felt...”

Completion of the training:All participants stand in a circle, put their hands on each other’s shoulders and take turns telling the neighbor on the right a wish for the letter of his name. Then all participants shout in unison “Thank you!” and applaud.

"Board of Directors"

The game is intended for older schoolchildren.

Most guys imagine what a board of directors is from movies. You can invite them to do something similar at home.

The presenter must come up with a role for each player in advance, set out the goals and capabilities of each character on separate pieces of paper, and distribute the sheets to the players. To make the game exciting, it is necessary that some participants have opposing interests.

The rules of the game are as follows: it is allowed to enter into alliances with other players, it is forbidden to deviate from the goal, substitute other players and exceed the powers received at the beginning of the game.

Those who achieve their goal first win. It is these players who have the most developed leadership abilities.

The presenter must pay attention to how the participants in the game speak in order to understand what qualities they need to develop first.

"Chickens and Foxes"

For children of high school age and teenagers. The maximum number of players is not limited, but should not be less than 11 people.

A leader is chosen, the players are divided into two equal teams, and each team is given a name: “chickens” and “foxes.” A long line is drawn, parallel to which two teams line up at a distance of 1 m. The presenter gets on the line. When he says the command: “Chickens!”, the “chickens” begin to run away, and the “foxes” catch up with them. The team that is catching up must catch or touch the runners. The more chickens the attacking team catches, the better.

The leader can also make the “chickens” team attacking, so that the players do not get used to the fact that they always run away, and the “foxes” attack, and therefore are on guard.

Films and actors

A presenter is selected. He takes the ball, the others enclose him in a circle. The presenter throws the ball to one of the players and names any film - Russian or foreign. The player who receives the ball must quickly name any actor who is involved in it and give the ball back to the leader. If the player fails to find his bearings and name the actor in time, he leaves the game. The same thing happens if the player named the actor, but did not manage to pass the ball in time.

You can play differently. For example, the presenter names the actor, and the player names the film in which this actor starred. The game continues until the last player remains - the winner.

"Greamer"

For children of senior school age.

There are two ways to play the game. In the first case, the players try to convey the human state through facial expressions and color, and in the second, through makeup. In both cases, it is taken into account how reliably the child conveyed the state of the person he saw.

The players draw tokens and set the order of participation. Then they sit in a semicircle. The first player draws a card with a task, and then only using facial expressions (without gestures) depicts the feeling or state of a person given to him. The rest must guess. Tasks can be as follows: express anger, fatigue, fun, cunning, despondency, pity, etc.

Then the same states must be expressed through color. This will help children in the future choose the most appropriate makeup for the next task. Each child is given a sheet of paper, paints and brushes. You have 3 minutes to complete this part of the game. After selecting a color, the players must explain why they believe that this particular color conveys a given state of a person. The winner is the one who most correctly depicts the given state of a person and chooses a color for him.

In the second option, players must divide into pairs and apply makeup to their partner’s face, characterizing the state of the person that was assigned to them. It can also be fun and joy (rosy cheeks, wrinkles around the eyes), pain (pushed eyebrows, dark complexion), fatigue (swollen eyelids, drooping corners of the lips) and other emotions. In addition to makeup, you can use various additions - wigs, glasses, bows, etc. At the same time, no one should know about the task itself except the make-up artist himself, in order to later check the result of the work. That is, to expose the person wearing makeup to the audience and ask them to determine his condition and feelings.

“Create an emotional image”

For children of middle and high school age. Number of participants from four people.

Before the game starts, everyone is given 3 sheets of paper and a pencil.

The presenter invites the players to draw one human face on each sheet of paper, and this face should express some emotion: joy, sadness, anger, dissatisfaction, etc., as chosen by the player. This task will take 10-15 minutes to complete. After this, the presenter collects the drawings from the players and mixes them. Everyone sits in a semicircle near the leader, so that he can be clearly seen. The presenter takes out one drawing and shows (presents) it to all players. The guys, in turn, should try to determine. what emotion the person is expressing. The player who is the author of this drawing should not give hints to others.

