A psychological lesson in front of you is a stranger for teenagers. A series of training exercises for working with teenagers “Overcoming difficulties. Exercise "Situations that cause stress"

What is "modern youth"? Fortunately, it is so different that it is impossible to give a short answer to this question. Why "fortunately"? Yes, because the more different groups, images, interests, the more likely that each teenager will be able to find and express themselves, their individuality, their originality, and at the same time find support from those peers who are close to their concerns and interests. It is very important. It is important because being a high school student is difficult.

Adults often make demands on high school students that are simply impossible to fulfill at the age of 15-17. Sometimes because they are too "adult". At your age, it is high time to know what you will devote your life to! Or vice versa, completely underestimating adulthood. Have you washed your hands? Time to go to bed, it's already 10 o'clock! It's too early for you to think about girls!

But the most difficult thing is that teenagers begin to ask themselves questions that can be answered for a lifetime. You constantly live in a situation of choice, you constantly experience tension, you constantly check yourself, your friends, your loved ones. You constantly experience disappointment, confusion, surprise, sometimes anger. It seems that he wanted to act honestly, but you were declared a traitor. You don’t want to brag about your knowledge, you have already written it down, I wanted to tell everyone something new, interesting - an upstart!

But the saddest thing is that it turns out that there is no one to consult with. Peers have the same problems, but it is not always convenient to talk about it, and adults, as always, have no time. To explain to them that you cannot live without answers to these questions is also very difficult.

Answers to these questions will help to find a cycle of training sessions for teenagers "To live life is not to cross a field."

Lesson objectives:

• expanding students' knowledge about themselves, their capabilities and abilities;
• development of skills to navigate in the world of adults, take an active life position, overcome the difficulties of adaptation in modern society.

Conditions for conducting classes

The cycle is designed for 8 lessons, the duration of each lesson is from 60 to 90 minutes, they are held once a week. The number of participants is from 8 to 14 people. Each lesson necessarily includes: a greeting ritual, the main content, reflection after each exercise, a farewell ritual.
In the classroom, methodological tools are used such as: conversation, discussions, self-testing, various options for psychotechnical games and exercises, self-expression in drawings.
The cycle of training sessions is designed to work with teenagers aged 14-16.

Lesson 1. Seven "I" of a person.

Target: the formation of the desire for self-knowledge, the ability to recognize personal qualities, the desire to interact with other people.

I. Psychologist informs the purpose of the upcoming meetings, briefly talks about the stages of the classes.

Hello! Today we are starting a cycle of classes - “To live life is not a field to cross”, in which we will consider issues that concern every person throughout life. To begin with, let's get acquainted with the greeting ritual with which we will begin each of our classes.

Participants stand in a circle and put their hands on each other's shoulders. They kindly look at each other and say: "Hello!".

Psychologist. In the classroom we will perform various interesting tasks and exercises. But in order for the classes to be successful, we need to discuss the rules that must be observed throughout all meetings.(Students offer, the teacher writes on whatman paper, which will be a mandatory attribute in each lesson). ( Attachment 1 )

II. Main part

1. Acceptance of the rules. The facilitator promises to follow the rules and asks each participant to make such a promise.

2. Exercise "Say your name." The children are invited to give their name and say if they like it. Say your name affectionately.

3. Discussion on the exercise. Why do some people like their name and others don't? What do your names stand for? Who were you named after? Which parent named you?

4. Psychologist.Our first lesson we will devote to one very important issue. What kind of question is this - I propose to guess for yourself.(Letters are written on the board, which, when rearranged, turn into the word “ m o p a n n c a o z i e ")What do you think self-knowledge is?

5. Test "Seven "I" of a person"(Appendix 2 )

The guys are invited to complete the test "Seven "I" of a person."

6. Discussion on test execution:

Learned something new about yourself? Do you agree with the test results? Is the information received useful?

7. Warm-up exercise "Dwarfs and giants"

Everyone stands in a circle. On the team "Giants!" - everyone is standing, but on the command: "Dwarfs!" - you need to sit down. The host is trying to confuse the participants: he squats on the “Giants!”

III. Final part

1. Reflection of the lesson. The students have thermometers cut out of thick paper on the table. The guys should mark their temperature on them, which is determined by the value of the lesson.

The rating scale is as follows: 36.6- necessary, useful, interesting, necessary 38 - difficult, uninteresting, burdensome; 34 - unpromising, indifferent.

2. Ritual of farewell. The psychologist suggests coming up with a farewell ritual. After the discussion, you can offer this option: everyone, standing in a circle, join hands and say in unison: “Good-bye-yes-no-me.” On the last syllable, the participants raise their hands up, without separating them, and take a step towards the middle of the circle.

Lesson 2. "No sorrow without joy, no joy without sorrow."

Target: expansion of ideas about life's problems and ways to overcome them.

I. Ritual of greeting.

II. Main part

1. Motivational block.

Students take one minute to analyze their impressions of the last lesson. The host asks to express them in one word, for example, curious, interesting, instructive, etc.

2. Parable "About the difficulties." The host offers to listen to the parable "On the difficulties" ( Appendix 3 )

2. Question to students: Did you like the parable? How? Do you understand the meaning of the parable? Do you agree with the author's conclusions?

3. Block of introspection and self-assessment. Students are invited to work independently and formulate the causes of a person's life difficulties, to determine those life difficulties that await a person on the path of life. Then the facilitator attaches to the board whatman paper, on which the difficulties encountered in a person's life are written. The children are invited to compare and discuss what they have done.

4. Discussion of the exercise

5. Exercise "In three years"

Leading. I suggest that you do an exercise that will allow you to look at life's problems in a broader context, comparing them with your own future. In addition, it gives reason to think about what activities are really important for us, and what we won’t even remember in a few years. The facilitator asks the students to make a list of the most important things that occupy them in this period of life. When the list is complete, participants are asked to imagine that they are three years older and to think about these cases and problems in hindsight, as if three years have passed since then. Thinking about this, you need to answer the following questions (the questions are written on the board):

• What exactly can you remember about this problem?
• How does it affect how your life is shaping up now, after three years?
• If you were faced with such a problem now, how would you solve it?

6. Discussion on the exercise

III. Final part

1. Conversation

Each of us is a builder of our own personality. Any person is capable of much, if in time he manages to look into himself and see that small thing that can grow into something big and significant. How can you become a person who is able to realize his full potential? We just need to listen to the advice offered to us by people who have the right to do so. The students are given booklets "Tips of Charlie Chaplin". ( Appendix 4 )

2. Reflection of the lesson

Students share their impressions of the lesson.

3. Ritual of farewell

Lesson 3. "The fairy tale is a lie, but there is a hint in it"

Target: the formation of skills to overcome stress.

I. Ritual of greeting.

II. Main part.

1. Psychologist invites the children to remember the most memorable fragment of the last lesson. The guys express their opinion in a chain.

2. Fairy tale "The hunter and his sons" (Appendix 5 )

Psychologist introduces students to the fairy tale "The Hunter and His Sons", written by A.A. Rukhmanov, which can make you think about whether we are ready to overcome difficult life situations.

3. Questions for discussion. What is this story about? What does she teach? How can she help in real life?

4. Psychologist. History teaches that you cannot live your whole life under a glass jar, that life without anxieties and worries is not life, that it is worries and worries that bring joy to a person. Our life is joys and sorrows, successes and failures, conflicts and reconciliations, worries, in general, continuous problems. And every time we have to solve them. All life consists of stressful situations, without which it is impossible.

5. Exercise "Balloons"

Psychologist. In order to make it easier to endure stress, psychologists are developing tips, various exercises.

Each student is given two balloons and markers. The children are invited to remember several unpleasant situations that lead to stress. When inflating a balloon, imagine that negative emotions are transmitted into it. Then pierce the ball with a needle, imagining that all negative emotions have disappeared.
Students are invited to inflate another balloon, imagining that it is filled with positive energy. Having picked up a word denoting a positive emotion, write it on the ball. The ball is thrown up. Watching him, you should try to fix in the mind the words that are written on it. that were depicted on it. In the future, when students have to face any unpleasant situation, they should remember about this ball and what was depicted on it.

6. Discussion on the exercise

III. Final part

1. Exercise "Pass the ball without using your palms"

Participants stand in a circle. They pass the ball to each other without touching it with their palms. So several times. On the final circle, passing the ball in the usual way, finish the sentence: "Any problem can be solved if ..."

2. Ritual of farewell

Lesson 4. “Either in the stirrup with the foot, or in the stump with the head”

Target: formation of skills of constructive behavior in a situation of difficult choice.

I. Greeting Ritual

II. Main part

1. The task "Lilliputians and giants"

Psychologist.Imagine that you were offered to make a trip either to the country of the Lilliputians, or to the country of the giants. Where to go? If you go to the country of the Lilliputians, you will be bigger and stronger than the inhabitants of the country, but the Lilliputians are very vicious and aggressive creatures. If your choice falls on the country of giants, then you will find yourself small and defenseless, but you will meet good-natured and hospitable people. Make your choice and justify it. You have 1 minute to accept.

2. Discussion of the task

3. Game "Journey to the mountains"(Appendix 6 )

Psychologist says that today's lesson will be held in the form of a game (application). Students are invited to take a trip to the mountains.

III. Final part

1. Psychologist.Does the road you were driving resemble our life? Is it possible to live a life without obstacles and failures? How does one treat them? How does this game relate to the topic of our conversation?

2. Ritual of farewell

Lesson 5. "No man can be an island"

Target: help in understanding the role of communication in human life.

I. Welcome Ritual

II. Main part

1. Exercise "Decipher"

Psychologist. Imagine that the word "communication" requires decoding, but unusual. It is necessary to use each letter included in this word in order to characterize the concept of "communication".

2. Conversation "Human difficulties associated with communication"

Can you confirm or refute the phrase: "The most important luxury on earth is the luxury of human communication." (Antoine de Saint-Exupery.)
How can the lack of communication affect a person, his physical and mental state? Has anyone said to you the words: “I don’t want to communicate with you”? These words were rightly said or not? How did you react to them?

3. Exercise "Can I communicate"

Students draw a straight line in their notebooks and divide it into 10 equal parts. With a “+” sign, they mark their desire to communicate on a straight line. Sign "-" your ability to communicate.

4. Discussion of the exercise

Students discuss the results and determine why communication most often does not work out. They name possible reasons for the discord in communication, which students can name on their own or during the discussion.

5. The game "Common language"

The group is divided into threes, using the calculation for 1-2-3. Players must agree among themselves, for example, about where. When and why should they meet. But the means of communication for each of them are limited: one sits motionless with a blindfold, the other is obliged to be silent and not move, the third is deprived of the right to talk, and he is also blindfolded. The task in this state is that the trio must agree on something in the shortest possible time. When the last trio in the group finishes work (the facilitator follows this), you can start the discussion.

6. Discussion of the exercise. What contributed to finding a common language? What prevented finding a common language?

7. Listening to a fragment from the life of Abraham Lincoln(Annex 7 )

8. Discussion of mistakes in evaluating people in communication.

III. Final part

1. Reflection of the lesson

Students make a graph of the emotional impact of the lesson on their feelings and emotions. For this, a lesson plan is written on the board. The points of the plan are plotted on the schedule and the most important, in their opinion, moments of the lesson are determined.

2. Ritual of farewell

Lesson 6

Target: adolescents' awareness of the need and importance of uniting people into interest groups; the formation of the belief that each person is personally responsible for his decision.

I. Greeting Ritual

II. Main part

1. Exercise "Associations"

Psychologist.What associations do we have when we hear the word "company".
The words that the students name are written on the board: “friend”, “will not leave”, “walk”, “talk”, “not bored”, etc.

Conclusion: in general, the word “company” evokes positive feelings in us.

2. Conversation about the reasons for joining groups

The psychologist draws the attention of students to the useful that this or that association can bring (“learned to play the guitar”, “ride a motorcycle”, “became stronger”, “became more self-confident” ...), then he is interested in whether this influence is always is positive.

3. Exercise "Differences"

The psychologist invites students to think and name the differences between a negative company and a positive one. Answers are written on the board:

4. Exercise "Algorithm of two" O "

Psychologist.What do you think, is it possible to refuse an offer if it does not coincide with your plans, interests? How?

Students are asked to list several situations in which they had to refuse certain offers. For example, friends invite you to a disco, but you have other plans. The psychologist reports the algorithm of two "O"s (the "Optimal Refusal" algorithm): I-message + refusal + argument + counteroffer ("I'm glad that you invited me, + but I can't go, + because I have an important meeting, + let's go to the cinema tomorrow). The algorithm is written on the board. Next, the students are divided into pairs, one of them persuades the other (you can take the real situation as a basis), the second refuses, using the proposed algorithm, then the participants change roles.

Discussion of the exercise

Who managed to refuse? What made it possible? Who failed? Why? What feelings did you experience while playing a different role? What was easier, persuading or refusing? How did you feel when you were politely refused? Has the refusal always sounded convincing?

Psychologist. You need to choose the most appropriate answer.

Discussion of test results. Do you agree with the results? What conclusions did you draw for yourself?

III. Final part

1. Exercise "Compliments"

Psychologist. The ability to see the strengths, positive qualities of any person and, most importantly, to find the right words to tell him about it, that's what is necessary for pleasant productive communication. Let's try to check how friendly we are, whether we can see the good in others and talk about it.
Students are asked to sit in a circle. Everyone should carefully look at the person sitting on the left and think about what character trait, what habit of this person he likes best, and wants to say about it, i.e. make a compliment. The one who was complimented should, at a minimum, thank, and then, having established contact with the partner to his left, make his compliment in a circle until all students compliment their neighbor.

2. Ritual of farewell

Lesson 7

Target: understanding the role of the immediate environment as a source of support.

Tasks: develop ideas about the role of loved ones in a person's life; form beliefs that loved ones can be a support in life;

Equipment: note paper, pencils.

I. Greeting Ritual

II. Main part

1. Exercise "Family Tree"

Psychologist. Where are we from? Where are our roots? And what are roots? Roots are what give us support. Students are invited to depict the genealogical tree of their family, imagining themselves as a tree trunk, and their parents, grandparents as roots. How many levels of roots (generations of the family) can each of those present draw? It is necessary to write the names of those relatives whom the students will remember. During the discussion of the exercise, it is concluded why the family is our roots. It turns out that it is she who gives us support and confidence that someone needs us.

Students answer the questions on their own.

3. Exercise "Piggy bank of family difficulties"

Psychologist suggests discussing the question: what are the most common difficulties in the relationship between adolescents and parents? Based on the results of the discussion, a “Piggy bank of family difficulties” is compiled, which is recorded on the board. It is desirable that the difficulties be formulated in detail: "misunderstanding" on the part of parents may turn out to be prohibitions to watch TV until night, and the parents' lack of time to talk about business.

4. Exercise "Tips"

Students are encouraged to prepare advice for parents on overcoming life's difficulties with their children. Students are given pieces of paper.
Students do not sign these sheets. Each leaf contains one piece of advice. All leaves are collected in a basket, mixed. The psychologist pulls out advice, reads to students.

5. Discussion of the exercise

6. Exercise "Phrases"

Students are invited to reflect on some phrases of great people.

• Do not make an idol out of a child: when he grows up, he will require many sacrifices. (P. Buast.)
• Poor is the teacher of children who does not remember his childhood. (Ebner-Eschenbach.)
• Scolding is achieved only one third, love and concessions - everything. (Jean Paul.)

Question: Can such relationships, which are contained in the words of great people, lead to life's difficulties?

III. Final part

1. Exercise "I'm proud"

The psychologist asks students to close their eyes and imagine a large sheet of paper on which is written in beautiful large letters: “I am proud that in my family ...”. After the participants carefully examine the beautiful letters, the facilitator invites them to mentally complete this sentence, and then tell what they managed to complete.

2. Ritual of farewell

Lesson 8. Goodbye!

Target: discussing the effectiveness of the group's work.

I. Greeting Ritual

II. Main part

1. Exercise "Christmas tree"

All participants must build a “Christmas Tree” from the group itself: someone will be a trunk, someone will be branches, someone will be toys. The main thing is that everyone participates in the construction and everyone is satisfied with their place. After the Christmas tree is built, the psychologist "freezes" the picture. At this point, you can take a picture of the group.

2. Discussion of the exercise. What feelings did you experience while doing the exercise? How were the roles distributed? Are all participants satisfied with their roles?

3. Exercise "Suitcase"

One of the participants - the Departing Person leaves the room, others begin to “pack his suitcase” for the journey: they write a list of positive qualities that the group especially appreciates in this person, something that will help him in overcoming the difficulties that he may encounter on his life path. But the Departing Man is sure to be reminded of what will hinder him on the road. Then the West List is read to the Departing Person. The procedure is repeated until all participants receive a "suitcase".

4. Discussion of the exercise

Did the departing passengers like the contents of the "suitcases"? What else would you like to take on the road?

