International Student Scientific Bulletin. Features of the correction of aggressive behavior of children Psychological and pedagogical correction of aggressive behavior

Municipal state educational institution

Kuibyshevsky district

"Verkh-Ichinsk basic comprehensive school"

"Psychological and pedagogical correction of aggressive behavior of students"

Performed;

Margarita Ivanovna Smolina

class teacher of 7-8 grades

v. Verkh-Icha

2016

The problem of aggressive behavior of children is very relevant today. The growing trend of juvenile delinquency and the increase in the number of children prone to aggressive forms of behavior bring to the fore the task of studying the psychological and pedagogical conditions that prevent these dangerous phenomena.

Teachers at school note that there are more and more aggressive children every year, it is difficult to work with them, and often they simply do not know how to cope with their behavior.

Studies show that aggressiveness is quite stable over time, and it is likely that childhood aggression can turn into persistent antisocial or antisocial behavior in adolescents and young adults. A child who was rated as aggressive by his peers as an adult is likely to be rated by others in the same way as an adult. It is obvious that the causes of child aggressiveness originate in the family, since it is in the family that the child undergoes primary socialization. For families, conflict relations between spouses, parents and children have become more characteristic. This led to a decrease in the educational potential of the family, its role in the socialization of children.

Most children are characterized by forms of aggression.

Aggression (from Latin aggressio - attack) - an individual or collective behavior or action aimed at inflicting physical or mental harm or even destroying another person or group.

Aggressiveness - a property of a person, purposeful destructive behavior, consisting in the presence of destructive tendencies, with the aim of causing harm to one or another person. This is any form of behavior aimed at insulting or harming another living being who does not want such treatment (R. Baron, D. Richardson).

TYPES OF AGGRESSION

INSTRUMENTAL AGGRESSION (a person does not aim to act aggressively);

INTENTIONAL AGGRESSION (actions that have a conscious motive).

PHYSICAL AGGRESSION

INDIRECT AGGRESSION

VERBAL AGGRESSION

TENDENCY TO IRRITATION

NEGATIVISM

Reasons for violent behaviorare:

- constant aggressive behavior of parents, which the child imitates and in whom their aggressiveness is “infected”. This is due to the fact that the system of emotional self-regulation of the child is built according to the type of emotional self-regulation of his parents;

- manifestation of dislike for the child, the formation of a feeling of defenselessness, danger and hostility of the world around him;

- humiliation, insults of the child by parents, teachers;

- interaction during games with peers who show aggression, from which children learn about the benefits of aggressive behavior ("I am the strongest - and I can do anything");

- scenes of violence shown on TV screens , contributing to an increase in the level of aggressiveness of the viewer, and especially children.

Diagnostic criteria for aggressiveness for children of senior preschool and primary school age

1. Often (more often compared to the behavior of other children surrounding the child) lose control of themselves.

2. Often argue, swear with children and adults.

3. Deliberately annoy adults, refuse to comply with the requests of adults.

4. Often blame others for their "wrong" behavior and mistakes.

5. Envious and suspicious.

6. Often get angry and fight .

A child who has consistently manifested 4 criteria for 6 or more months can be said to be a child with aggressiveness as a personality trait. Such children can be called aggressive.

Characteristic features of aggressive teenagers.

• poverty of value orientations,

  lack of hobbies

  lack of spiritual desires,

  narrowness and instability of interests,

  low level of intellectual development,

  increased suggestibility,

  imitation,

  underdevelopment of moral ideas,

  emotional rudeness, anger,

  extreme self-esteem

  increased anxiety,

  fear,

  egocentrism,

  inability to find a way out of difficult situations,

  the predominance of defense mechanisms over other mechanisms that regulate behavior.

Aggressiveness acts as a means of raising prestige, demonstrating one's independence, adulthood.

Psychologists have found thatboys there are two peaks of manifestation of aggression: 12 years and 14-15 years.

Atgirls the highest level of manifestation of aggressive behavior

celebrated at 11 years and 13 years.

Psychological correction of aggressive behavior of children

In order for the result of work with an aggressive child to be stable, it is necessary that the correction be of a systemic, complex nature, providing for the study of each characterological feature of this child. Otherwise, the effect of corrective work will be unstable.

T. P. Smirnova identified 6 key blocks - 6 key areas within which it is necessary to build corrective work.

1. Reducing the level of personal anxiety.

2. Formation of awareness of one's own emotions and feelings of other people, development of empathy.

3. Development of positive self-esteem.

4. Teaching a child to respond (express) his anger in an acceptable way, safe for himself and others, as well as respond to a negative situation in general.

5. Teaching the child techniques and ways to manage their own anger. Development of control over destructive emotions.

6. Teaching a child constructive behavioral responses in a problem situation. Removal of destructive elements in behavior. As a separate block, she singled out consulting work with parents and teachers aimed at removing the provoking factors of aggressive behavior in children.

The number of lessons with aggressive children should be at least 1-2 times a week. The duration of classes with children of senior preschool age is no more than 40 minutes, of primary school age - no more than 60 minutes.

In order to carry out successful correction, the following principles can be distinguished in contact with the child; respect for the personality of the child; positive attention to the inner world of the child; invaluable perception of the personality of the child, acceptance of him as a whole; cooperation with the child - the provision of constructive assistance aimed at responding to problem situations and developing skills of self-regulation and control.

Exercises aimed at teaching the child acceptable ways to discharge anger and aggressiveness, as well as responding to a negative situation in general

For the first stage of responding to anger, the most effective and widely used psychologists in working with children are the following methods and methods:

1) crumple and tear paper;

2) hit a pillow or a punching bag;

3) stomp your feet;

4) shout loudly using a "cup" for shouting or a "pipe" made of paper;

5) kick a pillow or a tin can (from under Pepsi, Sprite, etc.);

6) write on paper all the words that you want to say, crumple and throw away the paper;

7) rub plasticine into cardboard or paper;

8) use a water pistol, inflatable batons, a trampoline (at home).

Psychological methods, techniques, exercises aimed at teaching children the skills to manage their own anger (self-regulation skills) and control it

Aggressive children have poorly developed control over their emotions, and often simply do not exist, therefore, in corrective work with such children, it is important to form the skills to manage their own anger and control it, to teach children some self-regulation techniques that will allow them to maintain a certain emotional balance in a problem situation. It is also important that children learn relaxation techniques, because in addition to managing the negative state, relaxation techniques will help them reduce the level of personal anxiety, which is very high in aggressive children.

Corrective work in this direction is;

1) in establishing certain rules that will help children cope with their own anger;

2) fixing these rules (skills) in a role-playing game (provocative game situation);

3) teaching relaxation techniques using deep breathing.