If the players guess the emotion correctly, the author of the drawing gets a point.

But it may turn out that when reflecting an emotional image on paper, the author of the drawing has one emotion in mind, and the other children saw another in it. In this case, the player loses one point.

When summing up the results, the winner of the game is the participant with the most points.

Joy or sadness?

For children of senior school age.

All those present are divided into two teams. The first team must leave the room, their participation in the game is limited to the role of an outside observer. The second team starts the game. The host asks the players various questions in the fields of literature, mathematics, and art. The participants in the game answer them.

If the answer is correct, the player receives a small prize - candy, a toy or a souvenir.

After completing the questions, the second team arrives. The participants’ task is to guess from their friends’ behavior which of them answered the questions correctly and which did not. The essence of the game is simple: not all children can contain their joy over a successful answer to a question or, conversely, sadness due to not knowing the correct answer. The second team tries to guess the emotions of the members of the first team.

Of course, not all members of the second team will be able to guess this, guided only by the behavior of the guys from the first. If someone was able to fulfill this condition, he is awarded a certain number of points. Those guys from the first team who managed to restrain their emotions are also celebrated. The winners are those who score the most points.

Exact calculation

For children of senior school age.

Children should be able to analyze a situation, looking at it from the position of an outside observer. Of course, there should be no place for emotions, which only harm close analysis. To teach children this, you can use the following game.

You need to prepare for the game in advance. Its essence is that the presenter reads or tells some story that evokes a lively response from everyone. The children’s task is to express their opinion about the behavior of various characters in this story. But statements should be extremely restrained; any emotions are undesirable in them.

And so that the presenter’s story evokes the most lively response among all the guys, it can be provided with a lot of details and details. In a word, you can tell a story from your life, adding many different details to it.

The presenter carefully monitors everyone’s statements. If the player speaks calmly, analyzing the story from the point of view of an outside observer, without showing emotions such as joy, anger or hostility, then the host may appreciate his answers. If a participant in the game fails to contain his emotions, he receives fewer points. At the end of the game the results are summed up. Those who score more points can be considered winners.

"Poor and Rich"

For children of senior school age.

Modern children are clearly aware of the difference between the financial situation of different families. They know exactly whose parents earn a lot and whose parents earn little. The game will help children overcome the painful complex due to the lack of well-being of their family.

The presenter can tell a short story about a family. You can use a story from a literary work or film and include a mention of a poor or rich family. Then he suggests having a conversation on this topic. The questions can be very different, for example: “Who is happier - the one who has more money, or the one who knows how to be content with little?”

Every child has the right to speak out. For example, children can give their own examples about the influence of money on life. As the conversation progresses, everyone should understand that a lot of money is not the most important thing in life. As an example, the presenter can tell stories from the lives of famous people whose material well-being did not bring them happiness.

The game can be somewhat varied. For example, everyone begins to fantasize about how they imagine their future life. He can say what he wants to be when he grows up, how much he would like to earn and how he would like to arrange his home, etc. There are no winners or losers in the game, everyone has the right to their opinion.

Communication with strangers

For children of senior school age.

Children often have difficulty communicating with strangers. For example, in a store they are embarrassed to ask the seller about something, or on the street they cannot muster up the courage to ask how to get to the right address. The game will help you get rid of this complex over time. The essence of the game is simple. The host and one of the participants in the game must start a conversation with one of the strangers. This can happen in the following way: they approach the salesperson in the store. The presenter remains silent, and the player himself must ask the seller in detail about something.

For example, you can choose a wind-up toy and learn everything about how it works. When the player asks the seller about something in detail, the presenter evaluates the level of his communication using a point system. The rest of the guys may be nearby, or they may be waiting for their comrades not far from the store. The game continues, but now the other player must start the conversation.

The conversation options are very different: for example, you can ask an old woman on a bench, a janitor, a policeman, etc. about something. For the ability to start a conversation with a stranger, the presenter awards each player a certain number of points. Of course, there are no winners or losers in the game, but the one who scores the most points may be rewarded with some kind of prize.