5. Exercise "My future". The psychologist asks students to complete the sentences:

- I see my future ... - I'm waiting ... - I want ... - I think ... - I plan ... - I want to achieve success ... - For this it is necessary ... - The main difficulty that I will face ...
Help me overcome obstacles...

6. Exercise "Collage"

Adolescents are invited to remember and depict the most interesting bright events on a piece of paper.

III. Final part

Psychologist. It's time to take stock of our meetings...

Students sit in a circle and take turns repeating the sentences. .

2. Mutual thanks. Students are given the task to express their gratitude to each other: “I am grateful to you for ...”

3. Ritual of farewell

Bibliography:

1. Ambrosyeva N.N. Class hour with a psychologist: fairy tale therapy for schoolchildren. M.: Globus, 2008.
2. Vachkov I.V. Psychology of training work. Moscow: Eksmo, 2007.
3. Gureeva I.V. Psychology. Exercises, games, trainings for grades 5-11. Volgograd: Corypheus, 2010.
4. Derekleeva N.I. Modular course of educational and communicative motivation of students or learning to live in the modern world. M.: VAKO, 2004.
5. Queen Gold."Talking" drawing, 100 graphic tests. Yekaterinburg: U-factory, 2005.
6. Rezapkina G.V. Psychology and choice of profession. M.: Genesis, 2005
7. Rodionov V.A. Me and everything. Yaroslavl: Academy of Development, 2002.
8. Yudina I.G. When you don't know how to behave... M.: Arkti, 2007.

Popova Natalia
"All in your hands". Summary of classes for teenagers

All in in your hands

Target: Shaping u teenagers responsibility for your life choices.

Tasks:

Show the importance of a person in business for society.

Reveal the features of a strong personality

Age: 12-18 years old.

Equipment: A computer with an Internet connection.

Lesson progress:

caregiver: Hello guys! Today we have a very important occupation, and I want to start it with an exercise.

An exercise "Pulse".

To restore strength, thoughts, working condition.

We get into a circle. Let's take hands. We will pass on to each other "impulses" squeezing the hand.

"Pulse" I will send. So let's start. I am handing over "pulse" heat. Each participant squeezes the hand of the person next to him with any hand, thus passing "pulse". When the impulse returns to the leader, it sends again, but a different "pulse" (two handshakes, then three).

There are many amazing miracles in the world. Giant trees and gigantic statues, fantastic waterfalls and bizarre palaces, incredible stalactite caves, causing amazement in everyone who was lucky enough to see them at least once. But isn't the leatherback turtle or the saber-toothed tiger unique? Any living creature on our planet is distinguished by originality and uniqueness.

But none of the wonders of the world is incomparable to what is always with us. This miracle is us. We are all with you. Because the most unique creation of nature is man.

“There are many miracles in the world, man is the most wonderful of them all!”- so the great Greek playwright Sophocles once said.

There are seven billion unique human beings in the world.

A person is simultaneously intelligent and reckless, strong and helpless, freedom-loving and submissive.

Almost a thousand years ago, the Persian poet Omar Khayyam expressed this combination of mutually exclusive qualities in a person in terms that are not outdated to this day. lines:

“We are a mine of joy and sorrow.

We are a reservoir of filth and a pure spring.

Man, as if in a mirror, the world - many-sided!

He is insignificant, and he is immeasurably great!” (Omar Khayyam)

Man is already born as a man. And immediately around him there are many people. These are mom and dad, grandparents, brothers and sisters, as well as friends of parents.

And the older we get, the more people around us appear, the circle of our communication expands. And the more you do for the people who surround you, the better they treat you, the easier it is for you to live, because people usually respond in the same way that you carry.

Listen to what the English poet John said Donn:

“There is no person who would be like an island, by itself; each person is part of the mainland, part of the land; and if a coastal cliff is blown into the sea by a wave, Europe will become smaller, and just as if it washes away the edge of a cape or destroys your or your friend’s castle, the death of everyone detracts from me, for I am one with all mankind, and therefore do not ask who is calling bell - it rings for you.

You are also part of something big and whole. It is like a single organism, one organ becomes ill and the person becomes unhealthy. Your life and the lives of the people around you depend on you. Therefore, it is very important to make the right choice in life. And this choice should be made only by you and no one can live your life for you.

The game "Koschei the Deathless"

Target: the formation of a responsible attitude towards one's life. Equipment: Headbands with the names of the heroes of the game.

Content: You probably know the fairy tale about Koshchei the Deathless. In fact, he was not entirely immortal, he lived as long as the needle was intact, which he placed in an egg, an egg in a duck, a duck in a hare, etc. But Ivan Tsarevich was found, who broke our needle and broke it. Now we will be divided into groups. All players are divided into groups of three. human: 1-duck, 2-Ivan-Tsarevich, 3-Koschei Immortal. Players wear caps on their heads, indicating their role. Duck attached to the cap "needle with death" Koshcheeva. During the game, Koschei stands aside, not helping his duck in any way, the duck runs away, saving the needle, and Ivan catches it. Ivan's task is to remove the cap with the needle, and the duck to prevent this. Ivan catches only his Duck, Koshchey and Ivan cannot touch each other, you cannot detain players, interfere with them or help the duck. If this happened, then Koschey is considered dead. After catching the duck, the players switch places and so on until they are in each role.

The discussion of the game is to find out which role was the most comfortable: Ivan - active, Ducks - responsible for someone else's life, or Koshcheya - passive, shifting responsibility for his life to another. (Children's answers, game analysis).

caregiver: Now we will look at the parable.

(Children are shown a parable "All in in your hands» )

caregiver: Guys, what do you think this parable is about? (children's answers) What life choices can a person make?

Discussion "What can a person devote himself to"

dedication to the cause;

Getting pleasure.

Discussion:

- Dedication to the cause is connected with what? With whom? In the name of what? In whose name?

- Serving the Motherland is based on what? In whose name? What does it depend on?

- What is the purpose of enjoyment? With whom? In the name of what? Whom?

(Answers of children, everyone should argue their point of view)

Therefore, no matter what we set as our goal, no matter what we try, we are connected with another person, with this or that person, the surrounding world of people.

caregiver: All of our "I" somehow connected with some "You". So? You agree with me? It is difficult to imagine a modern person in isolation from other people. Our whole life is permeated with communication.

"Nothing in the world deserves more attention,

than my friend or foe - Man!

M. Gorky

“I want each of the people to be a Human!”

M. Gorky - a philosophical poem "Human"

"Kill only the beasts within you".

E. Evtushenko

In society, everyone plays the role that he chooses or is assigned to him. What seems pleasant to you is unacceptable for adults. For example, you can listen to music loudly, talk loudly and laugh, having gathered in a company, and adults, probably, will not be able to afford this.

This means that society requires from each of us, from you, the observance of some rules. Therefore, each of you should learn to live and behave in society in accordance with the norms of behavior. The culture of any person extends from washing the face to the highest heights of human thought. Today, no less than yesterday, a friendly smile, the warmth of an outstretched hand, the cordiality of a conversation are valued.

“A person must love people. If he loves people, then he will live better, life will be more fun, because no one lives so badly in the world as a misanthrope - a misanthrope. He himself lives the worst of all, ”- M. Kalinin.

In public life, the most positive or vice versa, negative qualities of any person can manifest themselves.

caregiver: Listen to the story of a 12 year old boy.

A 12-year-old boy pulled a five-year-old child and his father out of a pond.

Sasha Permyakov from the city of Berezovsky, Kemerovo region, went to swim at the dam. Approaching the reservoir, he noticed a boy going under water a few meters from the shore and heard the cries of children resting on the shore. The teenager jumped into the lake, swam a few meters, pulled a five-year-old child out of the water and swam with him to the shore.

Sasha noticed the hand of the second drowning person in the depths of the reservoir, so he left the rescued boy on the shore, and again rushed into the water. The boy dived under the drowning man and raised him to the surface of the water. It was a grown man. holding his chin, teenager dragged the second victim ashore.

With difficulty pulling the man out of the water onto land, Sasha began to provide him with first aid. Sasha did a heart massage for several minutes, but it was not possible to save the man. The police found that the drowned man was a local resident, and that day he, being intoxicated, went to swim with his 5-year-old son. The man put the child on his back and swam, but in the water he became ill, and he sank. It was at this moment that Sasha Permyakov appeared on the shore.

For his heroic deed, Sasha received a letter of thanks from the local Ministry of Internal Affairs "For Courage and Selflessness".

And here's another story:

Order of Courage posthumously to Zhenya Tabakov (7 years)

Hero Zhenya Tabakov 7 years old

Zhenya Tabakov - a child who was posthumously awarded the Order of Courage

The hero does something. Such an act, which not everyone dares - perhaps even a few. These valiant people are awarded medals, orders, and if without any signs - human memory and inescapable gratitude. The youngest citizen of Russia, who became a holder of the Order of Courage, is Zhenya Tabakov. Perhaps this is right - to measure the feat and state awards. But aren't these signs too faded when the price for them is the life of a child. Tabakov's wife was only seven when his brave heart stopped...

The story that then shook the whole country happened in the military town of Noginsk-9. The bell rang in the Tabakovs' apartment. Only Zhenya and his twelve-year-old sister Yana were at home. The girl opened the door, not at all alert - the caller introduced himself as a postman, and since someone else rarely appeared in the closed town, Yana let the man in.

The stranger grabbed her, put a knife to her throat and began to demand money. The girl struggled and cried, the robber ordered her younger brother to look for money, and at that time he began to undress Yana. Zhenya could not leave his sister so easily. He went to the kitchen, took a knife and ran it into the criminal's lower back. From pain, the rapist fell and released Yana. But childish hands it was impossible to deal with the recidivist. The offender got up, attacked Zhenya and stabbed him several times. Later, experts counted eight stab wounds incompatible with life on the boy's body. The sister knocked on the neighbors, asked to call the police. Hearing the noise, the rapist tried to hide. But his bleeding wound left a mark. Couldn't get far. The day before the court hearing, recidivist Kiyashko was found hanged in his own cell.

The Order of Courage for her son was received by Zhenya's mother, Galina Petrovna. The awardees noted that the feat of the boy is an act of a person with a formed life position. This is the act of a real Russian soldier who will do everything to protect his family and his home. It is important that a seven-year-old man showed the highest human qualities that are not inherent in many adults. It is on the example of Zhenechka that it is worth educating the modern generation.

Eternal memory to the Hero.

Only a very strong person becomes a real person. What do you think is the strength of a person? (children's answers)

Yuri Levitansky

Everyone chooses for himself

Everyone chooses for himself

woman, religion, road.

Serve the devil or the prophet -

everyone chooses for himself.

Everyone chooses for themselves

a word for love and for prayer.

Dueling sword, battle sword

everyone chooses for themselves.

Everyone chooses for themselves.

Shield and armor, staff and patches,

measure of final retribution

everyone chooses for themselves.

Everyone chooses for himself.

I also choose as best I can.

I have no complaints against anyone.

Everyone chooses for himself.

Reflection: Did you like it occupation?

What conclusion can be drawn by participating in lesson?

What did you learn from it?

Municipal government institution

Social rehabilitation center for minors

" Polar Star"

Abstract of a lesson in psychology with adolescents 12-15 years old

"Drawing masks"

prepared

educational psychologist

Durneva Natalya Gennadievna

Novokuznetsk 2014

Purpose: correction of fears caused by the imagination.

Tasks:

Creating an atmosphere of mutual acceptance, goodwill, mutual assistance, emotional support in the group.

Encouragement of each participant to self-disclosure through spontaneous creativity, the manifestation of relationships and emotional reactions.

Developing the skills necessary for confident behavior.

Formation of adequate self-esteem.

Materials: A4 white paper, drawing paper, colored pencils, felt-tip pens, paints, sauce, art charcoal, chalk. (You may need matches and a container in which you can safely burn the drawings.).

The form of work is group work.

The number of children in the group is 5-7 people.

Methods: art therapy; group discussion; discussion.

Age - 12-15 years.

The structure of the lesson includes 5 stages:

Greetings.

Set ("warm up").

Individual graphic work (development of the theme).

Collective work.

The final stage. Reflective analysis.

Lesson progress

1. Greeting "Magic word".

Participants, moving freely around the room, greet each other using magic words (“thank you”, “be kind”, etc.).

2. Mood ("warm-up").

Participants are invited to remember what feelings they most often experience, draw them with paints in the form of multi-colored spots, and sign the names.

3. Individual work.

“Everyone, both adults and children, is familiar with the feeling of fear. Close your eyes and imagine the situation, your feelings when you were scared. Come up with a name for this. Open your eyes. Tell me about your feelings." “Draw your fear on a piece of paper. You don't have to show your work to anyone. Do with the drawing the way you want. It can be crushed, torn, burned, or destroyed in any other way.”

“Draw fear on a piece of paper in the form of a mask using sauce or charcoal. On a black or brown background, you can draw with white chalk. “Tear off excess paper with your fingers - the background. You can't use scissors."

4. Teamwork.

Participants are divided into small groups of 2-3 people. “Consider the pictures of the masks. Share your impressions. Come up with a title and content for the story, in which the masks would be the main characters. Place them on a piece of drawing paper and finish the "picture". “Distribute and rehearse the roles in accordance with the invented plot. Everyone should speak from the face of his mask.

5. Reflexive analysis.

Each participant is asked to verbalize their own experiences. For example, discuss:

What did you feel when you worked alone, with a group, do you feel now?

How did the group work? Who owns the idea of ​​the plot, title?

How can you help yourself and others if you suddenly become scared?

What color do you feel when you're scared?

What color are your feelings now?

In the course of work, it is necessary to pay attention to the process of active inclusion of each member of the group. Draw the attention of the group to the fact that everything has positive and negative sides, that each person has positive qualities. Explain to the participants that the work will not be judged and the aesthetic merit of the drawing does not matter.

List of used literature

1. Lebedeva L.D. The practice of art therapy: approaches, diagnostics, system of classes. St. Petersburg: Speech, 2005.

2. Kopytin A.I., Svistovskaya E.E. Guide to child, adolescent and family art therapy. St. Petersburg: Speech, 2010.

Guide for Leading Groups.

EDITORIAL TEAM

• Suvorova S. V. - doctor, chairman of the board of the organization "Doctors for Children"
• Shakhmatova G. K. - teacher of the highest category, methodologist GBOU 586, honorary worker of general education

• Egorova O. V. - psychologist, head of the day care and social patronage department of the St. Petersburg State Budgetary Institution "Social and Rehabilitation Center of the Frunzensky District of St. Petersburg", project coordinator of the organization "Doctors for Children"
• Koshkina E. A. - specialist of the department of guardianship and guardianship of the intra-city municipality of St. Petersburg, the municipal district "Prometheus"
• Kuznetsova N. A. - psychologist, psychologist-trainer of the project "Resource Center" of the organization "Doctors for Children"
• Kharitonova N. E. - psychologist, head of the specialized department of social support for families with minors prone to delinquency, St. Petersburg State Budgetary Institution "Center for Social Assistance to Families and Children of the Kalininsky District of St. Petersburg", project coordinator of the organization "Doctors for Children"

Social training for teenagers and youth "Adult Steps". Guide for Leading Groups. - St. Petersburg: St. Petersburg public organization "Doctors for Children", 2013. - 92 p. This publication is a social training program for teenagers and young people prone to committing offenses. The program is aimed at the social adaptation of minors, awareness of the rights and civic obligations, understanding the causes and consequences of offenses, the formation of socially acceptable forms of behavior, as well as the prevention of re-offending. The training program was developed and tested by specialists from the St. Petersburg public organization "Doctors for Children" together with specialists from the St. Petersburg State Budgetary Institution "Social Rehabilitation Center for Minors in the Frunzensky District", St. Center for Social Assistance to Families and Children of the Nevsky District. The manual is addressed to social educators, psychologists, social work specialists and other professionals working with at-risk adolescents.

Introduction

Juvenile delinquency has been growing disproportionately fast in recent years. The juvenile delinquency rate is usually calculated based on the ratio of juvenile delinquency to the adolescent population. Thus, over the past 10 years, juvenile delinquency has approximately doubled.

Today, on average in the country, every tenth crime is committed by a teenager, and in some regions - every fourth. In recent years, there has been a significant increase in crime among children under 14 years of age. There are cases when 11-12-year-old children have extensive experience of pickpocketing and car thefts and thefts. As a rule, such children grow up in dysfunctional families, where one of the parents, and sometimes both, are deprived of parental rights. Problems in the family, bad relationships with parents, financial trouble "push" children out into the street.

The need for communication and self-affirmation, the realization of their capabilities and abilities, the recognition of their personality by others, the search for psychological and physical protection from unreasonable claims from the outside make them unite in groups.