The goals and objectives of the corrective direction of work with aggressive children are to teach the child to see different ways of behaving in a problem situation, and also to help the child form the skills of constructive behavior, thereby expanding the range of his behavioral reactions in a problem situation and minimizing (ideally removing) destructive elements in behaviordevelop positive self-esteem

For the effectiveness of the correction being carried out, it is also necessary to work with the parents of an aggressive child, since the psychological background of relationships in the family is mostly negative and in many ways provokes the child to aggressive behavior. Parents of aggressive children need a positive experience with their children, they lack the skills of constructive, conflict-free interaction with children and with each other. The development of such skills and teaching specific methods of constructive communication can be the main content of the work of a psychologist with the parents of an aggressive child. For the period of restructuring the child's behavior, psychological support is needed for the family of an aggressive child, since the whole family as a whole needs support, a psychologist can help parents realize, in connection with which, certain difficulties arise and what specifically needs to be corrected.

Bibliography

1. Gippenreiter, Yu. B. / Yu. B. Gippenreiter. - M.: CheRo, 2002.

2. Psychological dictionary / Under the general. ed. Yu. L, Neumer. - Rostov n / a: Phoenix, 2003.

Studies show that aggressiveness that developed in childhood remains a stable trait and persists throughout a person’s later life.

Preventive work with aggressive children should be aimed at eliminating the causes of aggressive behavior. When building corrective programs, one should take into account not only the symptoms (forms of aggressive manifestations, their severity, degree of deviation), but also the child's attitude to his behavior. The most effective means of correction is play activity, specially organized by a psychologist. It is this that can serve not only the goals of correction, but also provide valuable diagnostic material that allows you to see the problem through the eyes of a child. Methods of psychodiagnostics of aggressiveness

This definition, firstly, of the level of severity, and secondly, of the structure of aggressive behavior, in a broad sense, is the identification of signs and types, causes and factors of occurrence, provocation, increase and decrease in aggressiveness. observation; conversation and questioning of parents and educators; projective methods: "Kinetic drawing of the family", "Hand test", drawing "Non-existent animal", etc.

Observation allows you to identify what type of aggressive behavior is characteristic of this child, what situations provoke the appearance of aggression; helps to establish the frequency and ease of occurrence of aggressive manifestations, the degree of inadequacy of aggression to the situation in which it occurs, the degree of tension in aggressive reactions. Conversation and questioning . correct reporting of the problem; anamnestic information; favorite activities of the child at home; preferred games, books; TV shows, cartoons, toys, etc.; relations with relatives; relationships with other people, etc. Projective techniques of psychodiagnostics

The main areas of work, methods and techniques of corrective action are presented in the table:

Teaching a child to respond (express) his anger in an acceptable way	Teaching a child constructive behavioral responses in a problem situation. Removal of destructive elements in behavior.		Development of positive self-esteem Reducing the level of personal anxiety
Characteristic features of the child	Directions of corrective work	Methods and techniques of therapeutic effects
1. High level of personal anxiety. hypersensitive	Reducing the level of personal anxiety	1) relaxation techniques: deep breathing, visual images, muscle relaxation, free movement to music; 2) work with fears; 3) role play
2. Poor awareness of one's own emotional world. Low level of empathy	Formation of awareness of one's own emotions, as well as the feelings of other people, the development of empathy	1) work with photographs reflecting various emotional states; 2) inventing stories that reveal the cause of the emotional state (it is desirable to reveal several reasons); 3) drawing, modeling of emotions; 4) plastic representation of emotions; 5) work with emotions through sensory channels; 6) the image of various objects and phenomena of nature, inventing stories on behalf of these objects and phenomena; 7) acting out scenes (etudes) that reflect various emotional states;
3. Inadequate (usually low) self-esteem.	Developing positive self-esteem	1) exercises aimed at positive perception of the image of "I", activation of self-consciousness, actualization of "I-states"; 2) development of a system of incentives and awards for existing and possible successes (“album of successes”, medals, applause, etc.); 3) inclusion of the child in the work of various (according to interests) sections, studios, circles
4. Emotional "stuck" on the situation that is happening now. Inability to foresee the consequences of one's actions	Corrective work aimed at teaching the child to respond to his anger in an acceptable way, as well as to respond to the whole situation	1) the expression of anger in a safe way in the external plane (the sewerage of aggression); 2) plastic expression of anger, reaction of anger through movements; 3) multiple (more than 100 times) repetition of a destructive action in a way that is safe for oneself and others; 4) drawing anger, as well as modeling anger from plasticine or clay, discussing (if the child wants) in what situations he experiences such anger; 5) "letters of anger"; 6) "gallery of negative portraits"; 7) the use of art therapy techniques, gestalt therapy, emotional-figurative therapy in order to more fully respond to feelings and their positive transformation
5. Weak control over your emotions	Corrective work aimed at teaching the child to manage his anger	1) relaxation techniques - muscle relaxation + deep breathing + visualization of the situation; 2) translation of destructive actions into a verbal plan (“stop and think about what you want to do”); 3) the introduction of the rule: “count to 10 before you move on to action”; 4) role-playing game, which includes a provocative situation for developing control skills; 5) composing a story on behalf of one's anger with the subsequent reflection of this feeling in movements;
6. Limited set of behavioral reactions to a problem situation, demonstration of destructive behavior	Behavioral therapy aimed at expanding the range of behavioral responses in a problem situation and removing destructive elements in behavior	1) work with pictures that reflect problem situations (inventing various options for stories based on the picture); 2) acting out scenes reflecting fictitious conflict situations; 3) the use of games that include elements of rivalry; 4) the use of games aimed at cooperation; 5) analysis together with the child of the consequences of various behavioral reactions to a problem situation, choosing a positive one and fixing it in a role-playing game; 6) the introduction of certain rules of conduct in the classroom using a system of incentives and privileges if they are observed (awards, prizes, medals, applause, etc.); 7) keeping a notebook by the child in order to teach self-observation and control over behavior;
7. Working with parents and teachers	Consultative and corrective work with parents and teachers aimed at removing provocative factors of aggressive behavior in children	1) informing teachers and parents about the individual psychological characteristics of an aggressive child; 2) learning to recognize their own negative emotional states that arise when dealing with aggressive children, as well as methods regulation of mental balance; 3) teaching teachers and parents the skills of "non-violent" communication - "active" listening; exclusion of evaluation in communication; utterance of "I-messages" instead of "You-messages", exclusion of threats and orders, work with intonation; 4) developing the skills of positive interaction with aggressive children through a role-playing game;

4.Psychological and pedagogical correction of deviant behavior of schoolchildren.

Tropina Lidia Bulatovna, master student of the Faculty of Psychology, Chelyabinsk State Pedagogical University, Chelyabinsk [email protected]

Psychological and pedagogical correction of aggressive behavior of older adolescents

Annotation. The article presents an analysis of the features of aggressive behavior of older adolescents. A model of psychological and pedagogical correction of aggressive behavior of older adolescents is disclosed. Key words: aggression, aggressiveness, adolescence, psychological and pedagogical correction. Section: (02) a comprehensive study of a person; psychology; social problems of medicine and human ecology.

The relevance of the work is caused by the need to determine the psychological causes of aggressive behavior, to reveal the mechanisms and psychological and pedagogical correction of aggressive behavior in older adolescents. Aggressiveness is an intention, a state that precedes aggressive action. And aggressive behavior itself is hostile actions with the aim of causing physical or moral damage to another person. An aggressive state is accompanied by emotional states of anger, hostility, hatred, misunderstanding, destructive psychological defense, addictive behavior (V.I. Dolgova, R.D. Dorofeeva, V.L. Yuldashev, A.F. Amirov, A.N. Martynov, EG Kapitanets, OA Kondratyeva ).The purpose of the study: to theoretically substantiate and experimentally conduct a psychological and pedagogical correction of the aggressive behavior of older adolescents. Subject of study: psychological and pedagogical correction of aggressive behavior of older adolescents. Methods and techniques: The method of A. Bass A. Darka allows you to determine the forms of aggressive behavior typical for the subjects. Using this technique, one can be convinced that aggression in different categories of adolescents has different qualitative and quantitative characteristics. At the same time, this technique makes it possible to obtain data on the readiness of children to act in a certain direction. In addition, the results of the application of this technique allow us to draw some conclusions about the content of the motivational sphere of the child, since the choice of modes of behavior from among the forms of response habitual for the subject is associated with real-life sense-forming motives. To obtain reliable data on aggressive behavior, a questionnaire was also used in the course of the study. G. Eysenck. G. Eysenck's questionnaire includes a description of various mental states, the presence of which the subject must confirm or refute. The questionnaire makes it possible to determine the level of anxiety, frustration, aggression and rigidity. The questionnaire is designed to study individual psychological personality traits in order to diagnose the severity of properties put forward as essential components of personality: neuroticism, extraversion, introversion and psychotism. The technique allows you to accurately identify features that are conducive to suicidal behavior. Projective methods are methods aimed at the study of personality and developed within the framework of a projective diagnostic approach. Based on the interpretation of the subject's projections on the stimulus material. Traditionally, projective tests are among the most reliable, but their scope is not as large as that of personality questionnaires. The projective method was carried out using the “Non-existent animal” drawing technique. We will discuss further the distribution of the results of the study using the Bass-Darky method. The aggressiveness index is the total index of physical aggression, indirect aggression, irritation and verbal aggression. High level 72.72% (16 people). Adolescents note that they feel a desire to harm others, and also use physical force against another person. Adolescents express their negative emotions through a quarrel, screams, threats to an opponent. We observe indiscipline, which manifests itself as a deliberate violation of generally accepted social norms and rules of behavior, ignoring requests. The average level is 18.18% (4 people). Adolescents with this level of aggressiveness note that they find constructive solutions in a problem situation. They indicate that they are not able to hit a person, as they are sure that any dispute can be resolved without disputes and conflicts. In problem situations, they behave adequately, they can defend their point of view without resorting to violent methods. Low level 9.1% (2 people). Adolescents note that they do not experience feelings of irritation. They do not express their negative feelings through rudeness. Nee are able to use physical force against another person. As the diagnostic results show, adolescents with a low level of aggressiveness have low motivation, which may subsequently affect interpersonal communication. In older adolescents, four levels of aggressiveness were revealed. High level 9.1% (2 people). Adolescents note that in a conversation they often interrupt the interlocutor, they feel a desire to be an authority for the people around them, they prefer to lead than to obey, they raise their voice. In an argument, they cannot keep their feelings under control, which leads to raising their voice, rudeness towards other people. Easily excitable and irritable. The level is above average 54.5% (12 people). Adolescents with a level above the average note that sometimes it is difficult for them to restrain themselves in a dispute, sometimes they are easily excitable, irritable. The average level is 31.9% (7 people). Adolescents note that in a dispute they behave with restraint and do not experience feelings of irritation towards the people around them. In the course of resolving any conflicts, they behave adequately, consider each action and deed. Low level 4.5% (1 person). Adolescents with a low level of aggressiveness note that they prefer to obey than to lead, do not enter into conflicts. They are difficult to upset or anger. In any case, they show passivity, are content with little. They believe that they are not able to organize even a small team. The high level is 54.5% (12 people). In the drawings of participants of this level, aggressiveness is manifested in the drawing of a mouth with teeth, which indicates that adolescents snarl, bully, be rude in response to a negative appeal to him, but in most cases this comes as a defensive reaction. Sometimes additional details: horns, in combination with other signs - claws, bristles, needles - the nature of this aggression: spontaneous or defensive response. Big eyes are a sign that teenagers are insecure, afraid, afraid of others. The general energy of the drawings has a sharp aggressiveness, which is evidenced by sharply pressed lines, visible even on the reverse side of the sheet (convulsive, high muscle tone of the drawing hand). A high degree of aggressiveness is expressed by the number, location and nature of the angles in the drawing, regardless of their connection with one other detail of the picture. In this regard, direct symbols of aggression are especially weighty - claws, teeth, beaks. The average level is 41% (9 people). At the average level of aggressiveness in adolescents, details that carry little aggression can be traced in their drawings. The corners in the drawings are not used. Small claws, a mouth without teeth and fangs are noted. Changeable pressure is a sign that adolescents are able to adapt to changing conditions, are plastic in their activities. Minimal shading indicates the relative calmness of older adolescents. The drawing and darkening of the lower contours of the figure indicates that adolescents of this level use aggressive behavior as a defense against ridicule, rejection by younger ones, and fear of condemnation. Low level 4.5% (1 person). In the drawings of adolescents of this level, there are no signs indicating an aggressive tendency. Small eyes are depicted - a sign that the child often withdraws into himself, is very shy. Mostly used details such as changeable, varied strokes. From this we can conclude that a teenager lacks perseverance, perseverance. There is no security. After carrying out the projective technique “Drawing of a non-existent animal”, it was found that 54.5% (12 people) note a large number of details in their drawings that indicate aggressive behavior. 41% (9 people) in their drawings indicate a slight manifestation of aggressive behavior. And only 4.5% (1 person) do not note details indicating aggressive tendencies, the drawings are relatively calm. Thus, summing up this method, we can say that this class has a high level of aggressive behavior. As a result of the ascertaining experiment, it was revealed that 13 adolescents need psychological and pedagogical correction of aggressive behavior. There were 11 people with a high level of aggressiveness and 1 person with a low level of aggressiveness. For adolescents with a high level of aggressiveness, the program of psychological and pedagogical correction is designed to reduce the level of aggressive behavior. For adolescents with a low level of aggressiveness, psychological and pedagogical correction will help to gain self-confidence and increase self-esteem. To correct the aggressive behavior of older adolescents, a program of psychological and pedagogical correction of aggressive behavior was drawn up. The program consists of ten lessons aimed at removing the level of aggressive behavior of older adolescents. This correctional program will help teenagers believe in their positive qualities, the ability to constructively get out of a conflict situation. After the completion of the remedial work, we re-measured the level of aggressive behavior. Based on the results of testing students, we determined the level of various types of aggression after the remedial program. In older adolescents, after remedial classes, the hostility index revealed two levels of aggressive reactions. A high level of 46.15% (6 Human). Adolescents continue to show isolation in behavior, demonstrate hatred towards others, and tension is felt in their behavior. Adolescents also note that in the classroom they are often overwhelmed by a feeling of rage, easily irritated. The average level is 53.85% (7 people). Adolescents continue to note that in rare cases they experience hatred and envy towards other people. Teenagers have learned not to give vent to emotions in problem situations, they adequately respond to others. Non-irritable, do not have enemies. Able to control their behavior. In older adolescents, after conducting remedial classes, according to the index of aggressiveness, two levels of aggressive reactions were distinguished. The high level is 61.54% (8 people). Adolescents still note that they feel a desire to harm others, and also use physical force against another person. Adolescents continue to express their negative emotions through quarrels, screams, threats to an opponent. The average level is 38.46% (5 people). 38.46% of teenagers in the class do not experience feelings of anger, envy and irritability. They indicate that they are not able to hit a person, as they are sure that any dispute can be resolved without disputes and conflicts. Adolescents note that in problem situations they behave adequately, they can defend their point of view without resorting to violent methods. Conclusions: After the correctional program, everything indicates that before the correctional classes, 92.3% of adolescents had a high level, and after the correction, this level of aggressive reactions decreased to 61.54%. This suggests that for four adolescents, the correction of aggressive behavior was of great importance. We can also observe that the number of adolescents with an average level of aggressiveness has increased markedly. Before the correction, there were initially 0% of adolescents who had an average level of aggressiveness, and after the correction, the number of people increased by 38.46%. This allows us to judge that the correction of aggressive behavior was useful and produced results. After conducting remedial classes, none of the students took a low level of aggressiveness. This suggests that adolescents may have acquired motivation for activity, in the future they are able to reconsider their emotions and behavior. In older adolescents, after corrective classes, two levels of aggressive reactions were revealed.