Despite the growth of criminal activity of minors, at present, the state and society are not taking enough measures to prevent and eradicate this phenomenon. A teenager who has committed a crime has certain personality traits, such as: intemperance and aggressiveness; tendency to interpersonal conflicts; stubbornness; unwillingness to obey generally accepted rules of conduct; difficulties of social adaptation, combined with a powerful mechanism of psychological defense (projection of one's own problems, feelings, emotions onto others); propensity for antisocial behavior.

"Adult steps" - social training for minors prone to committing offenses, developed by specialists from the St. Petersburg public organization "Doctors for Children" together with specialists from St. Center for Social Assistance to Families and Children of the Kalininsky District of St. Petersburg. This methodological guide proposes a series of 10 sessions for group work with adolescents in conflict with the law or in difficult life situations. The program is aimed at the awareness of the participants of their rights and civic obligations, the causes and consequences of offenses, the prevention of social maladjustment and offenses, including repeated ones, the rehabilitation and formation of socially acceptable forms of behavior, positive attitudes and motivation to resist the negative influences of the environment .

Goals and objectives of the training

The program of social training "Adult Steps" is intended for group classes with teenagers and young people aged 14 to 21, including minors in difficult life situations, minors who are in conflict with the law and are registered in police departments and criminal-executive inspections. This program can also be used on the basis of educational institutions in order to prevent the commission of offenses by minors.

The main goal of the training "Adult Steps" is the prevention of social maladaptation and delinquency, as well as the formation of socially acceptable forms of behavior in adolescents, boys and girls.

The main objectives of the training

To increase the level of knowledge of the training participants about their rights, obligations, causes and consequences of offenses, to develop the analytical sphere, as well as emotional and volitional components.

To develop effective skills of self-control and assessment of their own emotional state in participants to make the right decisions.

To help participants evaluate and adjust their attitudes about offending behavior in general and their own in particular.

to form positive motivation and attitudes aimed at resisting the undesirable influence of the environment.

end results

Upon completion of the training, participants are expected to:

have an adequate understanding of the consequences of committing offenses, of their rights and obligations;

feel confident in their ability to resist the undesirable influence of the environment and defend safe behavior in various situations;

be able to communicate effectively with others, especially in high-risk situations;

know how best to deal with peer pressure;

demonstrate non-discriminatory attitudes towards different groups of people;

have the knowledge and skills necessary for employment and organization of useful leisure.

Training is a form of active learning in a small group, involving the assimilation of new knowledge, skills, behavioral norms and social attitudes through the implementation of practical tasks and their subsequent analysis, including through feedback from the facilitator and participants, self-analysis of behavior , feelings, attitudes. The use of active forms of work in training leads to the fact that processes of group dynamics inevitably arise. That is why the success of the training is ensured not only by its content (program), but also by the ability of the trainers to work with the group. Thus, a successful coach must:

• possess the necessary knowledge and skills on the topic of the training (for example, know the legal consequences of committing juvenile delinquency, possible motives for risky behavior, ways to constructively resolve conflicts, etc.);
• have a developed training program that includes goals, objectives, a scenario for each lesson (a description of the sequence of exercises, an analysis plan, the content of information blocks, warm-up options, etc.);
• possess the knowledge and skills necessary to work with a group (first of all, communication skills with a group, knowledge of the laws of group dynamics and the ability to manage a group process, observation skills), as well as, if we are talking about trainings for teenagers and youth, knowledge about age characteristics of this group.

It must be remembered that training is not only a sequence of exercises, theoretical blocks and warm-ups. The interaction of group members with the facilitator and with each other is an important and integral part of group work that cannot be planned in advance. Often, group processes make their own adjustments to the training scenario, and therefore one of the important qualities of the facilitator is flexibility and the ability to respond to changes in group dynamics.

Participation in the training requires students to be active, open, willing to perform practical exercises, share their experiences, and analyze their mistakes. For this to be possible, all participants must feel comfortable and safe during the class. Creating a safe, friendly and comfortable atmosphere in the group is one of the most important tasks of the trainers. This is facilitated by: the personal position of the trainer (such qualities as benevolence, openness, flexibility, the ability to reflect the feelings of others, reflection, willingness to share their ideas and experiences, etc.), as well as compliance by all participants with the rules of group work.

The basic rules of group work include: confidentiality, mutual respect, activity, lack of criticism and evaluative statements, the right to one's own opinion, punctuality, voluntary participation. The rules are announced by the facilitators at the first lesson, discussed and accepted by all participants of the training. During subsequent sessions, the facilitator must monitor compliance with the rules. A more detailed description of the rules and the process for negotiating them is provided in session 1.

Cognitive Behavioral Approach

It is recognized that the main and most effective method of correcting behavioral disorders in children is behavioral therapy. This technique is based on the theory of learning and relies on some provisions of social psychology and developmental theory. The behavioral approach assumes that a person can acquire social skills and emotional responses through:

a) classical conditioning (when, as a result of learning, a conditioned stimulus is combined with an unconditioned one);

b) instrumental conditioning (when certain actions or reactions are reinforced in the process of learning);

c) learning as a result of observation; learning during observation is based on the mechanisms of imitation, imitation or identification of the child with a model. In particular, it has been found that the observer, especially if it is a child, tends to perform the same actions as the person he is observing.

In this regard, the behavioral approach is focused on the analysis of observable and measurable behavioral responses, since "difficult behavior" is seen more as a result of inadequate and incorrect learning, rather than a manifestation of latent pathology. Proceeding from this, the object of influence in the process of behavioral therapy is the very behavior of a person.

Many authors note the effectiveness of behavioral therapy specifically when working with adolescents. They see the reason for such effectiveness in the following: 1) in the possibility of controlling the social environment of adolescents, 2) in the possibility of influencing the mechanisms of maladaptive behavior of children, 3) in the relative brevity of therapy.

The essence of the cognitive-behavioral direction in group work is that, along with the classical procedures of behavioral therapy, techniques of cognitive restructuring are used. These include the formation of alternative ways of mastering the situation, the "attack" on irrational beliefs, the formation of the ability to realize the essence and consequences of one's own behavior, responsibility, correct attitudes and habits. At the same time, the most important thing is not so much to put opposing beliefs in order, but to strengthen behavioral procedures by connecting cognitive processes, namely verbalization (pronunciation). All therapeutic procedures become more effective when a person realizes the meaning of his own actions or his own resources (the power of "I"). Observing the achievements and successes of others can become one's own beliefs, which a person turns to in difficult situations. In this case, he may have a sense of his own strength, based on internal impulses in a state of relaxation and control. But a deeper sense of the power of "I" appears on the basis of a person's own experience when he independently performs certain actions.

Organization of classes

When recruiting and leading groups, it is necessary to follow the generally accepted recommendations on the number of participants (7-15 people, preferably both male and female) and leaders (2 trainers, preferably a man and a woman).

Tips for facilitators on the training process

• always encourage positive participant behavior;
• express support to participants;
• verbally express positive assessments about the actions of the participants;
• try to avoid negative value judgments;
• classes should be equally informative and entertaining (fun);
• encourage group interaction;
• demonstrate appropriate confident behavior;
• speak in a simple and accessible language (avoid complex terms and statements);
• encourage participants to share experiences;
• listen carefully to the participants;
• be tolerant;
• don't give up and keep trying - if something doesn't work, try another option;
• be aware of the difference between a group leader and a teacher; enable participants to react, act, respond, think and analyze.

Stimulation and support

Positive support must be present throughout the program. People receive encouragement for their actions through respect, through positive statements and gratitude from other people.

By providing each group member with positive support, the facilitator can go a long way in enhancing their experience of participating in the class. Whatever the contribution of each participant (exchange of experience, expression of opinion, attempt to achieve their goal, no matter successful or unsuccessful), the facilitator should express support and gratitude to this participant, emphasizing the positive aspects of his contribution.

Building behavioral skills can be difficult for participants. Leaders should be very attentive to even the smallest signs of progress and development, giving feedback, stimulating and motivating the participants.

Simulation and demonstration

The saying "Don't do what I do, do what I say" has nothing to do with modeling. It is important to remember the importance of your role as the leader of the group. Any of your behavior, words and actions, the way you behave from the first minute of the meeting with the participants and during the classes, is a simulation.

Essentially, you are giving the participants the experience of behavioral skills by demonstrating those skills in action. If you demonstrate confident demeanor right from the start, it is a first-hand experience for the participants to be successful in various exercises such as negotiating, etc.

You can even share your personal experience with the participants if it's comfortable and appropriate for you. Group cohesion can be stronger if participants share experiences equally. Use examples or models of successful skill development when sharing experiences.

Problem resolution

(how to deal with "difficult participants")

• ignore "bad" behavior;
• redirect the participant in the direction of the desired behavior;
• encourage even small shifts in the direction of the desired behavior.
• Potential difficult situations
• The participant interrupts other participants and the coach.
• Possible reasons: wants to attract attention, express his anger; feels unsafe; wins the respect of peers; has painful emotional experiences.
• Leaders' reactions: ignoring, redirecting and supporting the desired behavior; involving a participant in a role-play or other exercise; one of the facilitators goes outside the group with this participant for a conversation.
• The participant is very talkative (difficult to stop).
• Possible reasons: likes to share ideas; attracts attention; demonstrates his knowledge; normal behavior (for talkative individuals).

Reactions of the hosts: do not “pull up” the participant; ask a question that requires reflection; interrupt with the words “This is a very interesting point of view. What opinions do other participants have? thank for the comments and your experience, but emphasize the need to move on or hear the opinions of others; offer to come back to the topic later, for example at the end of the session (if appropriate).

The participant often enters into bickering and disputes.

Possible reasons: attracts attention; trying to keep people from getting close; expresses his anger; wants to dominate typical behavior for him when communicating with other people (does not know how to do it differently).

Leaders' reactions: to clearly control their emotions and the state of the group (to prevent tension from building up); focus on the positive aspects of the participant's statements; involve the participant in role-playing games for confident behavior; during a break, you can find out if there is anything specific that causes dissatisfaction among the participant; one of the facilitators to talk to the participant outside the group.

The participant does not want to speak.

Possible reasons: feeling of fear, insecurity; boredom or disinterest; thinks he knows the answers to all questions.

Reactions of the facilitators: support any manifestation of participation; ask for help in conducting role-playing games; give an exercise to work in pairs; if the participant has a depressed (depressed) state, provide an opportunity to talk with the facilitators and offer acceptable help.

The participant often expresses dissatisfaction.

Possible reasons: this style of behavior is a common way of communication; negative attitudes and expectations; the participant has a painful problem; dissatisfaction has objective grounds.

Facilitators' reactions: emphasize which aspects can be changed and which cannot; set up a role play in which one of the participants is unhappy and wants change using first-person expressions; Discuss the grievances with the participant after the session, if they can have objective reasons, and think about how they can be resolved.

The participant speaks incoherently.

Possible reasons: anxiety; the subject is not clear to the participant; wants to contribute but doesn't know how; has trouble concentrating; overloaded with negative thoughts; wants to impress the group.

Reactions of the hosts: to introduce into the topic by asking a question on the topic or supporting any statement that returns to the topic; use the statement "This is interesting, but I don't understand what it has to do with the topic under discussion."

The participant is concentrating on the wrong topic.

Possible reasons: does not understand the content of the lesson; have your own plan; needs feelings of confidence and attracts attention; discussion of a given topic brings discomfort.

Facilitator's reactions: You can use the phrase “Something I said seems to have led you off topic. We are now talking about (topic)"; try to find out if the topic the participant is focusing on has personal significance; ask the group if the topic in question needs discussion; try to find out the reasons for the discomfort.

The participant constantly wants to hear the opinion of the facilitator.

Possible reasons: attracts attention; wants advice; tries to model the behavior of the presenter; does not understand what is the best position to take; ho-chet to test the leader.

Facilitators' responses: Maintain participation and attentiveness; bring the question back to the participant and the group for discussion; give a direct answer, if appropriate, while encouraging the participant to express their own opinion; ask them to recall similar situations and use them in role-playing games.

conflict between participants.

Possible reasons: participants do not like each other; lack of skills to resolve problem situations; weak assertiveness skills.

Facilitators' reactions: stress the importance of reaching an agreement; maintain positive behavior; focus on goals that unite both points of view.

Participants are upset, depressed, or express suicidal thoughts.

If a participant cries or is emotionally disturbing the group and refuses to speak, the facilitator should ask the participant to leave. Then the facilitator should remain alone with this participant and offer to speak out, express his feelings until he can feel calm and return to the group.

If a participant expresses suicidal thoughts, you can say: “It is important for you and the whole group to remember that we take such statements very seriously. Although sometimes people say things like that in their hearts without meaning it, I would like you to come out and talk to the second MC now.” Then one of the facilitators should come out with the participant and talk about his words, trying to assess how serious his statements are. If the participant is serious, it is necessary to try to provide crisis assistance or refer the participant to the appropriate services (helplines, etc.).

Facilitators need to do everything possible to alleviate anxiety and fears, while not allowing the incident to completely remove the group from the program of the session. You can offer the group helpful helplines or the opportunity to talk in person after class.

Participants are under the influence of alcohol or drugs

A participant showing signs of alcohol or drug intoxication may be asked to speak with one of the facilitators outside the group. If a participant is drunk or high, other participants may notice this and interfere with the session. Therefore, the facilitator, who will go out the door with the participant, should directly ask: “Have you used alcohol or drugs?”. If the participant answers no, discuss their problem behavior and determine if they can return to the group without further complications or interference.

A participant who admits to consumption should be reminded that coming to class while under the influence of alcohol or drugs violates group rules and is therefore disrespectful to other participants. The participant is not allowed to return to the group in a state of intoxication. If appropriate, the participant may be provided with information and referrals to addiction services or self-help groups.

After returning, the second facilitator should explain to the group that the participant is not allowed to the session today. Remind the participants again about the rules of the group and the inadmissibility of coming to class under the influence of alcohol or drugs. A short discussion is then allowed before the group returns to the topic of the session.

The Adult Steps training program consists of ten sessions on the following topics:

1. Introductory lesson
2. Emotions and feelings
3. "Pros and cons"
4. Risk. Motives and consequences
5. Conflicts
6. Law enforcement
7. Offenses
8. Tolerance
9. Apparatus employed
10. Leisure organization. End of the program

Topic 1: Introductory lesson

The goal is an introduction to the program, the formation of a group.

• Information about the program
• Acquaintance of participants
• rule making

Materials:

• Flipchart
• Markers
• Circle of Emotions Poster
• Badges

Lesson progress

Good afternoon! (do not forget to introduce yourself who you are and where you are from) This training is for those who want to feel confident in high-risk situations, as well as for those who want to learn to be aware and control their emotions, to have their own opinion to be able to resist the pressure of others. We will discuss the difficulties and problem situations that can arise in any person who is on the verge of adulthood. We will talk about your rights, responsibilities, how to find a job, and together we will try to figure out how to properly allocate your time. We hope that our meetings will be useful for you. So here we go!

First, we need to get to know each other. I suggest you do it in an unusual way. Now each of you will have literally a couple of minutes to communicate with your neighbor and find out from him:

• Age
• What does he do (work, study)
• Hobby

After that, you will need to introduce your neighbor to the group. But it’s not easy to imagine, but even brag about it a little - not everyone is lucky to sit next to such a wonderful neighbor!

Participants get to know each other. Participants write their names on badges.

It's great to have such interesting people in our group! As I said (a), our classes will be held in the form of training. Who knows what training is? (hear options). That's right, the very word "training" is similar to the word "training". That is, in addition to simply obtaining information, in the classroom we will train some skills. Such classes differ from school classes in that we do not grade, and it is not only possible, but necessary, to express your opinion! And in order for all of us to work easily and comfortably, our group needs to develop a number of rules. What do you think these rules might be? Listen to the options, write them down on a flipchart, try to bring the group members to the following rules:

• privacy (on personal information)
• activity
• do not criticize
• do not insult, treat each other with respect
• do not interrupt other participants, listen carefully to each other, one participant says
• don't be late, be punctual
• (possible options)

Well done! You did great! Now we invite you to warm up a little. By the way, during the training we will offer you more than once to play - so as not to sit up and cheer up.

Game "Dragon"

Attention! This game requires mobility from the participants and is designed for a large space. If the room is small, then it is better to use the "Pass the item" game.

All participants stand one after another and put their hands on the shoulders of the person in front, the trainer asks them to imagine that the whole group will now turn into a hungry dragon, so hungry that it will now hunt for its own tail. The participant at the very beginning is the head of the dragon, at the end is his tail. At the command of the leader, the task of the head of the dragon is to catch the tail, the task of the tail is to run away. If the head catches the tail, the tail is eliminated ("falls off"). Thus, the dragon gets smaller and smaller as the game progresses. Game "Pass the item"

Participants in a circle must pass some object, but the method of transmission for each participant must be new, if the object falls, then the game starts again.

Presenters can use any other game from their repertoire or from the list in the application. We recommend focusing on the number and activity of group members.