Links to sources 1. Dolgova V. I. Correctional and developmental work with adolescents left without parental care (monograph). - Chelyabinsk: Izdvo "ATOKSO", 2010. -124 p. Dorofeeva R. D., Dolgova V. I., Yuldashev V L., Amirov A. F., Martynov A. N. Risk factors for the formation of addictive behavior in young students according to anonymous survey data// Questions of Narcology.–2007.–№1.–S. 26–31.3. Dolgova V. I., Kondratieva O. A. Psychological protection: monograph. –M.: Izdvo Pero, 2014.–160 p.4. 5. Batarshev A. V. Temperament and character: Psychological diagnostics. -M.: Vladospress, 2011. -334 p.

Lydia Tropina, graduate student in the psychology, Chelyabinsk State Pedagogical University, [email protected] correction of aggressive behavior of older adolescents Abstract. The article presents the analysis of the characteristics of the aggressive behavior of older adolescents. Disclosed model of psychologicalpedagogical correction of aggressive behavior of older adolescents. Key words:aggression, aggressiveness, adolescence, psychologicalpedagogical correction.

Dolgovoy V. I., Doctor of Psychology, Dean of the Faculty of Psychology, Chelyabinsk State Pedagogical University, Chelyabinsk

Correction and development program for the correction of aggressive behavior in adolescents

Target: correction of aggressive behavior in adolescence.

Tasks:

1. Expand information in adolescents about their personality and the problem of aggressive behavior;

2. Teaching teenagers acceptable ways to express anger;

3. Develop skills for effective interpersonal interaction;

4. Develop a sense of empathy;

5. Teach how to act constructively in conflict situations;

6. Form self-control;

7. Consolidate positive behavior patterns.

Principles:

1. The principle of unity of diagnostics and correction - V At the beginning of the correctional work, a stage of a comprehensive diagnostic examination is carried out, on its basis an initial conclusion is drawn up and the goals and objectives of the correctional and developmental work are formulated. During the corrective action, the dynamics of changes in the personality, behavior, activity, dynamics of the client's emotional states, his feelings and experiences in the process of corrective work is monitored.

2. The principle of taking into account the age-related psychological and individual characteristics of the client - on the one hand, it harmonizes the requirements for the compliance of the course of the psychological and personal development of the client with normative development, and the recognition of the uniqueness and originality of a particular path of the individual, on the other hand. Taking into account the individual psychological characteristics of a person makes it possible to outline, within the age norm, a development optimization program for each specific client with his personality, asserting the client's right to choose his own independent path.

3. The principle of systematic development of psychological activity. Accounting for preventive and developmental tasks in correctional work.

4. The activity principle of correction - creation of conditions for orientation in difficult, conflict situations, organization of the necessary foundations for positive changes in the development of the individual.Formation of generalized ways of orienting students in various areas of objective activity, interpersonal interactions.

5. The principle of the complexity of methods of psychological influence - the need to use the whole variety of methods, techniques and techniques from the arsenal of practical psychology.

6. The principle of relying on the positive in a person, on the strengths of his personality. This principle is important, because, relying on positive qualities, strengthening and developing them, compensating for negative traits with their help, the teacher-psychologist influences the teenager and thus the process of positive personality formation takes place.

Organization of classes- teenagers, 12-16 years old, tonumber of participants - 7 person to number of lessons - 12, duration of classes- 40 minutes.

Selection criteria for the group: a diagnostic examination is carried out, on the basis of which adolescents with aggressive behavior are selected.

Directions of work: work with teenagers.

Program effectiveness criteria:a final diagnostic examination of adolescents with aggressive behavior is carried out. Efficiency is evaluated based on a comparison of the results of a diagnostic examination.

The first (installation) block includes 1 lesson, consisting of 7 exercises. This lesson is aimed at forming a desire to interact, creating a favorable psychological climate among adolescents, expanding information about the personality of a teenager and the problem of aggressive behavior.

The structure of the lesson of the installation block:

1. Warm-up is a means of influencing the emotional state of adolescents, their activity, the mood for productive joint activities, and the removal of psycho-emotional stress.

2. The main part - consists of a set of psychotechnical exercises and techniques aimed at solving the problems of this psycho-correctional complex. Priority is given to techniques and techniques aimed at developing socially important skills that reduce the level of aggression.

3. Reflection - involves a retrospective assessment of the lesson in two aspects: emotional (I liked it - I didn’t like it, it was good - it was bad and why), and semantic (why it is important, why we did it).

It should be noted that in each block of the correctional - developing program, the structure of classes is the same.

The second (correctional) block includes 8 lessons and is aimed at correcting aggressive behavior in adolescents, mastering acceptable ways of expressing anger, developing skills for effective interpersonal interaction, teaching skills to act constructively in a conflict situation, building empathy, and developing self-control.

The third (reinforcing block) includes 1 lesson, the purpose of this block is to consolidate a positive behavior model.

The fourth (control block) consists of 2 sessions and is aimed at determining the dynamics of aggressive behavior in adolescents.

The structure of a correctional and developmental program aimed at correcting aggressive behavior in adolescence is presented in Table 11. A detailed description of the exercises is in Appendix 11.