As we have already said, our training will cover various issues. We all live in society, that is, in society. What is society for you? Is life outside of society possible?

If participants find it difficult to answer a question, try to expand the discussion. For example: discuss hermits, life on a desert island, Mowgli children.

About 7 billion people live on our planet. In order for all people to live in peace and harmony, various rules and laws have been developed throughout human history. Some of them are official, they are enshrined in various documents, legislative acts and are mandatory. Others are part of the moral and ethical sphere of our lives. What do you think, does everything that is invented by society make sense? What is the meaning of invented laws and rules? Do you agree with these rules? Let's imagine that you have the opportunity to come up with laws yourself. What would you suggest?

Give participants time to think and express themselves. Support the discussion! Wonderful! You have a lot of interesting ideas!

Exercise "Writing to yourself"

Each participant is given a sheet of paper on which they need to write the answer to the following question: what will I be like after completing the Adult Steps training, what will change in my life?

If the group is “open”, then each participant present at the introductory lesson is invited to voice their expectations from the training. The facilitator writes it all down on a flipchart, saves notes throughout the cycle and returns to them at the last lesson to analyze.

Exercise "Circle of emotions"

This exercise will be done every session, at the beginning and at the end, in order to make it easier to track the change in mood in the group.

At the end of the session, we would like to know how you feel. We will do it in an unusual way. We have a "circle of emotions". It is divided into sectors, and each sector corresponds to a certain emotion. Each emotion can manifest itself in different degrees, on our circle - from "0" to "5". We invite you to take turns choosing the emotions that you are now feeling. You can choose one or more emotions, depending on how you feel right now.

Instead of the “Circle of Emotions” exercise, you can use any other exercise that allows you to track the emotional state of the group before and after the lesson, the main thing is that the exercise used becomes a kind of ritual throughout the entire training. An example of such exercises:

Exercise "Weather Forecast". Each participant in a circle is invited to talk about the “weather” in his personal region, for example: “It is rainy and cloudy in the Anna region today” or “It is clear in the Nikolai region, the sun is shining and a light breeze is blowing.”

Exercise "Pink Glasses" The facilitator gives instructions as follows: “Sometimes in everyday life we ​​use such a stable expression as“ Look at the world through rose-colored glasses. This usually means that a person is in a good mood, and he perceives everything that happens optimistically and even a little naively. I will now ask each of you to tell us about the color of your glasses at the moment. For example, I now have a bright orange color, because I am glad that we met you. Next, all participants name the color of their “glasses”.

Lesson feedback. In conclusion, I would like (a) to ask you what was interesting in our lesson, what was useful? What did you like? (Participants speak in a circle)

Appendix 1 to lesson No. 1

(Introductory lesson)

Circle of emotions

instruction

We have a "circle of emotions". It is divided into sectors, and each sector corresponds to a certain emotion. Each emotion can manifest itself in different degrees, on our circle - from "0" to "5". We invite you to take turns choosing the emotions that you are currently feeling. You can choose one or more emotions, depending on how you feel right now.

Note

You can fill the circle with emotions together with the participants: when a participant names his experience, it fits into the circle. The degree of emotion expression determines its position in the circle: the stronger the emotion, the closer to the edge it is located. Repetitive emotions are noted in one sector. When it is difficult for participants to name their emotions, the facilitators can give examples of possible emotions and fill in several sectors of the circle: “joy”, “interest”, “sadness”, “irritation”, etc. The number of sectors is not limited.

Topic 2: Emotions and feelings

The goal is to develop in participants effective skills of self-control and assessment of their own emotional state in order to make the right decisions.

• Learn to recognize your emotional state
• Learn to use your emotional state to make the right decisions
• Teach methods of self-control and assessment of one's own emotional state
• Group rallying. Creating a positive attitude

Materials:

• Flipchart
• Markers
• Circle of Emotions Poster
• Cards for the exercise "Four Corners"
• pocket mirror
• Paper or notepads
• Pens

Lesson progress

Good afternoon! We are glad to see you today. Today is our second lesson, and we have a very interesting topic, but first our traditional exercise "Circle of Emotions".

Exercise "Circle of emotions"

We have a "circle of emotions". It is divided into sectors, and each sector corresponds to a certain emotion. Each emotion can manifest itself in different degrees, on our circle - from "0" to "5". We invite you to take turns choosing the emotions that you are currently feeling. You can choose one emotion or several, depending on your mood.

Wonderful! Thank you for sharing your emotions!

Today our lesson is dedicated to them: emotions and feelings. Emotions are the subjective reactions of a person to the effects of external and internal stimuli. They are reflected in the form of human experiences, manifested in the form of pleasure, displeasure, etc. In the narrow sense of the word, emotions are a direct, temporary experience, and in this way it differs from feelings, which are called long-term, stable experiences over time. . So, if we consider the emotions and feelings experienced by fans on the stadium podium, then love for football (or, for example, hockey, tennis) is a feeling, and the state of pleasure, admiration that a fan experiences when watching a good game, or disappointment from a bad game - these are emotions.

Exercise "Emotions and feelings"

So what are emotions and feelings? What do you think?

Record the responses of the participants on a flipchart. Encourage speaking out. If the group is active, you can conduct an auction exercise: participants take turns naming an emotion or feeling until no one can come up with anything. You can't repeat. The winner is the one who names the last emotion or feeling. Such a participant can be encouraged with a small prize: a candy, a keychain, etc.

Well done! How can this list be divided? By what criteria?

(the task of the facilitators is to bring the group to “positive” and “negative” emotions / feelings and mark them with “+” and “-” icons on the flipchart)

The division of emotions and feelings into "bad" and "good", "positive" and "negative" is very conditional. Every person has all these emotions, and we need them all. Another thing is that some of them are not always pleasant for us to experience. Feeling joy is more pleasant than anger, and happiness is more pleasant than resentment. Why do we need emotions, and do we need them in general? To better understand this issue, let's do the following exercise.

Exercise "Four Corners"

The facilitator lays out signs-pointers in different corners of the room, on which it is written:

• Emotions are harmful and interfere
• Emotions are necessary and useful
• Don't pay attention to emotions
• Personal opinion

The task of the participants is to choose a “corner” with a pointer that matches their opinion and go there. Then, in teams, discuss why they chose this or that “corner”.

The task of the facilitators is to listen to opinions, organize a discussion.

If the whole group is in one corner, then the leader himself acts as an opponent for the group. Argue, then confess your real position. Reward the most active participants.

Let's face it, emotions do play an important role in our lives. Under the influence of emotions, a person can perform both a heroic deed and do some stupidity. Let's talk again about the benefits of emotions. Indeed, emotions are the first signal of any discomfort, they can help us prevent an impending risky situation, “positive” emotions have a good effect on a person’s daily life: health, work, sex, etc. But, despite this, in decision making, emotions are a bad adviser.

Imagine that a judge making a responsible decision in a criminal case was having a lot of fun and "joking" or, on the contrary, was angry, even furious.

In what emotional state do you think a person should be in order to make an adequate decision? (listen for answers)

Let's look at our circle of emotions. To make a decision, the numbers on the circle should tend to zero.

Small group discussion

And now we will divide into 2 groups (participants can be divided in different ways, using any game or simply calculating the first or second).

So, now your task in your groups is to discuss the following question: In your opinion, what emotions can make a person commit a crime (offense)?

5-7 minutes are given for discussion in groups. After that, the opinions of the groups should be heard and discussed.

Is it easy for us to control our emotions? Now we learn the game "Reflection"

We need a volunteer (it is desirable to choose a cheerful, emotional participant).

The task of the volunteer, holding a mirror in front of him and looking into it, does not show any emotions. The task of the rest is to make him laugh with some funny phrases, anecdotes, songs, etc. Only you can’t touch the volunteer.

If you come across an unemotional participant, you can try again by choosing another volunteer. Instead of this exercise, you can use any other game for controlling emotions.

Let's ask our volunteer whether it was difficult for him to restrain his emotions?

This is really not an easy task! information block

Let's be objective, it's hard to imagine a situation where we would make a decision without feeling anything. How to make the right decision if emotions are running high?

The three most common options are:

Change one emotion to another or relieve emotional tension, preferably without using other people (for example, tear a sheet of paper, crumple a newspaper, hit a pillow, etc.).

Postpone decision-making and any actions for a while until emotions subside (“mornings are wiser than evenings”).

Considering your condition, make a decision, assuming in advance that it is erroneous.

Our lesson has come to an end for today. Does anyone have any questions?

As at the beginning of our meeting, let's turn to the "Circle of Emotions"

Exercise "Circle of emotions"

Feedback. In conclusion, I would like to ask you what was interesting in our lesson, what was useful? What did you like?

(Participants speak in a circle)

Thank you all for your work! Until the next meeting.

Topic 3: For and Against

The goal is to provide a clear understanding of the values ​​regarding decision-making in situations of high risk and peer pressure.

• Assess the degree of influence on one's own behavior from others.
• Formation of skills for assessing the danger of someone else's behavior.
• Development of skills for an objective assessment of one's own actions.

Materials:

• Flipchart
• Markers
• Circle of Emotions Poster
• Cards in two colors (green and red)
• Photo for exercise "Physiognomist"

Lesson progress

Good afternoon! Today we will talk about people. There is such a proverb - "They meet according to clothes, but see off according to the mind." By this, we mean that the first impression is certainly important, but it is often wrong. People are good and not very good, and today we will try to figure out how to distinguish between them, and talk about choosing the right position in communicating with people. But first, as always, we will run our emotional thermometer.

Exercise "Circle of emotions"

We have a "circle of emotions". It is divided into sectors, and each sector corresponds to a certain emotion. Each emotion can manifest itself in different degrees, on our circle - from "0" to "5". We invite you to take turns choosing the emotions that you are currently feeling. You can choose one emotion, or several, depending on how you feel right now.

Well, time to warm up before a serious conversation.

Warm-up "Greetings"

Now we will greet you, but not just by the hand, but in an unusual way. The task is to say hello to those parts of the body that I will call you.

The facilitator names the different parts of the body that the participants should greet (knees, elbow, head, wrist, heels, back, etc.) and gives time to complete the task. It is advisable to start with simpler tasks, gradually complicating them.

Depending on the desire of the host, any other greeting game can be used.

And now it's time to move on to our today's topic.

Exercise "Opinion"

The facilitator distributes to each participant two pre-prepared cards, red and green.

You have cards of two colors in your hands - red and green. Now I will read the statements, and if you agree with them, you raise a green card, and if you do not agree, a red one.

So statements.

• A friend is a person who makes a mountain.
• The opinion of friends and acquaintances is very important.
• Man is a social being.
• Before you do something, you need to see what result this action has led others to.
• You have to try everything in life.
• Everything in this life is about connections.
• Friends don't give bad advice.
• Each person has their own rules, laws and regulations.
• If your friends say that you are right, then you are right.
• It's better to give in than to lose a friend.

After each statement, the views of the participants should be discussed. Try to take a neutral position yourself. Control the discussion time.

So, if you have raised a green card more than three times, then you, like most of us, are subject to influence from others. Sometimes this influence is beneficial to us, sometimes it is harmful, it all depends on the person and the people who surround him. But how to understand what kind of person is in front of you? And how safe is his behavior?

Exercise "Physiognomist"

Now we will be a little physiognomists. We will try to determine from the photograph what kind of person is in front of us, what he is, what he has achieved in life.

The host shows a portrait of a person. Each participant assumes what kind of person he is, what his work, leisure, profession, character traits, family, etc. a dangerous person may be hiding. For example, Anders Behring Breivik. You can take a photograph of any known criminal, as long as he is depicted in the picture in the most pleasant way.

In fact, the photograph shows Anders Behring Breivik (Nor. Anders Behring Breivik; born February 13, 1979) - Norwegian nationalist, terrorist, organizer and perpetrator of the explosion in the center of Oslo and the attack on the youth camp on July 22, 2011. As a result of the attacks, 77 people were killed and 151 were injured. Anders confessed to committing these crimes, but refused to admit his guilt. On August 24, 2012, he was found sane, guilty and sentenced to 21 years in prison.

Now we see that it is impossible to predict a person’s behavior only by appearance, and a rather pleasant-looking person can turn out to be a dangerous criminal, and vice versa, an unpleasant-looking person can turn out to be a worthy member of society.

Group discussion

What is needed to make human behavior more understandable? Let's discuss.

Listen to the answers. Try to get the participants to understand that it takes time to understand human behavior.

So, it takes time to understand human behavior. And when you get into a new company, it is not always possible at first glance to determine to what extent people in this company are guided by generally accepted rules and norms of behavior, whether their influence on you will be negative.

Relationships with people are an ordinary, constant, but still very complex process. To communicate with a person or not is the problem of everyone's choice. However, for some reason, many people make the mistake of making their choice in favor of communicating with a person whose interaction leads to negative consequences.

I must say that we face the problem of choice every day both in the simplest everyday situations, for example, in a store (what kind of tea to choose), and in much more complex ones, for example, what profession to choose, who to be.

Exercise for and against

Divide the participants into two small groups.

Now I will read the situations to you. You are faced with the problem of choice. The task of the first group is to discuss and write down the arguments "For", and the second - the arguments "Against". Then we'll discuss. So the situation is:

You are in a new company, which you have been striving to get into for a very long time. You got together and are having a great time. Suddenly, one of your new buddies comes up with an idea to have fun. His housemate is away on a business trip and his new car is parked outside and it would be great to drive around in it. Everyone got excited about this idea. Naturally, you are also invited to participate.

You are in a difficult financial situation. Your friend offers you to sub-earn. The task is simple: deliver a small package to the addressee. You do not know exactly what is in the package, but you can guess that it is something illegal.

You are at your friend's birthday party. Everyone is having fun, but the girl left you the day before and you are sad. One of your friends notices your mood and says: “Forget it, look what I have. A couple of sips and take it off with your hand. And hands you a bottle without a label.

Depending on the efficiency of the group, the facilitators can analyze either one or all three situations, or additionally use some other situations in which there is a problem of choice.

Well done! Such a dialogue “For” and “Against” occurs in any person when he is faced with the problem of choice. And these “For” and “Against” must be listened to very carefully. Especially if there is fear and discomfort.

Information block

So, when interacting with people, you should:

• Be sure to predict future developments.
• Weigh your own possibilities.
• Assess the pros and cons of the choice.
• Be sure to understand: you choose or choose for you.

Exercise "Circle of emotions". We have a "circle of emotions". It is divided into sectors, and each sector corresponds to a certain emotion. Each emotion can manifest itself in different degrees, on our circle - from "0" to "5". We invite you to take turns choosing the emotions that you are currently feeling. You can choose one emotion, or several, depending on how you feel right now.

That's all for today! Remember that the choice is always yours!

Topic 4: Risk. Motives and consequences

The goal is to teach participants to identify situations of varying degrees of risk and their possible consequences, as well as to give a clear algorithm for getting out of such situations.

• Formation of skills to identify risky situations.
• Informing adolescents about ways to counter negative group influences.
• Formation of skills for getting out of risky situations.
• Group rallying. Creating a positive attitude.

Materials:

• Flipchart
• Markers
• Circle of Emotions Poster
• Paper or notepads
• Pens
• Situation for a volunteer

Lesson progress

Good afternoon! Today we will talk about risk. But first... Exercise "Circle of emotions"

The Rock game

One of you will be a rock climber. Who is ready? The rest will be rock. Stand in a tight line to create a rock. Ledges (“snags”) should “stick out” from the rock, formed from exposed arms and legs, bodies tilted forward. The climber's task is to walk along this "rock" without falling into the "chasm", that is, without putting his foot outside the line formed by the feet of the other participants. The climber himself chooses a way to solve this problem. You can't talk.

The exercise can be organized in the form of a chain - the participants alternately make their way from one end of the "rock" to the other, where they again "embed" into it.

Discussion after the game: what feelings did the leaders and the members of the “rock” have when doing this exercise? What helped and what hindered the task? Encourage participants.

Now that we have warmed up, played, it's time to talk about serious things.

What is risk, do you think? (listen to opinions). Risk is the probability of a possible undesirable outcome in an unfavorable set of circumstances. What is the risk? (discussion).

During the discussion, the group members must be led to the fact that the risk is justified, for example: the work of rescuers, firefighters, i.e. professional risk, heroic deeds, etc., and unjustified, for example: the use of psychoactive substances, crime, unsafe sex, etc. d.

Brainstorm

If we take situations of "unjustified" risk. Why do you think people take risks?

The facilitator fixes the answer options on a flipchart - for example, “for the sake of interest”, “for the company”, not enough thrills, adrenaline, not enough knowledge about the consequences, etc. Discuss.

Guys, in the last lesson we talked about the fact that in a person’s life situations constantly occur in which it is necessary to make a choice. Often these situations involve risk. Now I suggest you do the following exercise:

Exercise "At the appointment with a specialist"

We need a volunteer. Who is ready? It is advisable to choose an active participant. He is given a leaflet with the situation. The task of the other participants is to get used to the role of specialists and give the volunteer participant their recommendations on how to behave now in this situation.