Table 11

"The structure of a correctional and developmental program aimed at correcting aggressive behavior in adolescence"

Blocks	Tasks	Methods and techniques
Installation (1 lesson)	Formation of desire to interact Establishment of trusting relationships; Expansion of information about the personality of a teenager and the problem of aggressive behavior.	- "Secrets of the name"; - "Hello"; - "Rules in the group"; Brainstorming on the topic "Aggressive behavior is"; - "Draw your anger"; - "And I'm not a brake"; Applause.
Correctional (8 lessons)	Teaching teenagers acceptable ways to express anger; ‑Develop skills for effective interpersonal interaction; Develop a sense of empathy; Learn to act constructively in conflict situations; Build self-control.	- « What to do with aggression and anger”; - "We remember emotions"; - "The world through the eyes of an aggressive person"; - "Self-control of external expression of emotions"; - "Magic thickets"; - "Satisfied - angry"; - "Restrain yourself"; - "Get a hold of yourself"; - "Ice Butterfly"; - "Let's fight!"; - "Lepim anger"; - "I want to say thank you"; - "Box with insults"; - "Shout louder"; - "Gait"; - "I am who I am"; - "Car wash"; - "Please"; negative images; - "Magic shop"; - "Claps in a circle"; - "Methods of effective interpersonal communication"; - Disaster in the desert; - "How do deer greet"; - "Stubborn centipede"; - "Chain of speech"; - "Mirror" Why is it important to understand the feelings and emotions of other people? - "Transfer of feelings in a circle" - "Atoms and Molecules" - "Loving Look" - "I understand you" - "Carousel" - Sculpture of mood. - "My Goals" - "Cat Leopold" - "My criticism" - "Request"; - "Three objects".
fixing (1 lesson)	Consolidation of a positive model of behavior in adolescents	- "The dragon catches its tail" - "What I was lucky in this life" - “What have I achieved”; - "Suitcase" - "Gift of Humanity"
Control (2 lessons)	Track the dynamics of aggressive behavior in adolescents	Diagnostic: Bass-Darky Questionnaire; - "Hand Test" by E. Wagner Projective technique "Non-existent animal" Observation

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Annex 1.

Lesson number 1.

Target: to form a desire for cooperation and work to level aggressive behavior.

Tasks:

Creation of a favorable psychological climate.

Getting to know the participants.

Expansion of information about the personality of a teenager and the problem of aggressive behavior.

Exercise number 1. "Secrets of the Name"

Target: acquaintance with a group of teenagers, obtaining primary information.

Leading:

Let's get acquainted. I propose to tell you about my name. As you know, the name for a person is of great importance. A person grows up and his name also changes. Let's think about the hidden meaning of your name. First, let's reveal the secret of the first sound of your name. What guides you through life? And what should you pay attention to?

For example: “I am Michael, and Wisdom and Courage come to my aid. And I must remember that I am often petty and soft-bodied.

Or: “I am Igor. Such forces as Sincerity and Irony help me. Inertia and Impulsivity often interfere.

Think for 3 minutes, then you can introduce yourself and tell the meaning of your name.

Host: thank you, now let's name the qualities that begin with each letter of your name and are present in you. For example: “My name is Michael. And, as it seems to me, I am wise and thinking; seeking, sparkling and executive; brave and cunning; gambling and artistic; sincere; affectionate!" Or: “My name is Igor. Perhaps I'm executive-ironic; proud and loud; reckless and courageous; decisive and sensible. And the soft sign in my name indicates my softness.

If one of the participants says that he does not like his name, then you can ask what qualities he does not like in a person with that name, what name he would like to have and what advantages this name has.

Exercise number 2. "Hello"

Purpose: greeting, creating a favorable psychological climate.

The participants of the game become in a circle. The host invites the guys to say hello to their neighbors on the right and left in a certain way. For example, as is customary in some countries, he names the country and the accepted way of greeting.

Greeting options:

in Russia it is customary to shake hands;

in Italy - hot hugging;

in Brazil, slap each other on the shoulder;

in Zimbabwe, they rub their backs;

in Macedonia - greet with elbows;

in Nicaragua, they greet each other with their shoulders;

Australian Aborigines have a triple greeting: a) clap your hands; b) jump up c) push with the hip.

Exercise number 3 "Rules in the group" (7 minutes) (Moreva)

Purpose: establishing and consolidating the rules for working in a group

The facilitator talks about the purpose of the classes, about their features and suggests adopting certain rules of conduct in the classroom. Each rule is discussed.

Voluntary participation: if you don’t want to speak or do a task, don’t do it, but report it using a conditional prohibition sign.

There are no right and wrong answers. The correct answer is the one that expresses your opinion.

Do not take information out of the circle. Do not discuss after class.

Don't lie. It's better to remain silent.

It is impossible to evaluate the statements of another person if he himself does not ask.

Exercise number 4. Brainstorming on Aggressive Behavior. (10 minutes). What do you think aggressive behavior is? Aggression (from the Latin "agressio" - an attack, an attack) is a motivated destructive behavior that contradicts the norms and rules of the coexistence of people in society, harming the objects of attack (animate and inanimate), causing physical damage to people (negative experiences, states tension, fear, depression, etc.)

Discussion:

What associations arise with the word aggression?

Why does a person need it?

What can prevent her?

Exercise number 5 "Draw your anger"

Purpose: to promote the formation of adaptive behavior.

The facilitator offers to draw on a piece of paper what his anger looks like. Discussion:

What is shown in the picture?

What did you feel while painting?

Has the state changed?

What do you want to do with this drawing?

Exercise No. 6 “And I am not a brake” (5 minutes)

Target: a splash of negative emotions, the removal of aggression.

Participants stand in a circle, calculated for 1,2,3,4,5,6,7,8,9 ... in order. Remember your number. Then one of the participants stands in the circle and calls two numbers, for example, 3 and 15. Those teenagers whose numbers are reversed, and the one who stands in the circle also tries to take the place of one of the numbers 3 or 15. Those who did not have time , stays in a circle and says: And I'm not a brake! All participants: And we noticed! Then he calls two numbers and so the game continues.

Reflection: How did you feel during the game? How do those who stood in the circle feel?

Reflection:

What did you like?

Exercise number 7. "Applause"

Run time: 5 minutes

Participants are invited to stand in a circle, one of those who wish goes to the center of the circle, and the rest applaud him vigorously. They keep doing it for as long as he wants. He thanks the group (says "thank you", bows, etc.) and returns to the circle. After that, the next participant leaves.

The exercise raises the mood of the participants sometimes to the level of delight and ends the session well on an emotional level.

Lesson #2

Purpose: awareness of one's aggressiveness and unconstructive behavior.

Tasks:

Show the possibility of a discrepancy between the experienced negative emotions and the impression they can make on others, the danger of angry, aggressive reactions

To form the need for the ability to control oneself,

To acquaint with the elements of self-control of the external manifestation of emotions.

Exercise number 1 "Greeting"

Target : The development of a trusting style of communication, the creation of positive emotional attitudes for trusting communication.

Exercise progress : Participants sit in a circle and take turns greeting each other, always emphasizing the individuality of the partner, for example: “I am glad to see you, and I want to say that you look great” or “Hi, you are energetic and cheerful as always.” One can recall that individual trait of a person, which he himself singled out at the first meeting. You can contact not only a specific person, but also all at once

Exercise number 2 "What to do with aggression and anger"

Goal: Teaching constructive ways to express anger

On a sheet of paper, divided by a vertical line in the middle, on the left, the children write down how others around during the school day show aggression towards the child and all the possible consequences of such actions, on the right - how the child himself shows aggression towards other children and all the possible consequences of it. behavior. Discussion: What motivates people to be violent and cruel towards others? Is it always justified and necessary? Is it possible to avoid such actions? What do you personally experience when you show aggression towards others, how do you feel when others are aggressive towards you? Why do many adults and children often try to feel superior by putting others down. Is it possible to show one's aggression not with fists, but in some other ways? How does the victim of aggression behave? Who becomes a victim of aggression, how to avoid it. What is equality between people? How to get rid of violence and cruelty in modern society. Offer your recipe for a “non-aggressive world”. What does that require.

Exercise number 3. "Remember emotions"

Target: Show the possibility of a discrepancy between the experienced negative emotions and the impression they can make on others, the danger of angry, aggressive reactions.

Students are invited to remember what emotions are, what they are, how they are expressed, to non-verbally depict the emotions called by the leader.

Then the exercise “Sasha walked along the highway” is performed in two stages. Each of the participants receives a card with some kind of tongue twister (“Polkan pushed the stick with his paw”, “All beavers are kind to their beavers”, “Senya was carrying hay”, “Daria gives Dina melons”, etc.), after which he imitates a situation in which he felt irritated. The participants, furrowing their eyebrows and clenching their fists, walk around the room and “mumble” their tongue twisters under their breath, from time to time, as if addressing each other. During the second stage, the participants angrily shout at each other with the texts of tongue twisters. Discussion:

1. What real emotions did the game situations display;

2. How can you manage such emotions;

3. What is anger (negative emotion);

4. What dangerous consequences it can lead to.

Exercise number 4 "The world through the eyes of an aggressive person"

Purpose: awareness of the negative consequences of aggressive behavior.

One of the participants performs any non-aggressive action (gets up, crosses his legs, smiles, winks). The second one comments on this from the position of an aggressive person: “You got up because you want to kick my chair”, “You are smiling because you want to say something nasty about me”, etc. The rest of the participants can offer their comments. Discussion:

1. What does an aggressive person look like?

2. Does he feel better after angry attacks?

3. How will relatives treat him?

4. How might outsiders view him?

Attention is drawn to the negative consequences of precisely aggressive reactions, most often non-constructive, as well as to the fact that external manifestations of anger, anger and, in general, excessive manifestations of emotions unfavorably represent a person in the eyes of others. In addition, it should be emphasized that the aggressive person attributes to others their own aggressive intentions and negative feelings.

Exercise number 5. "Self-control of external expression of emotions"

Purpose: to master the method of self-control and self-regulation of emotions.

Adolescents recall a specific situation in which they experienced strong emotional stress, their state (posture, facial expressions, gestures) and mentally reproduce it.

Questions of self-control:

What does my face look like?

Am I not bound? Are my teeth clenched?

How do I sit?

How do I breathe?

If these signs are identified, you must:

1. arbitrarily relax the facial muscles, for which the following formulas are used:

The muscles of the face are relaxed.

Eyebrows are loosely parted.

The forehead is smoothed.

Relaxed jaw muscles.

Relaxed mouth muscles.

The tongue is relaxed, the wings of the nose are relaxed.

The whole face is calm and relaxed.

Comfortable to sit down and stand up.

2. take 2-3 deep breaths and exhale to restore rapid breathing.

3. establish a calm breathing rhythm.

Discussion:

1. What was your condition at the beginning of the exercise;

2. How has it changed;

3. What other ways are known to arbitrarily regulate one's state?

4. Complete the sentence "In a tense situation, I will do ... because it will help ....".

Exercise number 6. "Compliment"

Purpose: increasing self-esteem of participants, updating their personal resources.

Participants are invited to thank each other for the time spent together. And compliment each other.

Reflection:

What new did you learn in class?

What did you like?

What difficulties did you encounter during the course?

Lesson #3

Target: the formation of internal self-control and the ability to restrain negative impulses.

Tasks:

1. develop skills to control emotions;

2. develop skills to control negative behavior;

3. developing the reflection of one's feelings and emotions in a positive way.

Exercise number 1. "Magic Thickets"

Purpose: to teach adolescents to control their emotions, speech and negative impulses.

Run time: 5 minutes

Each participant tries to penetrate the center of the circle, formed by closely pressed "magic algae" - all the other participants. "Algae" understand human speech and feel touch. The driver must, with the kindest words and gentle movements, persuade the "algae" to let him into the center of the circle. The rest of the participants should not miss the driver under any circumstances. Then, at the end of the game, it is discussed when and under what conditions the algae parted, and under which they did not.

Exercise number 2. "Happy - Angry"

Purpose: to give adolescents the opportunity to understand that they are able to play their emotions, and therefore control them.

Run time: 10 minutes.

Participants sit in a common circle. The facilitator gives the instruction: “Close your eyes and think about what you do when you are happy and what you do when you are angry. First imagine that you are happy. What are you doing then? Where are you in this? Who is next to you? How do you feel in such cases? Where in your body do you feel satisfied?

Now imagine that you are angry. What are you doing? Where are you? Who is next to you? Where in your body do you feel angry?

Now think about what state you are in more often. Choose now one of the feelings - the one that you experience more often. Now close your eyes. Start walking around the room and express the feeling you are in in every possible way. Breathe angrily or contentedly, move in accordance with this mood, make any sounds, correspond to this feeling. Now, please stand in silence and slowly turn into the opposite feeling. If you have been angry, then become content. Now act like a new feeling. Pay attention to what changes in your body when the feeling changes. Maybe it's the breath, maybe something's going on with the eyes.

Stop again and freeze in silence. Now behave as you like, think about how you would call this feeling. Now stop slowly, open your eyes and sit in a circle."

Discussion:

What feeling was hardest for you to express?

How did one feeling change to another?

Which of the feelings did you like more and what did you like about it?

Have you managed to change your feelings?

Exercise number 3. "Restrain yourself"

Goal: Control your emotions.

Run time: 10 minutes.

Participants are offered on cards options for various situations that should be lost, but at the same time it is necessary to restrain their negative emotions or behavior. Situations can be different, for example, the boy was in such a hurry to get to school that when he was preparing breakfast for himself, he spilled a mug of hot tea on himself. The participant needs to portray this situation.

Exercise number 4. "Get a hold of yourself"

Purpose: to teach self-restraint.

Run time: 5 minutes.

Explain to the children that when they experience unpleasant emotions: anger, irritation, a desire to hit someone, then you can "pull yourself together", i.e. stop yourself. To do this, you need to take a deep breath and exhale several times. Straighten up, close your eyes, count to 10, smile, open your eyes.