Situation for a volunteer (taken from a previous session):

You are in a new company, which you have been striving to get into for a very long time. You got together and are having a great time. Suddenly, one of your new friends comes up with an idea to have fun. His housemate is away on a business trip and his new car is parked outside and it would be great to drive around in it. Everyone got excited about this idea. Naturally, you are also invited to participate. You agreed, and - oh, horror! - you were caught, and soon you should have a trial.

The facilitator fixes the recommendations of specialists on a flipchart. After the “specialists” have spoken, the facilitator asks the volunteer to share their impressions and say which recommendations they would follow and which not, and why.

Do not re-offend.

Attend an educational institution (if before that you had big passes - resume attending a school, college, PU, ​​etc.)

Enlist the support of the social teacher of the school, the class teacher - with long absences earlier - take tasks to pay off debts.

Organize your leisure time - teenage youth clubs, sports clubs, etc.

Collaborate with helping organizations such as Family and Child Assistance Centers, Social Rehabilitation Centers, community organizations. Visit a psychologist, a social educator, a social work specialist (here it is necessary to give an example of institutions that exist in your area).

There may be some other options that the group will give.

Thanks to our volunteer and bravo to our specialists! You did a great job. I suggest you relax and play a little.

Game "Brook"

Stand in pairs next to each other. Someone alone will be left without a partner. He must pass between the pairs and choose a pair for himself. The one left without a pair goes to the beginning and in the same way looks for a new pair for himself (if the number of players is even, then two follow each other with an interval).

This game is for a large number of participants. If you have a small group, then you can use any other warm-up game.

Since everyone warmed up perfectly, let's get back to our lesson. We have already discussed with you what to do if a certain risky situation has occurred, and how to minimize the negative consequences of this situation. Let's go even further now. Let's try to come up with and discuss ways to prevent the occurrence of a risky situation.

Group discussion "How to prevent a risk situation"

Let's use the example of our previous car theft situation to find ways to not succumb to the influence of the company and still not go to the offense. So, how to behave? Your options (the facilitator writes down the options of the participants on the flipchart, the options are discussed. They need to be brought to the following ways):

• Say "No!" and all. Firm, clear, tough. Don't doubt what you say. No - it's not, and nothing else.
• Ignore the dubious offer.
• Stop talking, leave. Think about how important it is for you to spend time with these people who are so diligently pulling you into potential trouble.
• Try to joke.
• Deceive. They agreed on some non-existent, but very important reasons. Lie confidently!
• Take the lead, offer something socially acceptable as a pastime.
• Think before you do. Nobody canceled the consequences!
• If you don't feel very confident, join the person from the company who is also not in the mood to participate in the adventure. Together it is easier to resist group pressure.
• We agreed on the negative experience of the past - yours or your friend, even if it does not exist (from the series - “I already got it once, it was so-and-so, I don’t want to do it again!”)
• Prevent the occurrence of the situation, learn to predict it.

I hope now we have learned exactly how to get out of a risky situation. In conclusion, our traditional "circle of emotions".

Exercise "Circle of emotions"

We have a "circle of emotions". It is divided into sectors, and each sector corresponds to a certain emotion. Each emotion can manifest itself in different degrees, on our circle - from "0" to "5". We invite you to take turns choosing the emotions that you are currently feeling. You can choose one emotion or several, depending on how you feel right now.

Topic 5: Conflicts

The goal is to develop in participants the skills of effective self-control, assertive behavior and overcoming conflict situations.

• Informing participants about the causes of conflicts.
• Formation of skills to prevent and resolve conflict situations.
• Group rallying. Creating a positive attitude.

Materials:

• Flipchart
• Markers
• Circle of Emotions Poster
• Sheets of paper
• Small items for the Collector exercise (paper clips, matches, toothpicks, etc.)

Lesson progress

Hello! As usual, we start our lesson with... Yes, that's right! From the circle of emotions.

Exercise "Circle of emotions"

We have a "circle of emotions". It is divided into sectors, and each sector corresponds to a certain emotion. Each emotion can manifest itself in different degrees, on our circle - from "0" to "5". We invite you to take turns choosing the emotions that you are currently feeling. You can choose one emotion or several, depending on how you feel right now.

And now let's move on to the topic of the lesson. Tell me, have any of you ever argued with anyone? If yes, why?

These questions are not without reason. Today we will talk about conflicts. What is conflict? How do conflicts usually start?

game "Pond"

Let's listen to the story:

Imagine that a heron, a frog and a ba-barrel live in one cozy pond. We all know that the heron eats frogs and the frog eats butterflies. According to the condition of our game, both the heron and the frog are terribly hungry. Naturally, no one wants to die. How to be?

Now we will divide into three teams. The task of each team is to defend its position. The first defends the position of the heron, the second - the frogs, the third - the butterflies.

Each team is given 5 minutes to prepare arguments. Then the discussion begins.

As we see from the game, conflicts, as a rule, begin because of differences in views on some issue.

Let's dwell on the most common causes of conflicts.

For clarity, we will play each situation.

So, the first reason: conflict over offensive language.

For example, imagine that there is a conflict in the family over uncollected garbage or laundry. What phrases do family members usually exchange in such a situation?

The facilitator writes down phrases on a flipchart, such as: “Is it really so difficult to take out the garbage when I ask you to do so”; “I’m like a squirrel in a wheel all day, is it really difficult to turn on the washing machine”; etc.

Let's try to rephrase these words so that the meaning is the same, and there is no resentment in them.

For example: “I am very tired today, please help me with washing clothes.”

The second reason is the difference in opinions.

Let's divide into the same groups that were at the beginning of the lesson at the Pond game. Each team will receive an approval. Some of the statements may sound familiar to you. We quite often hear them from parents, teachers, and generally from older people. Your task is to find in these phrases as much as possible rational, correct. You have 5-7 minutes for this task.

• You need to think about studying, not about partying!
• Look how you look! Boys/girls shouldn't dress like that.
• I know better what you need.

Discuss exercises, listen to opinions. At the request of the presenters, the phrases may be different.

The third reason: inattention.

Often people demand attention but don't get it from us. Everyone is pleased when others remember the date of birth, notice new clothes, etc.

We need a volunteer (choose a volunteer). Stand with your back to the group. I will ask questions about the members of the group, try to answer.

An approximate list of questions: who is not in a very good mood today, what items of clothing are on the participants, what is the color of hair, eyes of any of the participants.

If the volunteer did a good job with the task, mark it as a must, as such situations are very rare. You can call on someone else if time permits, or one of the participants thinks that he would do a better job.

As we can see, we do not always show attention, and the lack of attention can provoke a conflict situation.

The fourth reason: competition.

What is competition? What do you think? (hear options) Yes, indeed, competition occurs when several people apply for the same thing - a thing, a position, a significant person, etc. Let's try to get a feel for what competition is on the example of a simple exercise. To do this, we will conduct a small exercise, it is called "Collector".

For this exercise, the leader must prepare small items in advance - paper clips, matches, toothpicks - at the discretion of the leader.

Instructions for the exercise: the leader pours small objects on the floor and invites the participants to collect as many objects as possible from the scattered ones, but with the following conditions: firstly, you can’t take and carry more than 3 objects in your hands: if you take three objects, put them in your separate a bunch; secondly, and this is the main condition - you cannot prevent the selection of items from your pile, that is, any fast and dexterous participant can take three items from your pile at any time. The game has 5 minutes.

Well, how do you like the exercise? How did it feel when one of your honestly recruited bunch tried to take the items? And not only tried, but also took away! And who was more interested not to collect himself, but to steal objects from the piles of neighbors? (discuss the exercise with the participants)

We have focused on the most basic causes of conflicts. What other reasons do you think there might be? (listen to options; for example, not understanding the other person's position, personal dislike, dislike, some restrictions, etc.)

Let's think together how we can prevent conflicts.

Brainstorm. The facilitator records the answers on a flipchart. For example:

• Have your own clear position, but do not try to impose it on others, because in a dispute only a dispute is born, not truth.
• Be kinder and more patient.
• Set priorities - not always the situation, because of which the conflict is about to flare up, is worth it.
• Remember your emotional state: if emotions go off scale, it is better to postpone the resolution of the situation, because emotions are not the best adviser.
• Treat situations with humor.
• Give people room to make mistakes.
• Do not get personal: evaluate the situation as a whole, not the person.
• And etc.

We have discussed ways to avoid conflict, but imagine that none of them worked for some reason, and the conflict still flared up. How can you behave in a conflict situation?

Listen to the opinion of the participants. Discuss the proposed behavior options, analyzing for which situations the proposed options will be good, for which they will not.

Information block

(The leader of the group gives it after or in the process of discussing how to behave in a conflict situation.)

Competition is acceptable when:

• swift decisive action is needed;
• there is 100% confidence in the correctness of the chosen solution, and it must be defended.

Cooperation is acceptable when:

• a common end goal will only benefit from a variety of positions;
• you need to overcome the negative emotions that have arisen during communication.

Avoidance is acceptable when:

• the subject of disagreement is insignificant and there are other more important matters;
• there is no opportunity to satisfy their own interests;
• the probability of destroying relationships is greater than improving them;
• it is necessary to give people the opportunity to calm down, move away from experiences;
• other people can resolve the conflict more effectively;
• information must be collected before specific action is taken.

A device is acceptable when:

• there is a need to listen to a different point of view, to show the flexibility of views;
• the subject of disagreement is more important to others;
• harmony and stability of relations are important.

compromise is acceptable when:

• goals are important, but still not worth resorting to drastic measures to achieve them;
• opponents have the same strength, but strive to achieve different goals;
• you can come to an interim agreement on important issues;
• you can find an acceptable solution with a lack of time;
• you need to take a "step back" if cooperation and competition do not help achieve goals.

Well done! We have been very productive today! Now, according to tradition, our circle of emotions.

Exercise "circle of emotions"

We have a "circle of emotions". It is divided into sectors, and each sector corresponds to a certain emotion. Each emotion can manifest itself in different degrees, on our circle - from "0" to "5". We invite you to take turns choosing the emotions that you are currently feeling. You can choose one emotion or several, depending on how you feel right now.

Feedback. In conclusion, I would like (a) to ask you what was interesting in our lesson, what was useful? What did you like? (Participants speak in a circle)

Topic 6: Law enforcement

The goal is to increase the level of responsibility of the training participants.

• Informing adolescents about the types and conditions of detention.
• Group rallying. Creating a positive attitude.

Materials:

• Flipchart
• Markers
• Circle of Emotions Poster
• Paper or notepads
• Pens
• A set of cards for the exercise "Who should the police protect"
• Example cards
• Application forms

Lesson progress

Hello! How is your mood?

Exercise "Circle of emotions"

We have a "circle of emotions". It is divided into sectors, and each sector corresponds to a certain emotion. Each emotion can manifest itself in different degrees, on our circle - from "0" to "5". We invite you to take turns choosing the emotions that you are currently feeling. You can choose one emotion or several, depending on how you feel right now.

Today the topic of our lesson is law enforcement agencies. What is law enforcement? If we disassemble this word “law enforcement”, it turns out that these are some bodies that protect rights. Whose rights? Yes, ours are with you. Who is in law enforcement? First of all, they are police officers. The police in the Russian Federation is called upon to protect the life, health, rights and freedoms of citizens, the interests of society and the state from criminal encroachments. Law enforcement agencies also include a court, an arbitration court, a constitutional court, a prosecutor's office, internal affairs agencies, counterintelligence, customs control, tax police, and justice. However, most often we encounter the police.

Exercise with cards “who the police should protect”

Let's see who the police should protect.

The facilitator invites the participants to divide into two groups, each group is given the same set of cards (see Appendix No. 1 to the lesson).

Instructions for the exercise: "Your task now is to look through all the cards and choose those people whom the police, in your opinion, should not protect, and justify your choice." Participants are given 5 minutes to complete the task. The task of the facilitator is to bring the participants to the fact that the police are obliged to protect any person who is on the territory of the Russian Federation, in accordance with the legislation of the Russian Federation (Law of the Russian Federation of February 7, 2011 No. 3-FZ: the police protect the rights, freedoms and legitimate interests of a person and citizen regardless -simo on gender, race, nationality, language, origin, property status, attitude to religion, beliefs and other circumstances).

Information block

The police protect the rights of citizens, it is endowed with the right to coercive measures. This means that the policeman has the right to detain you, but only on the grounds provided for by law, according to which the detention can be administrative and criminal procedure.

Administrative detention

Any person can be detained administratively if:

• he does not have documents, or they are drawn up incorrectly (dilapidated, no registration, incomplete data is indicated, etc.);
• a person is suspected of committing an offense;
• the person looks like a criminal;
• the person disobeys the demands of the police officer.

In case of an administrative offense, a person is detained at the police station for a period not exceeding 3 hours. But! It is very important to remember that the period of administrative detention can be extended if a person is in a state of drug, alcohol or toxic intoxication. In this case, the period of detention will be 3 hours plus the period of the person being in a state of intoxication. At the same time, you can be searched, inspect your personal belongings, as well as seize things and documents. After arriving at the police station, a protocol of detention must be drawn up. If you believe that you were detained unlawfully, note your objections on the record. Parents or other legal representatives of a minor must be informed about administrative detention. Persons who have reached the age of 16 are subject to administrative responsibility.

Criminal procedural detention is carried out in cases where:

• a person is suspected of committing a crime, if one of the following three circumstances is mandatory:
• if you are caught right at the moment of committing a crime or immediately after it is committed;
• if you were pointed out by eyewitnesses as the person who committed the crime;
• if traces of a crime have been found on your face or clothing, or if you have a crime weapon;

You may also be detained if:

• you tried to hide;
• do not have a permanent place of residence;
• your identity has not been established;
• if you are wanted.

A minor, suspected or accused, shall be provided with a defense counsel without fail. Parents or legal representatives must be notified of the detention. Detention cannot exceed 72 hours, after 72 hours you must be released, or charged and sent to a pre-trial detention center (SIZO), where you can stay during the preliminary investigation and trial until a guilty verdict is issued and sent to an educational institution. labor colony (VTK), or an acquittal and release from custody.

Criminal liability comes from the age of 14 for the following crimes: murder, intentional infliction of grievous bodily harm, intentional infliction of moderate bodily harm, kidnapping, rape, sexual assault, theft, robbery, robbery, extortion, misappropriation by a car or other vehicle without the purpose of theft, intentional destruction or damage to property under aggravating circumstances, terrorism, hostage-taking, deliberately false reporting of an act of terrorism, hooliganism under aggravated circumstances, vandalism, theft or extortion of weapons, ammunition, explosives and explosive devices, theft or extortion of narcotic drugs or psychotropic substances, rendering vehicles or means of communication unusable. From the age of 16 comes full criminal responsibility for the commission of all crimes.

(If necessary, the necessary information can be recorded on a flipchart)

Parsing examples

After we have analyzed administrative and criminal procedural detention, let's try to analyze examples. I read the situation to you, and your task is to guess whether the participants face any punishment, if so, how serious, etc. We will work together on the principle of brainstorming. So the situations are:

Example 1: Kirill, who has a “dose” with him, met his friend, and they used it together. They are detained by the police. A friend talks about what Cyril shared with him.

A friend is judged under the first part of Art. 228 of the Criminal Code of the Russian Federation (Illegal acquisition or storage without the purpose of selling narcotic drugs on a large scale - is punishable by imprisonment for up to three years).

Cyril is judged according to the second part of Art. 228 of the Criminal Code of the Russian Federation (Illegal acquisition or storage for the purpose of sale, manufacture, processing, transportation, or sale of narcotic drugs - shall be punishable by imprisonment for a term of three to seven years).

Example 2: Arthur and his adult friends were drinking strong alcoholic drinks near the metro station. Someone from the company began to shout, turned on loud music on a cell phone and cursed.

Listen to opinions, encourage correct answers.

They were taken to the police station for committing an administrative offense. If Arthur’s condition can be called adequate, he speaks articulately, stands firmly on his feet, then he can get away with a fine of five hundred to seven hundred rubles (if you are under 16 years old, your parents pay the fine), if the blood alcohol content exceeds all norms , then Artur can be held for up to two days from the moment of detention at the metro, and then his case is sent to court or to the Commission on Juvenile Affairs and the Protection of Their Rights, where a decision can be made on administrative arrest for up to fifteen days or imposition of a fine. The police will be based in this case on Art. 20.20 and 20.21 of the Code of Administrative Offenses of the Russian Federation (Code of the Russian Federation on Administrative Offenses). By the way, swearing is equated to petty hooliganism, for which they can also be brought to administrative responsibility - a fine (Article 20.1 of the Code of Administrative Offenses of the Russian Federation).

Example 3: Victor and his best friend broke into a car at the entrance in order to drive around the area. However, they lost control and drove into a car parked nearby. The boys managed to escape and went home. But in the morning the police came to Vitya.

Listen to opinions, encourage correct answers.

Vitya and his friend will be taken to the police station, where they will open a criminal case. In their explanations, Vitya must definitely indicate that they wanted to ride and put the car in its place. It is important! Because then a criminal case will be opened against them under Part 2 of Art. 166 of the Criminal Code of the Russian Federation (Illegal possession of a car without the purpose of stealing by a group of persons by prior agreement). Shall be punishable by a fine in the amount of up to 200 thousand roubles, or in the amount of the wage or salary, or any other income of the convicted person for a period of up to 18 months, or by deprivation of liberty for a term of up to seven years. And also, Vitya and a friend (or their parents) will be obliged to pay damages from a collision with a parked car.

Well done! We have been very productive! Let's loosen up a bit.

Game "Arctic"

Instructions: “Now we are splitting into pairs. Imagine that we are polar explorers and are very cold. Now we are warming up. Our partner will help us with this - you can warm each other by rubbing your palms, cheeks, backs, ears, noses ... Attention, let's start.

If any participant did not have enough pairs, one of the presenters pairs up with him. Attention! This exercise is tactile, it may not suit every group, if you have any doubts, then it is better to use another warm-up game.

Well done! We warmed up very well. Let's get back to our topic. Brainstorm

Question to the group: what to do if you are detained by the police? Listen to the options, write them down on a flipchart.

• Be calm, do not try to run away, escape, and even more so hit a police officer.
• Request a detention report. It must indicate the reasons, date, exact time and place of detention.
• Notify your relatives or social worker. If you are interrogated, demand the presence of a lawyer.
• Never try to make up facts or events.
• Do not sign any documents without reading them!
• Do not sign blank interrogation forms.
• Don't take on what didn't exist.
• Make sure that nothing is thrown to you (hold your pockets with your hands, fasten your clothes).
• Be sure to remember the name and rank of the police officer interrogating you.
• If you were beaten by police officers, you need to record the beatings in the emergency room and write a statement to the district prosecutor's office.

If you have enough time left, you can practice writing statements to the police department and the district prosecutor's office (see annexes 2 and 3 to the lesson). Application forms must be printed and distributed to participants in advance. Usually this exercise goes well.

Practical work: filling out an application

Each participant is given two forms.

The application is written either at your local police station, or at the department of the area where the crime occurred. You keep a copy of the application for yourself. The application must be signed by you, anonymous applications will not be considered.

So let's get started. Your task is to complete the application form. There are 5 minutes for this.

After filling in, discuss what difficulties arose during the task, what emotions accompanied it.

Excellent. Now, according to tradition, at the end of the lesson - a “circle of emotions”

Exercise "Circle of emotions"

We have a "circle of emotions". It is divided into sectors, and each sector corresponds to a certain emotion. Each emotion can manifest itself in different degrees, on our circle - from "0" to "5". We invite you to take turns choosing the emotions that you are currently feeling. You can choose one emotion or several, depending on how you feel right now.

Feedback. In conclusion, I would like (a) to ask you what was interesting in our lesson, what was useful? What did you like? (Participants speak in a circle)

Annex 1 to lesson No. 6

(Law enforcement)

Cards for the game "Who should the police protect"

Appendix 2 to lesson No. 6

(Law enforcement)

Chief

Organ name

position, full name

from a citizen

Full name, place of residence, phone number of the passport

Statement

I bring to your attention that ""

lo house street no.

for the purpose of robbery.

During the robbery, they seized from me:

The application is written by hand and is correct. He was warned about liability for giving false testimony (Article 306 of the Criminal Code of the Russian Federation).

"" 20 year signature:

Annex 3 to lesson No. 6

(Law enforcement)

district prosecutor

district name, full name

from a citizen

Full name, place of registration, phone number of the passport

Statement

I bring to your attention that "" 20 years in. hours

near the house number on the street, I was committed

assault by a police officer with the intent to cause physical harm to me.

They took away:

I have been injured by:

The fact of bodily injuries can be confirmed by my friends or certificates from the emergency room.

The application is written by hand and is correct. Warned about liability for giving false testimony.

Topic 7: Offenses

The goal is to increase the level of responsibility of the training participants, to prevent re-offending.

• Formation of skills of interaction with law enforcement agencies.
• Informing teenagers about probation.
• Group rallying. Creating a positive attitude.

Materials:

• Flipchart
• Markers
• Circle of Emotions Poster
• Paper or notepads
• Pens

Lesson progress

Good afternoon! Today we will talk about rights and offenses. But first...

Exercise "Circle of emotions"

We have a "circle of emotions". It is divided into sectors, and each sector corresponds to a certain emotion. Each emotion can manifest itself in different degrees, on our circle - from "0" to "5". We invite you to take turns choosing the emotions that you are currently feeling. You can choose one emotion or several, depending on how you feel right now.

jailbreak game

We need to split into two teams (you can ask everyone to pay for "first - second"). Instructions for the exercise: we stand in two lines facing each other: the first line will play the criminals, the second - their accomplices. There is a soundproof partition between you. With the help of facial expressions and gestures, agree with the one who is standing in front of you about an escape plan. Give participants time to complete the exercise.

Today, as already mentioned, we are going to talk about rights and wrongdoing.

Do all people have the same rights?

(listen to answers)

What is the name of the main document in which fundamental rights and freedoms are enshrined? That's right, the Constitution of the Russian Federation.

Today you have a unique chance to write a document that proclaims the rights that citizens of the Russian Federation have.

Exercise "Rights and freedoms"

Each of you must write 5 rights and freedoms that he has

Participants write down their options on the sheets, 3 minutes are given for the task.

Great, now pair up with your neighbor and discuss what happened. Some rights will have to be removed, because after the discussion, you should have 5 rights left for the two of you (3 minutes for the task). After that, we unite into a common group, and, discussing the rights received by each pair, we also leave 5. The host writes the final list on a flipchart.

Well done!!!

Depending on the erudition of the group, the number of rights and freedoms can be changed, you can give a larger number, for example: seven to ten.

Why do you think these rights remained?

(listen to the group)

How do those members of the group feel whose proposals were crossed out? Do you agree with the group's decision?

Perhaps each of us would like to have more rights than we actually have, but, based on the fact that all people are born equal, with equal rights, if we ascribe to ourselves some right (for example, the right to steal something - or), we automatically give other people the same right. And this endangers our lives, health, property, and so on.

Exercise "What will I gain / what will I lose"

All offenses are committed for the sake of something, knowingly or not. A person, knowing the consequences of his actions, takes risks, seeing some plus for himself from committing an offense. Now I suggest you divide into groups.

With a small number of participants, it is possible to conduct an exercise in the form of a "brainstorming", without dividing into groups.

Each group will have to answer 2 questions: what will I gain from committing an offense? What will I lose by committing an offense? Answer options are written on separate sheets.

For consideration, a specific situation is given at the discretion of the facilitator, for example, the theft of a mobile phone. You are given 5-7 minutes to complete the exercise. Then the result of the work of the groups is discussed.

If an offense is committed, what are the consequences for the offender?

Listen to possible answers. The group should come up with the following options:

the acquittal

probation

conclusion

With an acquittal and with a conclusion, everything seems to be clear. Let's talk about probation.

What's this? Listen to the options. Create your group definition. For example, a conditional sentence is one of the measures of criminal legal influence provided for by the Criminal Code of the Russian Federation, without serving a sentence, with restrictions imposed by a court order.

Information block

(See also Activity Appendix 1 for more information.) Who should supervise a probationer during probation? Correctly. The conditionally convicted person is monitored by the criminal executive inspection at the place of residence of the convict. Such control is carried out during the entire probationary period. If the probationer is a serviceman, then he is controlled by the command of his military unit.

So, what is the purpose of the probationary period established for a conditionally convicted person? During this period, the conditionally convicted person must prove by his behavior that he has corrected himself.

What are the responsibilities of probationers?

Listen to opinions, encourage correct statements.

You said everything correctly. All these responsibilities can be classified into 3 groups:

report to the penitentiary inspectorates on their conduct,

fulfill the duties imposed by the court,

appear on a call to the criminal-executive inspection.

If a conditionally convicted person fails to appear without a valid reason, he may be brought in.

The court has the right to impose on the probationer the following duties:

not to change the permanent place of residence, work, study without notifying the penitentiary inspection,

do not visit certain places,

undergo treatment for alcoholism, drug addiction, substance abuse or a sexually transmitted disease,

to provide financial support to the family,

as well as other duties conducive to correction.

The court has the right, on the proposal of the penitentiary inspectorate, both to cancel, in whole or in part, the obligations imposed on the conditionally convicted person, and to supplement the previously established obligations with new ones.

If, while on probation, a person commits a repeated offense, then the court can change the measure of restraint, that is, change the conditional conclusion to a real one.

Free/Prisoner's Day Game

The group is divided into two teams. The task of the first group is to paint by hour the day of a person who is at large and has no problems with the law: what he does, whom he meets, and so on. The task of the second group is to paint by the hour the day of a person who is in custody. 15 minutes for the exercise. Upon completion, you must present the result of the work.

Discussion, addition.

Bottom line: as you can see, life in prison is very disciplined and controlled, both by prison staff (guards) and inmates. This is a deprivation of not only physical, but also psychological freedom.

Exercise "Circle of emotions"

We have a "circle of emotions". It is divided into sectors, and each sector corresponds to a certain emotion. Each emotion can manifest itself in different degrees, on our circle - from "0" to "5". We invite you to take turns choosing the emotions that you are currently feeling. You can choose one emotion or several, depending on how you feel right now.

Feedback. In conclusion, I would like (a) to ask you what was interesting in our lesson, what was useful? What did you like? (Participants speak in a circle)

Annex 1 to lesson No. 5

(Offences)

Additional information for trainers (most frequently asked questions):

From what moment does the probationary period begin to be calculated - from the moment of bringing to criminal liability, the pronouncement of a court verdict or the entry into force of a court verdict?

In accordance with Art. 189 of the Penal Code of the Russian Federation, the beginning of the probationary period should be calculated from the entry into force of the sentence. This may be important if the conditionally convicted person committed a new crime during the period when the sentence had already been proclaimed, but, having been appealed on cassation, has not yet entered into force. In this case, should the courts consider the probationer to have committed a crime during the probationary period? We admit honestly that our judges for the most part either did not read, or did not recognize Art. 189 of the Penal Code of the Russian Federation and continue in the old fashioned way to consider the beginning of the probationary period the day of the announcement of the verdict. As we can see, such a position is directly contrary to the law.

Can the trial period be extended? Yes maybe. This is done by the court on the proposal of the penitentiary inspection if there are sufficient grounds (part 3 of article 190 of the Penal Code of the Russian Federation). However, we could not find what is meant by “sufficient grounds” in the current regulations. For example, our young man was twice late for a meeting with Inspector Petrov - will this be the basis for extending his probationary period? From the point of view of a young man, probably not. From the inspector's point of view, it probably will.

How can other duties be imposed on the convict than those imposed by the original sentence of the court? In the event that the convict fails to fulfill his duties and in the presence of other circumstances indicating the advisability of supplementing the duties previously established by the court, in order to strengthen control over the behavior of the convict, the head of the inspectorate submits to the court a submission in form N 15 on imposing other , as a rule, more severe duties (clause 6.2, section 4 of the Instructions).

Is the inspector of the UII entitled to call the convict to him? Yes, he has the right, if it is necessary to clarify the procedure and conditions for serving a sentence, conduct preventive conversations, clarify issues that arise in the process of serving a sentence, and the reasons for the violations committed in the procedure and conditions for serving a sentence (p / p “a » p. 8 of the Regulations on UII). If the convict fails to appear, the inspector draws up a drive for the convict. Such a drive, that is, involuntary delivery, is carried out by the district police inspector.

Can a conditionally convicted or sentenced to a punishment not related to deprivation of liberty leave our country? No, he can not. In accordance with paragraph 3 of Art. 15 of the Law of the Russian Federation “On Entry and Departure from the Russian Federation” restricts the right to leave Russia of a citizen detained on suspicion of committing a crime or brought in as an accused, until a decision is made on the case or the court verdict enters into legal force . But even after the entry into force of the sentence, it will not be possible to leave - this is stated in paragraph 4 of the same article, according to which the right to leave the person convicted of a crime is limited - until the serving (execution) of the punishment or until release from punishment. Moreover, even if the punishment against you has been executed, but the civil claim has not been extinguished and you are in no hurry to pay it off, your right to leave may be limited on the basis of paragraph 5 of the same article, according to which the right to leave of the person who evades the fulfillment of the obligations imposed on him by the court - until the fulfillment of the obligations, or until an agreement is reached between the parties. From this list of reasons for refusing permission to leave the Russian Federation, it can be seen that the presence of an unexpunged or unexpunged conviction is not a basis for refusing permission to leave the Russian Federation. Thus, while you are serving a sentence in the form of a suspended sentence or correctional labor, you are not entitled to leave the country even with the permission of the penitentiary inspection.

Can a probationer sentenced to corrective labor be called up for military service? No, he cannot, because in this case he will not be able to carry out the punishment in the form of corrective labor.

How does the inspectorate exercise control over probationers during the probationary period?

Inspections:

• check convicts on a quarterly basis for their violations of public order and the commission of new crimes using administrative measures or bringing them to criminal liability. However, in Moscow and other large cities, an automated procedure has been established for notifying inspections by the information service about violations committed by convicts, so the information will eventually go to the inspection anyway;
• conduct preventive conversations with convicts, their relatives and persons who can influence convicts;
• take measures to prevent cases of non-fulfillment of duties imposed by the court, violations of public order and repeated crimes on the part of convicted persons;
• not less than once a quarter send lists of registered convicts to the police, and, if necessary, give separate instructions to police officers to monitor the behavior of convicts and verify their fulfillment of the duties assigned by the court;
• conduct raids to check the behavior of convicts at the place of residence and in public places, or give instructions to the police about this;
• all certificates of conversations with the convict shall be attached to the personal file.

What is the court obliged to do if a conditionally convicted person committed an intentional crime of a small degree of severity or a negligent crime during the period of probation? In this case, the court decides whether the probationary period can be extended to the conditionally convicted person, or it cancels the probationary period and sends the convicted person to places of deprivation of liberty (part 4 of article 74 of the Criminal Code of the Russian Federation).

However, as can be seen from judicial practice, when a conditionally convicted person commits a new crime of a minor severity, the sentences can be carried out independently without extending the probationary period.

How is punishment imposed if a probationer has committed a crime of medium gravity, grave or especially grave? In this case, the court is guided by Article 70 of the Criminal Code of the Russian Federation. What does this article say? The new term is added to the "old" term in whole or in part. But to absorb one term another, unfortunately, is impossible.

The minimum duration of the probationary period is 6 months. If a punishment is imposed for a term of up to one year, or a punishment not related to deprivation of liberty is applied, the probationary period may not exceed three years. If the punishment is imposed for a period of more than one year, then a probationary period is appointed for a duration of not more than five years.

what can be the maximum term for several sentences? 30 years is about half of the average life expectancy in our country. The final punishment for several verdicts must be greater than both the punishment imposed for the new crime and the unserved part of the punishment for the "old" court verdict. It is especially insulting when, according to the first sentence, a rather severe term was appointed, but conditionally (for example, 7 years in prison with a probationary period of 2 years), and a year is appointed according to a new sentence, but the total term can no longer be lower than the most severe of both terms.

If a convict is assigned duties related to work, study or treatment for alcoholism, drug addiction, substance abuse or a venereal disease, will the heads of those institutions where he should work, study or be treated find out about this? Yes, a message is sent to the administrations of organizations, educational institutions and relevant medical institutions within three days from the moment the convict is registered.

The probationer was registered with the inspection. how does his acquaintance with the inspection and inspections proceed with him? The convict is summoned to the inspection for a conversation, during which he is explained his duties, the consequences of their failure to comply and responsibility for violating public order or committing a new crime. That all this has been brought to his attention, the convict gives a signature. At the same time, personal data are specified and verified, information about close relatives and persons who may have an influence on the convict is clarified. Based on the results of the conversation, a certificate is drawn up, which, together with a signature, is attached to the personal file of the convict.

Is a probationer called up for military service? Yes, it is called. If a convict is called up for military service, the inspection sends to the military commissariat a copy of the court verdict, and, if necessary, other documents required to control the behavior of the convict at the place of service. In the accompanying letter, the inspectorate reports data characterizing the personality of the convict, his behavior and the performance of the duties assigned by him by the court. The command of the military unit is obliged to inform the inspection within ten days of the registration of the convict, and at the end of the service - of his departure from the military unit. If the probationary period has not expired, the command of the unit must send to the inspection a copy of the court verdict and other documents characterizing the convict, for further monitoring of his behavior. The command of the military unit is obliged to report within 10 days to the criminal executive inspection about the registration of the conditionally convicted person, and at the end of the service - about his departure from the military unit (part 3 of article 188 of the Criminal Executive Code RF).