Exercise number 5. "Ice Butterfly"

Purpose: the formation of internal self-control, attention to tactile sensations, the development of imagination.

Run time: 5 minutes.

Materials: ball.

Procedure: a ball is passed from hand to hand in a circle, which, depending on the instructions, is either an ice, a hot potato, or a butterfly.

Exercise number 6. "Let's fight!"

Purpose: removal of psycho-emotional stress, transformation of negative emotions into constructive ones.

Run time: 5 minutes.

The psychologist offers the child to “quarrel”, while calling each other names can only be fruits and vegetables. Then the psychologist offers to “praise” each other, calling them different colors.

Exercise number 7. "Sculpt Anger"

Objectives: to teach to direct energy into a certain type of activity, to relax your hands.

Run time: 15 minutes

Materials: clay or plasticine.

Ask the teen to think of the situation (person) that causes the most aggression on their part.

Ask them to think about which parts (parts) of the body they feel the most anger on. Discuss it.

When a teenager talks about his feelings, ask him: “What does your anger look like?”, “Can you portray it by molding it from plasticine?”

It is important to discuss the work of each of the children, and note: what the teenager portrayed; how he felt when he molded his anger; can he speak on behalf of his figurine (to reveal hidden motives and feelings); whether the state changed when he completely molded the figure. Next, you should ask teenagers what they want to do with their figurines (many crumple, tear the figurines to pieces, others want to change them, fix some parts or fashion something new). what does he feel when he sculpts a new version; ask to speak on behalf of the new figurine; what he feels now.

Reflection:

What new did you learn in class?

What did you like?

What difficulties did you encounter during the course?

Exercise number 8. "I want to say thank you"

Purpose: to end the session in a positive mood.

Run time: 5 minutes.

Instruction: We often, and maybe not very often, say "thank you". So accepted. It is customary to thank for gifts, for a delicious dinner, for the service rendered and for much more. The word "thank you" is pleasant not only to the one who hears it, but also to the one who pronounces it. Don't believe? Let's check. Often we forget or simply do not have time to thank a person for something important that he has done or is doing for us. We will now sit in silence for two minutes. At this time, try to remember the person to whom you would like to say "thank you" and what exactly you are grateful for. When you are ready, I will ask you to say who you would like to thank and for what. Start by saying, "I want to say thank you..."

Lesson number 4.

Purpose: to reduce negative feelings.

Tasks:

1. Removal of emotional stress.

2. Using activity to express emotions.

Exercise number 1. Greeting.

Teenagers are invited to greet each other in unusual ways. Everyone becomes in a circle, each in turn shows his way of greeting, everyone else repeats after him.

Exercise number 2 "Box of insults"

Purpose: through active actions to throw out negative experiences.

Materials: cardboard box and newspaper.

The participant crumples pieces of newspaper into balls and throws them at the wall. They fall, remaining on the floor, and he continues to crumple more and more pieces of newspaper and throw them at the wall until he gets tired. If the participant has been offended, then he can be advised to accompany each throw with words addressed to the offender. When the teenager gets tired and calms down a bit, you can collect paper wads with him and fold them until the next time, explaining to him that he can always use them alone in his room when he again feels strong tension and the desire to be angry.

Exercise number 3. "Shout louder"

Target: getting rid of negative emotions.

The children are invited to shout out the words that arise in them during aggression.

Exercise number 4 "I am what I am, I am what I would like to be."

Target: the formation of the image of "ideal - I".

On sheets of paper, write on one side “I AM WHAT I AM”, on the other side - “I AM WHAT I WOULD LIKE TO BE” and answer the question “WHAT I NEED TO DO TO BECOME WHAT I WOULD LIKE TO BE”.

Exercise number 5. "Car wash"

Task: stress relief in the group.

Instruction:

The group is divided into two parts and stand in lines facing each other. The first person becomes a "machine", the last - a "dryer". The “machine” passes between the ranks, everyone is washing it, stroking it, carefully and gently rubbing it. The “dryer” should dry it, i.e. hug. The one who has been washed becomes a “dryer”, a new “car” comes from the beginning of the line. So until everyone has been a "machine".

Reflection:

What new did you learn in class?

What did you like?

What difficulties did you encounter during the course?

Lesson number 4.

Goal: Development of skills for effective interpersonal interaction.

1. Removal of emotional stress;

2. Expression of negative emotions through the verbalization of feelings;

3. Learning the skills of effective interaction.

Exercise number 1. "Please"

Purpose: establishing contacts between participants, relieving emotional stress.

All participants in the game, together with the leader, stand in a circle. The host says that he will show different movements (physical education, dance, comic), and the players should repeat them only if he adds the word “please” to the show. Whoever makes a mistake is eliminated from the game, goes to the middle and performs some task, for example, smile, jump on one leg, etc.

Exercise number 2. "Bad and good"

Target: the formation of self-control.

Participants evaluate their main character traits, naming, for example, 5 good traits and 5 bad traits. It is necessary to determine which of the traits depend on the person himself and can be controlled and changed by the person himself.

Discussion: What traits, emotions a person can control himself.

Exercise # 3. “Negative images”

Target: the study of the motives of one's own aggressive behavior, the expression of negative emotions through the verbalization of feelings.

Psychologist: “Each of you often sees the consequences of your aggression, but does not always understand; cannot explain the causes that caused it. Our true motives or intentions are often hidden from us. When you find the cause of your aggression, determine the purpose it serves, you will finally learn to understand its nature. Now we will try to understand this problem.

Divide into pairs and sit opposite each other.

Try to mentally return to the gallery of "negative" images. You can refer to any character. Determine what you don't like about this person, and speak out loud to your partner opposite, as if he is the same person.

So, in front of you is a person who annoys you, at whom you are angry and offended. Start the phrase with the words “I don’t like this person ...”, this and that, and finish at your discretion, with the words “and therefore I am angry with him”, “and therefore I want to scold him”, “and therefore I want to hit him, ”etc. After you say the phrase, pass the word to the partner, then he to you, and so we say the phrases in turn.”

After completing the exercise, the difficulties in its implementation are discussed: their feelings, whether it was easy to find what causes anger and aggression. The group then shares the feelings that came up during the exercise.

Exercise number 4. "Magic shop" Zlatogorskaya O.

Purpose of the exercise: teaching interaction skills.

During "trading" the participant begins to think actively about the real goals and meanings of life.One of the group members comes to the "magic store", the seller in which is the leader of the group. The magic seller can offer the participant everything that one can wish for: health, career, success, happiness, love ... but requires that the buyer also pay for it with what he values ​​​​in life: health, love, etc.

Exercise number 5. "Claps in a circle"

Target: emotional stabilization of the group.

Game progress: The facilitator gives the following instruction: "Now we will clap our hands 1 time, moving clockwise. As soon as I suddenly clap my hands 2 times, the movement of the clap begins in the opposite direction."As the game progresses, many participants will make mistakes that should be addressed, for example, with the help of the following questions:Why are you wrong?Why missed?Who interfered with you?