Topic 8. Tolerance

The goal is to promote the development of a tolerant attitude towards other people. Tasks:

• To teach critically to consider the stereotypes that have developed in society.
• Contribute to the narrowing of the circle of stereotypes.
• Explain what stigma and discrimination are and show why they are dangerous.
• Instill respect for the individual.

Materials:

• Flipchart
• Markers
• Circle of Emotions Poster
• Cards for the exercise "Stereotypes"
• Paper or notepads
• Pens

Lesson progress

Hello! We are glad to see you all again at our lesson. By tradition - a circle of emotions.

Exercise "Circle of emotions"

We have a "circle of emotions". It is divided into sectors, and each sector corresponds to a certain emotion. Each emotion can manifest itself in different degrees, on our circle - from "0" to "5". We invite you to take turns choosing the emotions that you are currently feeling. You can choose one emotion or several, depending on how you feel right now.

Today we have a difficult topic, but first, as always, we will play one game. The game "The wind blows on those who ..."

Instruction for the participants: “Now I remove one chair from the circle and stand in the center of the circle. My task is to sit down. To do this, I say: "The wind blows on those who ..." and name some sign. Those who have this sign should get up and move to another chair. The one who is left without a place becomes the center and invents his sign.

For example: the wind blows on those who ... today have breakfast, wear jeans, etc.

Today we will talk about stigma and discrimination. Has anyone heard the term "stigma", "stigmatization". What about “discrimination”, “tolerance”?

Listen to the group's responses.

Okay, we'll talk about that today.

Do you think it is possible to judge a person by what other people say about him? (Let me speak). In fact, the situation is twofold: public opinion about a person can be both true and false, so you need to listen, but you should not rely completely. Especially if public opinion has developed not about a specific person, but about a group of people, and only then spread to this person.

Exercise "Stereotypes"

Now we will be divided into three teams. I will give each team a card. What is written on the card, do not say out loud. Your task is to write associations to this word, answer the question “what?”, write characteristics of this person.

Example: cards with inscriptions: father, gay, lesbian, prostitute, disabled person, criminal, teacher, bum. Give it time to write.

Ready? Now each team will read the characteristics to us in turn. And other teams will try to guess who they are talking about, what was written on the card.

Discuss the exercise with the group. How easy it was to write signs, guess, etc.

Stereotypes are most often unfounded and have nothing to do with a particular person. Sometimes we judge in general according to ideas that are very far from reality. Why do we pre-attribute qualities to people that they may not have?

Exercise "Cross the river"

Attention! The game may make participants feel uncomfortable. It should be carried out with caution, warning the participants that it is not necessary to reveal something from your life if you do not want to, in this case you can just stand still.

Get everyone in one line. Let's imagine that you are on the same bank of a river. The water is right in front of you. The width of the river is about half a meter. Now my partner and I will read the statements, and if one of you understands that this statement is about him, he crosses to the other side, stands facing the group and stands until the word “next” is heard. Therefore, you return to the “shore for all” and listen to a new statement. If you don't want to publicize your answer, just stand still. Try to be frank, but do not force yourself to do something that is extremely unpleasant for you. Are the rules clear? Then let's start.

Statements:

• who wears glasses
• who comes from the village
• who have relatives who are alcoholics and drug addicts
• who wears dentures (dentures)
• who has ever been to a psychiatrist
• who has ever been to a gynecologist
• who is from an incomplete family
• women
• men
• redheads
• from a poor family
• from a wealthy family
• from a dysfunctional family
• not Russians
• bad pronunciation of any sounds
• suffering from an infectious disease
• those who were beaten
• who have moved from another region

Discuss, listen to opinions

Why does it happen that some people humiliate others on such grounds and on many others? What other people do you think might end up “on the other side of the river”? What do they feel?

Exercise "My Rights"

Write a list of your rights. Each of your statements should begin with the words: "I have the right ...".

Each participant in a circle reads out what he wrote. This exercise can also be done in small groups of 3-4 people.

Now imagine the social group you have the most dislike for. And instead of the pronoun "I" at the beginning of the sentence, insert the name of this group, for example: "Gays have the right." Read aloud the same list of rights as at the beginning of the exercise.

What thoughts, feelings did you have after this exercise? Listen to the group members.

Information block

We very often attribute qualities to people that they may not actually have, just because they belong to some social group that we consider not very good. This phenomenon is called stigmatization. Stigmatization is labeling. Stigma is any feature of a person that humiliates him in the eyes of society.

There is another, similar concept - discrimination. Discrimination is a direct infringement of the rights of some citizens compared to others. For example, if

you were looked badly at because you are poorly dressed - this is stigmatization, and if you were not allowed to enter the cinema hall because of this - this is already discrimination.

What is tolerance? (Accept answers). Tolerance is tolerance. It means to understand that people have the right to be different, to understand that another does not mean an enemy. How do you imagine tolerance for people with physical disabilities? To people of other nationalities? To HIV-infected?

Listen to the answers. These statements will help to assess how things are with tolerance in this group. You can discuss. But the conclusion should be the same - tolerance means the absence of humiliation.

Brainstorm

Let's look at a specific situation. Situation:

Jamilya, 16 years old, was born in Dushanbe, now lives in our city, she is in her third month of pregnancy.

Your task: firstly, come up with 5 reasons for the occurrence of such a situation, and, secondly, 5 consequences that the situation will entail.

The exercise is carried out in small groups. When discussing, you need to pay attention to what the group “thought out” about the heroine, what labels they put on, whether they condemned, etc.

Very often we judge people by their first impression, but it can be deceiving. The first impression is often formed from the appearance, sometimes from the name. We hear "Jamilya" - and we already imagine something. Still, you need to get to know the person better in order to draw conclusions.

Sometimes we judge people when we see their actions, behavior, but we do not know the real reasons for this act or behavior. For example, people may treat Jamila badly because she didn't think in time and got pregnant. In fact, we do not know the real reasons (maybe she was raped, maybe she is married, maybe there were other reasons). So you can’t draw conclusions until you understand the situation. Our condemnation is an extra drop in the cup of another person's troubles. It is necessary to respect the personality and the right of each person to choose and the right to be different.

Exercise "What I like about you is..."

Let's all stand in a circle, and anyone who wants to stand in the middle of the circle. Each of us, those who stand in the circle, will say something good about the qualities of character and actions of the one who stands in the center, starting with the words "What I like about you is ..."

Give everyone the opportunity to participate. You can discuss how the participants felt standing in the center of the circle.

So, our lesson comes to an end. Accept other people for who they are, do not insult or humiliate people for being different

from you. Better try to understand the situation. Well, if you are still thinking about today's topic.

Exercise "Circle of emotions"

We have a "circle of emotions". It is divided into sectors, and each sector corresponds to a certain emotion. Each emotion can manifest itself in different degrees, on our circle - from "0" to "5". We invite you to take turns choosing the emotions that you are currently feeling. You can choose one emotion or several, depending on how you feel right now.

Feedback. In conclusion, I would like (a) to ask you what was interesting in our lesson, what was useful? What did you like? (Participants speak in a circle)

Topic 9: Getting a job

The goal is to develop the skills of getting a job.

• Formation of an algorithm for searching for vacancies.
• Formation of an algorithm of actions when applying for a job.
• Increasing the level of knowledge about the sources of vacancies

Materials:

• Flipchart
• Markers
• Circle of Emotions Poster
• Paper or notepads
• Pens
• Occupation cards

Newspapers "Jobs" or any other newspapers with job offers

Good afternoon! Glad to see you!

Exercise "Circle of emotions"

We have a "circle of emotions". It is divided into sectors, and each sector corresponds to a certain emotion. Each emotion can manifest itself in different degrees, on our circle - from "0" to "5". We invite you to take turns choosing the emotions that you are currently feeling. You can choose one emotion or several, depending on how you feel right now.

Today's topic of our lesson is getting a job.

As a rule, education is a key moment in choosing a future profession, and the level of knowledge and skills obtained determines who and where you can work. However, the very process of finding a job, submitting your resume to the employer and directly passing the interview is very indicative and decisive. And the ability to do it well, in accordance with modern requirements, will surely help you get the job of your dreams. But first, let's warm up. We need a volunteer!

game "Profession"

A piece of paper with the name of the profession is glued to the back (forehead) of the participant. The participant needs to guess what profession they are talking about. You can ask questions to other participants, for example, “what am I doing”, “how much do they pay”, etc. (see Appendix 1).

We played very well, now let's talk about serious things.

Exercise "Future profession"

To begin with, each of you will now decide who you would like to work with. Please take a piece of paper and write in which area you would like to work, in which company / organization, what salary you want to receive, what schedule would suit you. You have 5 minutes.

Let's discuss your goals. What was easier for you to determine for yourself what is more difficult. What other criteria would you like to consider when choosing a job? Listen to everyone's opinion.

Please save your notes - you will need them later. Information block

Wonderful. Now let's start looking for a job. By the way, where can I learn about existing vacancies? Indeed, there are specialized newspapers, Internet sites job.ru, rabota.ru, hh.ru, etc., ads on the street, acquaintances, and you can also call the personnel departments of organizations you are interested in or use the services of recruiting agencies, i.e. e. Organizations providing recruitment services for customer firms. In addition, there are Employment Centers and Labor Exchanges, where you can find out about existing vacancies for free, where you can register and, if necessary, undergo training (for registration, you need to take your passport and education document with you).

Job search exercise

And now I suggest that you try to find a job according to the criteria that you have already defined, and for the search you will use the newspaper with vacancies. The work is individual, you have 10 minutes to view it and choose something that interests you.

(Participants must be provided with newspapers with vacancies)

Brainstorming, the host fixes the answers on a flipchart. It is necessary to lead the group to the fact that you should not trust the following types of vacancies, most likely there is a fraud behind them:

“Golden Mountains” (a huge salary, but nowhere is it written what exactly the work is; or the incommensurability of the salary and the work performed, for example, collecting pens at home, the salary is 40,000 per month).

Lack of a contact phone number (only the address is given, and it is proposed to arrive at a certain time in a certain place).

They ask you to pay for insurance, a questionnaire, a seminar, etc. Remember, an honest employer never takes money from an applicant. If they are trying to take money from you, then most likely they are deceiving you. There is no guarantee that you will be hired.

The absence of any requirements for the applicant (registration, skills, education). If at the same time a job is offered to young, beautiful girls, this may be a veiled job offer in the field of sex services:

Dubious place for the interview (lack of office at the employer, interview at the apartment, in the car, near the subway).

A reliable employer has the name of the company, vacancy, requirements for the candidate, contact person (human resources department). If the employer provides a social package, then this is also indicated in the vacancy. Salary level may not be specified. You will find out when you call the personnel department, or already directly at the interview.

Now, after our discussion, review the vacancies you have selected once again. Do they still inspire confidence in you? If someone came across a "scam", do not be discouraged, it was just a training session. The main thing is that in reality, when looking for a job, you do not fall for the bait of scammers.

Information block

Great, now you know what kind of job you want to get, you have found a suitable vacancy. Move on. Now you need to interest the employer in your person. In some cases, it is enough to call and arrange a face-to-face meeting. But also the employer may ask you to send by mail (fax) or bring your resume with you. What it is? A resume is a document containing information about skills, work experience, education and other relevant information, usually required when considering a person's candidacy for employment.

Resume forms can be different, but in any of them there are standard blocks.

(The facilitator fixes them on a flipchart).

The resume should contain:

• surname, name, patronymic of the candidate;
• age;
• candidate's contact information (home address, phone number, e-mail address);
• the position for which he is applying;
• education (diplomas, certificates, etc.);
• a brief description of the main skills (everything that can be useful to you in the workplace: knowledge of foreign languages, computer skills, the presence of a driver's license, a personal car, etc.);
• description of work experience in reverse chronological order (that is, the last place of work is indicated first, then the penultimate, etc.);
• personal qualities that may be important for the employer (punctuality, learnability, creativity, etc.).

The summary should not include information that has nothing to do with the proposed work.

The resume should be short, clear, concise, truthful. You should not attribute to yourself those skills and abilities that you do not actually possess, because it is easy to check, and if a fraud is discovered, the employer’s answer is unlikely to be positive.

Exercise "Summary Writing"

As you may have guessed, your task now, using the presented template, is to write a resume for the vacancy that you have chosen.

The task is performed individually, the time for completion is no more than 10 minutes.

Information block

The finished resume is usually sent to the employer's email address, or brought in a printed form directly to the HR manager. If you do not receive a response, you can call the manager and clarify whether the resume has reached and whether they are interested in your candidacy. This will be an indicator of your high motivation to get this particular job.

In the case of a successful review of the resume, the most exciting stage comes - the interview. When preparing for an interview, you need to pay attention to your appearance. Clothing should be clean, neat, ironed, not extravagant. Your appearance must match the position you are applying for. It is desirable to sleep, look fresh and cheerful.

Interview - a meeting with a potential employer or his representative when applying for a job. The purpose of the interview is to get to know each other personally, to understand how the employer and the applicant are suitable for each other, and also to discuss the details of further cooperation. At the interview, the employer asks questions regarding the applicant's education, experience, acquired skills and knowledge. Personal questions are also possible: goals, aspirations in life, what the applicant wants to achieve, what plans he has. The applicant himself also has the right to ask questions of interest to him. So you don't have to feel like a suppliant, you are on an equal footing. The employer is interested in you just as much as you are in him.

What questions can be asked in an interview?

Brainstorming, the host fixes the answers on a flipchart. The task of the facilitator is to lead to the fact that the applicant must leave the interview with a clear picture of the vacancy in order to make a confident choice.

In large companies, several levels of interviews are often conducted: with a recruiter, with a security service, with a psychologist, with a department head, with senior management.

We hope that everything will work out for you!

If you were invited to conclude an agreement with an employer, what documents do you need to take with you?

Participants list, the facilitator fixes the answers on a flipchart.

Required documents when applying for a job: passport, work book (if any), TIN, insurance pension certificate, possibly a certificate of no criminal record, health record.

Don't be discouraged if you get rejected. Sometimes it takes more than one interview to get a job. Each of your unsuccessful interviews should be taken as an experience that will definitely help you achieve your goal later.

Exercise "Circle of emotions"

We have a "circle of emotions". It is divided into sectors, and each sector corresponds to a certain emotion. Each emotion can manifest itself in different degrees, on our circle - from "0" to "5". We invite you to take turns choosing the emotions that you are currently feeling. You can choose one emotion or several, depending on how you feel right now.

Feedback. In conclusion, I would like (a) to ask you what was interesting in our lesson, what was useful? What did you like? (Participants speak in a circle)

Annex 1 to lesson No. 9

(Apparatus employed)

Annex 2 to lesson No. 9

(Apparatus employed)

Resume sample

Full Name

Date of Birth:

WORK EXPERIENCE:

EDUCATION:

Main

Additional.

SKILLS AND KNOWLEDGE:

PERSONAL QUALITIES:.

Other important information:

Topic 10: Organization of leisure. End of the program

The goal is to stimulate awareness of the need for cultural development, organization of leisure activities.

• Formation of knowledge about the motivation of people who visit cultural centers.
• Providing information about the various cultural centers of the city and its suburbs and their location.
• Summing up the training.

Materials:

• Flipchart
• Markers
• Circle of Emotions Poster
• Cards for the exercise "Where to go, where to go?"
• Postcards or photographs with the main sights of the city
• Attraction name cards

Lesson progress

Hello! How is your mood?

Exercise "circle of emotions"

We have a "circle of emotions". It is divided into sectors, and each sector corresponds to a certain emotion. Each emotion can manifest itself in a different degree, on our circle - from "0" to "5". We invite you to take turns choosing the emotions that you are currently feeling. You can choose one emotion or several, depending on how you feel right now.

Today we have the last lesson of the cycle. And we will talk about pleasant things. First off, how did you spend your last weekend?

Listen to the options, join the discussion.

As you may have guessed, today we will talk about leisure. What it is? Yes, indeed, this is our free time from work and study. Everyone conducts it in their own way. And, as a rule, our leisure depends on material possibilities, employment, weather, but, first of all, on mood.

Exercise "where to go, where to go?"

Now we offer you a task: to compare the need, condition or mood of a person and a cultural and entertainment institution that suits him. Each participant is given cards (see Appendix 1). If none of the presented options suits you, you can offer your own.

The task is given 5 minutes, after which there is an open discussion with the whole group.

An open discussion on the topic: why do people go to museums, theaters, exhibitions, concerts, etc.

Listen to opinions, contribute to the development of discussion.

Work in small groups "Who will name more"

Divide the group into subgroups. This can be done in many ways, using any game or simply paying for the first or second. Depending on the number of participants, this can be 2,3 or more small groups at your discretion. Further, for several exercises, the work will be carried out in small groups. If necessary, you can mix the participants, and carry out each task in new small groups.

The task of each group is to make a list with the maximum number of places in the city where you can spend your leisure time. You are given 5 minutes to complete. After that, each team in turn announces its list. The team with the most detailed list wins. Started!

Listen to the options, encourage the winning team.

Well done! Our next exercise is no less interesting.

Exercise "Match the photo and the name"

Let's now take a closer look at the sights of our city. We will give you cards with names, your task is to match them with the presented cards (see Appendix 2).

This exercise can be applied to any city, you just need to stock up on postcards with the appropriate sights.

Exercise "Entertain guests"

Did a great job! Now imagine that a group of tourists is visiting you. Moreover, high school students from Japan go to the first group of participants, pensioners from Germany to the second group, touring musicians from Poland to the third, parents with small children from France to the fourth, judokas from any other city to the fifth Russia.

Hosts can come up with their own versions of both real people and fictional characters that they find interesting.

Your task: to plan a two-day stay for your guests. After 10 minutes, you will present the finished plan. You can arrange it as you wish.

The groups can make their plans using the large flipchart sheets.

Based on the results of the presentation, you can ask the following questions: “Why did you choose these particular sights and leisure places? How often do you go there yourself? If rare, what is stopping you.?

Thank you for your work, we are sure that the guests will be satisfied!

Information block

Information about where to relax is easily obtained via the Internet. There are many sites dedicated to recreation. In addition, magazines with the repertoire of cinemas and music clubs are published. Magazines and newspapers containing information about recreation are distributed free of charge in cafes and shops in St. Petersburg.

So, if you decide to visit a museum, cinema or other leisure institution, be sure to take your student or student ID with you. Many institutions provide student discounts and benefits.

We hope that our lesson will help diversify your leisure time, make it more intense, interesting and useful.

Exercise "Writing to yourself"

As we said, today is our final meeting, so let's sum up the results of our meetings with you. Remember what you did in the first lesson. Indeed, each of you sent yourself a message to the future. Now you can read your letters and see if your expectations came true.

Give the participants time to read, to comment and discuss their impressions. If anyone has any questions, now is the time to discuss them!

(The exercise is carried out if the group is closed, and the letters were written in the first lesson. If the letters were not written, then you can use another exercise aimed at summing up the entire cycle of classes.)

Exercise "circle of emotions"

We have a "circle of emotions". It is divided into sectors, and each sector corresponds to a certain emotion. Each emotion can manifest itself in different degrees, on our circle - from "0" to "5". We invite you to take turns choosing the emotions that you are currently feeling. You can choose one emotion or several, depending on how you feel right now.

Feedback. In conclusion, I would like (a) to ask you what was interesting in our lesson, what was useful? What did you like? (Participants speak in a circle)

The topic "Leisure" was the last one we wanted to discuss with you. Our training has come to an end. It was a pleasure to work with you, thanks to each participant. I wish you success!

The host congratulates the participants and gives each a certificate, perhaps some prizes or souvenirs. You can organize a final tea party, or some simple farewell ritual.

Annex 1 to lesson No. 10

(Leisure organization)

Need, condition or mood

Cultural and entertainment institutions

	Courses of photography, drawing, parkour, etc.
	Walk along the Neva
Disco	Excursion to the suburbs or the city
Concert club / hall	Cycling, rollerblading
Cinema	Sit in an Internet cafe
Lectures and workshops on design, photography, etc.	Meeting with friends in a cafe
Debating club	Library
Your variant	Your variant

Annex 2 to lesson No. 10

(Leisure organization)

Bibliography

• Alexandrov A. A. Typology of delinquent behavior in psychopathy and character accentuations // Behavioral disorders in children and adolescents.- M., 1981.- P. 51-59.
• Alikina N.V. Features of aggressive behavior of minors and the basis of its prevention / Method. recommendations. - Kyiv, 1991. - 20 p.
• Belicheva S. A. Social and psychological foundations for preventing the de-socialization of minors - Abstract of the thesis. dissertation doc. psychol. nauk.- M., 1989.- 45 p.
• Bityanova N. P. Psychology of personal growth. M.: Mezh. ped. academy, 1995.
• Bozhovich L. I. The problem of the development of the motivational sphere of the child / / From the teaching of the motivation of the behavior of children and adolescents / Under. ed. L. I. Bozhovich, L. V. Blagonadezhina.- M., Pedagogy, 1972.- P. 41.
• Bochkareva G. G. Psychological characteristics of the motivational sphere of adolescent delinquents// Study of the motivation of the behavior of children and adolescents / Ed. L. I. Bozhovich, L. V. Blagonadezhina.- M .: Pedagogy, 1972.- S. 259-349.
• Emelyanov Yu. N., Kuzmin ES Theoretical and methodological foundations of socio-psychological training. L.: LGU, 1983.
• Zhukov Yu. M., Petrovskaya L. A., Rastyannikov P. V. Diagnostics and development of competence in communication. M.: MGU, 1990.
• Zakharov V.P., Khryashcheva N.Yu. Socio-psychological training L., 1990.
• Izard K. Emotions of a person.- M., Publishing House of Moscow State University, 1980.- S. 252-334.
• Lupyan Ya. A. Communication barriers, conflicts, stress ... - Minsk.: Vysh. school., 1986.- S. 157-159.
• Melibruda E. I - You - We. Psychological opportunities to improve communication. Moscow: Progress, 1986.
• Milman V.E. Method for studying the motivational sphere of personality // Praktikum on psychodiagnostics. Psychodiagnostics of motivation and self-regulation.- M., 1990.- P.23-43.
• Organization and conduct of training: Textbook / Ed. A. V. Fedotov. L.: LGTU, 1991.
• Petrovskaya L. A. Competence in communication. Socio-psychological training. M.: MGU, 1989.
• Petrovskaya LA Theoretical and methodological foundations of socio-psychological training. M., 1982.
• Workshop on socio-psychological training / Ed. B. D. Parygin. S-PB, 1994.
• PRO choice. A textbook on the prevention program. A look into the future, St. Petersburg, 2005.
• The program of preventive training for teenagers "Steps". A guide for a trainer./Ed. R. V. Yorika and A. V. Shaboltas - St. Petersburg: Doctors for children, 2009. - 92 p.: ill.
• Rogers K. A look at psychotherapy. The formation of man. Moscow: Progress, 1994.
• Rogers K. About group psychotherapy. M., 1993.
• Sartan G. N. Psycho-trainings on communication for teachers and high school students. M.: Meaning, 1993.

When compiling the Game Library, materials from the sites socpedagogika.narod.ru, mirrosta.ru were used

Descriptions of all teen programs at our center.

Purpose of the lesson: - to help students in personal understanding, awareness of the resources that make up the strength of the individual, the personal basis. “They (teenagers) today love luxury, they have bad manners and no respect for authority, they show disrespect for elders, they loiter and constantly gossip. They argue with their parents all the time, they constantly interfere in conversations and attract attention to themselves , they are gluttonous and tyrannize teachers ... "

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Psychological activity for teenagers

“The most valuable thing I have…”

Target : - to help students in personal understanding, awareness of the resources that make up the strength of the individual, the personal basis

Tasks :

Create an atmosphere of community and mutual understanding,

Teach teenagers to express their feelings with the help of literary literate speech,

To help form an idea of ​​life values, the concept of life.

Necessary materials and equipment:

Multimedia installation, musical accompaniment, paper, pens, board, chalk

Lesson progress:

“They (teenagers) today adore luxury, they have bad manners and no respect for authority, they express disrespect for elders, loiter and constantly gossip. They argue with their parents all the time, they constantly interfere in conversations and attract attention to themselves, they are gluttonous and tyrannize teachers ... "

Socrates, philosopher - 400 BC

They are a minute adults, a minute children
Robin Skinner

First listen to the parable.
A certain young man was walking along a muddy road and suddenly saw a gold coin in the mud. He bent down and picked it up. Went further in search of other coins. And, indeed, they sometimes came across under his feet. This is how his life went. When he was dying, he, a deep old man, was asked what life is. He replied: "Life is a dirt road, on which gold coins sometimes come across."

Let's try and ask the question: "What is life?"

Children offer their options. Life is a blessing, it is a gift that is given to a person only once. And it depends on the person himself what content he will fill his life with.

Pay attention to the following verse:

It is known that time is extensible.
It depends on
What kind of content
You fill it.

KNOWLEDGE + IMPLEMENTATION
MYSELF
OPPORTUNITIES
INTERESTS
aspirations

From early childhood, we hear the word "life". At the mention of this word, each person has their own mental associations: with mom, with a family or a boy from a neighboring yard, or maybe with a grandfather or ...

Let's try to decide what each of you first of all associate this word with. I will write it down on a piece of paper, and each of you will write down your associations under this word, expressing them in only one word, preferably a noun:

Life ……….

Exercise "Continue the sentence»

1. The strongest is the one who has power over ... (himself).

2. Take care of time - this is the fabric from which our .... (life) is woven.

3. All victories begin with a victory over oneself ... (oneself).

4. A correct and durable ladder can lead anyone to any (height) - .....

After all the students write down their answers, the psychologist leads the students to the conclusion that a person’s life is the most precious thing a person has.

Secret of life.. . It is given once, and you need to live it in such a way that it is not unbearably painful for the aimlessly lived years, so that the shame does not burn, for the vile and petty past ...

It has always excited people since the time they realized themselves as living beings. Does life have any purpose and meaning, and what are they? Who is in charge of human life? Can you make it better? Does a person have the right to die or deprive another person of her life?

These and many other similar questions at all times have attracted the attention of not only philosophers, but also writers, artists, scientists and even ordinary people - everyone who has ever thought about the secret of his life.

One eastern ruler wanted to know the entire history of mankind. The sage brought him 500 volumes. Busy with state affairs, the king sent him away, ordering him to state all this in a more concise form. After 20 years, the sage returned. The history of mankind now occupied 50 volumes, but the king was already too old to overcome so many thick books and again sent the sage away.Another 20 years passed, and the aged, gray-haired sage brought the ruler a single volume that contained all the wisdom of the world, which he sought to know. However, the king was on his deathbed, and he did not have time to read even this one book. Then the sage told him the history of mankind in one line: a person is born, grows old and dies.

So why does a person come into this world? To suffer, suffer and fruitlessly go to oblivion? What's the point in all this? What is the sense of life?

Children say...

Exercise "House".

We continue our work. Imagine that suddenly it snowed in the mountains, a strong wind rose. Before us opens a lonely standing hut. We stop there. Since everyone is climbing his own peak of life, you are alone in the mountain hut. You have a supply of water, food and fuel, a gym, a tape recorder, a TV, a library, a computer with games. Communication with the outside world is lost. What will you do while weathering the storm?

The next day the same situation happened again. What are you going to do?

And if the situation continues for a month?

The value is human communication.

Exercise "Tangle":students are invited to pass a ball of thread to each other, leaving the thread wound around their hand. When transferring a thread with a ball to the one to whom it is intended, they say kind words, a compliment. The conclusion is that this is how all people are interconnected by invisible threads of kindness, friendship and love throughout their lives. Students are encouraged to think about the following questions:

What happens if someone, without letting go of the thread, is about to leave now?

When do threads break? Under what conditions?

With what people do these threads bind us very tightly?

The host talks about the phenomenon of life

Life

(Leben). - Already from ancient times, people visually, sensually comprehended life, seeing it primarily in how the world of organisms (that is, plants, animals, people) differs from the rest of reality. This is the main meaning of this word, from which a whole series of special meanings develops, often excluding each other.

1. In natural-science-biological sensethe concept of life is identical with the concept of an organic phenomenon; life (according to E. S. Russell) is fundamentally different from the inorganic phenomenon in its orientation, in particular:
1) termination of the action with the achievement of the goal;
2) persistent continuation of the action if the goal is not achieved;
3) the possibility of varying methods or the ability to combine them in case of failure; at the same time, stereotyped behavior focuses on the normal, usual, and adapted - on the unusual;
4) limitation, but not the definition of directed behavior by external conditions (for example, cell division, or reproduction, despite the lack of matter or nutrition).

2. Life in a metaphysical sense- the main motive of contemplating the world of thinking as the highest manifestation of human experience, life's destiny in general. Here questions are raised about the meaning, value and purpose of life, and the answers to them are given from the point of view of the main existing worldview premises; cf. existential philosophy; Philosophy of life.

3. Psychological lifecharacterized by its natural order. Therefore, modern Gestalt psychology rejects both the causal-mechanistic and vitalistic explanations of the living, because both of them proceed from the principle of disorder in the natural, which must be transformed into order or a functioning organism only through the action of special forces (entelechy, vital factor, etc.). ).

4. From a historical and cultural point of view, lifein the sense of "spiritual, or spiritual life", means the presence and action throughout the world history of ideas and reasonable content, meaning in thoughts and actions; see History; Philosophy of history; culture; Culture philosophy. Of particular importance here is the use of the natural-scientific concept of life to explain spiritual and historical phenomena, in particular the state.

5. From a biographical point of view“The life of one person” is all of his bodily-mental-spiritual formation, activity and destiny in the world, from birth to death, and during life there are also questions about the meaning of life, thoughts about personal existence, about death, etc.

V. Frankl, an American philosopher and psychologist, identifies 3 ways by which a person can decide the problem of the meaning of life

1) with the help of what we give to life (in the sense of creative work);

2) with the help of what we take from life (in the sense of experiencing values);

3) through the position that we take in relation to the fate that we are not able to change.

Accordingly, he identifies 3 groups of values: values creativity, values ​​of experience andrelationship values. Priority belongs to the values ​​of creativity. At the same time, human labor acquires value and meaning as a contribution to the life of society, and not just an occupation. Among the values ​​of experience, love stands out, which has a rich value potential. As A.N. Chanyshev, love is what makes being human more sustainable. Yes, human life is associated with suffering: birth, illness, parting with the pleasant, meeting with the unpleasant. And sometimes life comes to a certain critical point, which W. Shakespeare wrote about in his sonnet No. 66: “Everything is disgusting that I see around, but how can I leave you, dear friend!”. We are all responsible for our loved ones and relatives, for those whom we have "tamed" (Saint-Exupery). Love saves and obliges, obliges to live and decorate the lives of other people. And, finally, under any circumstances, a person is free to take a meaningful position in relation to them. As soon as they are addedrelationship valuesto other values, Frankl writes, it becomes clear that human existence cannot be meaningless (V. Frankl "Man in search of meaning"). A person must live in such a way that his being is “kindly” and even necessary for other people.

After reviewing the material presented, students are invited to write syncwines on the topic: life.

cinquain - This is a special poem that arises as a result of the analysis and synthesis of information.The thought, translated into an image, just testifies to the level of understanding of the student. This technique, which allows you to develop the ability to summarize information, express complex ideas, feelings and ideas in a few words, requires thoughtful reflection. It's a fast yet powerful reflection tool.

The word "cinquain" ” comes from a French word that means five-line . Thus, cinquain is a poem of 5 lines, where:

First line. 1 word - concept or topic (noun).

Second line . 2 words - a description of this concept (adjectives).

Third line . 3 words - actions (verbs).

Fourth line. Phrase or sentence showing relation to the topic (aphorism)

Fifth line . 1 word - a synonym that repeats the essence of the topic

Examples of student responses in my class:

Life.

Interesting, educational.

Teaches, acquires, discovers.

Life is complicated!

To live! Joyful, happy.

Laugh, strive, hope...

Gives great feelings!

A family.

Parable.

A peasant had a son who began to misbehave. Having tried all the ways of influence, the father came up with the following: he dug a pillar against the house and, after each misconduct of his son, drove a nail into this pillar.

Some time passed, and there was no living space left on the pillar - it was all studded with nails. This picture struck the boy's imagination so much that he began to improve. Then for each of his actions, his father began to pull out one nail. And then the day came when the last nail was pulled out, but this made a completely unexpected impression on the boy: he wept bitterly.

Why are you crying? his father asked. “Are there no more nails?”

There are no nails, but holes remain, - answered the son.

• Why did the boy cry?
• What is this parable about?

Exercise “It depends on me…..” (5 min)

Participants in a circle continue the proposal.

Each of us has our own pinnacle of life. For some it is small and smooth, for others it is majestic and impregnable. And we carry our actions, values, ideals on our shoulders. Everyone has their own path in life. And how we will pass it and whether we will achieve our goal depends only on ourselves.

We have a strange contradictory attitude towards life: on the one hand, we love life, on the other, we do not appreciate it every day.

We believe that a person - "it sounds proud", but at the same time we understand well that we should not be proud of most of the deeds. We speak high words but do low deeds.

Joint discussion of the concept of "life", its value, life goals with adolescents is also an important prevention of depression and suicidal thoughts. Such classes help to find like-minded people in terms of worldview, help to create their own worldview model.

Life is Beautiful and amazing...