Reflection.

Lesson number 6.

Purpose: development of skills for constructive resolution of conflict situations.

1. Introduce ways to effectively resolve conflict situations.

2. Work out the skills of behavior in the discussion.

Exercise number 1. Exercise "Greeting"

The purpose of the exercise: warm-up, greeting the participants to each other.
Participants are invited to form a circle and divide into three equal parts: "Europeans", "Japanese" and "Africans". Then each of the participants goes in a circle and greets everyone "in their own way": "Europeans" shake hands, "Japanese" bow, "Africans" rub their noses.

Exercise number 2. Brainstorming method "Methods of Effective Interpersonal Communication"

Exercise number 3. "Catastrophe in the desert"

Objectives: to develop the skills of behavior in a discussion, the ability to debate, to be persuasive, to study the dynamics of a group dispute on specific material, to discover the traditional mistakes made by people in polemics, to train the ability to highlight the main thing and weed out the “husk”, to see the essential features of objects, to learn be aware of strategic goals and subordinate tactical steps to them, etc.

When discussing the results, the facilitator should focus on such aspects as receiving feedback from the participants about each other (due to its emotional richness, the game allows you to “turn off” the psychological defense mechanism at least for a while and become yourself - that is why it is effective on the first stages of group work).

Time: at least one and a half hours.

Each participant receives a special form (or draws it according to the instructions of the facilitator).

The facilitator gives the group the following instructions:

— From now on, all of you are passengers of an airliner flying from Europe to Central Africa. While flying over the Sahara desert, a fire suddenly broke out on board the aircraft, the engines failed, and the airliner crashed to the ground. You miraculously escaped, but your location is unclear. It is only known that the nearest settlement is located at a distance of about 300 kilometers from you. Under the wreckage of the plane, you managed to find fifteen items that remained intact after the crash.

Your job is to rank these items according to their importance to your salvation. To do this, you need to put the number 1 next to the most important item, the number 2 - the second most important and so on up to the fifteenth, the least important for you. Fill in the first column of the form with numbers. Everyone works independently for fifteen minutes.

List of items:

Hunting knife.

Pocket flashlight.

Flight map of the area.

Polyethylene raincoat.

Magnetic compass.

Parachute red and white.

A pack of salt.

Sunglasses for everyone.

A liter of vodka for everyone.

Pocket mirror.

After completing the individual ranking, the leader invites the group to break into pairs and rank the same items again within ten minutes already together with the partner (in this case, the second column in the form with the list of items is filled with numbers). The next stage of the game is a general group discussion in order to come to a common opinion on the order of the items, for which at least thirty minutes are allocated.

Observing the work of the participants clearly shows the degree of formation of the skills to organize a discussion, plan their activities, make compromises, listen to each other, argue their point of view, and control themselves. Often unfolding heated disputes-battles, when no one wants to listen to the opinions of others, clearly demonstrate to the participants themselves their incompetence in the field of communication and the need to change their behavior.

At the end of the discussion, the facilitator announces that the game is over, congratulates all participants on a safe rescue and offers to discuss the results of the game. The first question, which the facilitator asks all the participants to answer in a circle, is the following: “Are you personally satisfied with the results of the last discussion? Explain why".

The answers of the participants are necessarily accompanied by reflection, the purpose of which is to comprehend the processes, methods and results of individual and joint activities. The resulting discussion is fueled by the facilitator asking clarifying questions like this:

What caused your satisfaction (dissatisfaction)? How do you think your discussion was moving in the right direction or not?

Has a common rescue strategy been developed? What prevented you from taking an active part in the discussion? Do you disagree with the decision? Why didn't you manage to defend your opinion?

Who most influenced the outcome of the group decision, that is, in fact, turned out to be the leader who managed to lead the group?

What exactly in the behavior of the leader allowed him to make him listen to himself? At what stage did the leader appear?

In what ways did other participants seek agreement with their views?

What behaviors were the least effective?

What only interfered with the overall work?

How should the discussion be structured in order to reach a common opinion in the fastest way and not infringe on the rights of all participants?

Discussing the results of the game should lead the group to figure out for themselves the question of how best to organize discussions, how to avoid rough clashes in the dispute and to encourage others to accept their opinion. As a rule, during the discussion a very wide range of problems is touched upon: the phases through which almost any discussion passes, the leader and his qualities, effective communication skills, self-presentation skills, etc.

If necessary, the facilitator only helps to more clearly formulate the patterns found by the participants. Self-analysis by the participants of their own behavior, which is enriched by feedback from other members of the group, is of great importance. It depends on the facilitator that this feedback does not turn into a series of mutual accusations, but is constructive and accepted by the participants.

Almost always there is a question about the "correct" answer to the problem of discussion. Such an answer is given by the presenters, but with the proviso that this is the opinion of foreign experts, with which we have the right to disagree, but are forced to take into account the importance of choosing a rescue strategy for ranking objects: either move through the desert to people, or wait for help from rescuers. If in the group during the discussion the question of strategy was practically not raised, then at this stage it is found that some of the participants tacitly meant the first option, while the other part meant the second. This reveals another reason for mutual misunderstanding.

So the answers are:

The option “Wait for rescuers” (by the way, according to experts, is preferable).

One and a half liters of water for each. In the desert, it is necessary to quench your thirst.

Pocket mirror. Important for signaling air rescuers.

Light coat for everyone. Will cover from the scorching sun during the day and from the coolness of the night.

Pocket flashlight. Also a means of signaling pilots at night.

Parachute red and white. And a means of covering from the sun, and a signal to rescuers.

Hunting knife. A weapon for food.

Polyethylene raincoat. Means for collecting rainwater and dew.

Hunting rifle with ammunition. It can be used for hunting and for giving a sound signal.

Sunglasses for everyone. Help protect your eyes from the glare of the sand and the sun's rays.

Portable gas stove with cylinder. Since you don't have to move, it can be useful for cooking.

Magnetic compass. It does not matter much, since there is no need to determine the direction of movement.

Flight map of the area. Not needed, as it is much more important to know where the rescuers are than to determine your location.

Key to edible animals and plants. In the desert there is not a wide variety of flora and fauna.

A liter of vodka for everyone. It is permissible to use as an antiseptic for disinfection in case of any injuries. In other cases, it is of little value, since if ingested, it can cause dehydration of the body.

A pack of salt. It has practically no significance.

Option "Move to people". The importance distribution will have a slightly different form:

One and a half liters of water for each.

A pack of salt.

Magnetic compass.

Flight map of the area.

Light coat for everyone.

Sunglasses for everyone.

A liter of vodka for everyone.

Pocket flashlight.

Polyethylene raincoat.

Hunting knife.

Hunting rifle with ammunition.

Pocket mirror.

Key to edible animals and plants.

Parachute red and white.

Portable gas stove with cylinder.

Clarification of mutual impressions and open exchange of feedback in the early stages of the training is sometimes difficult, and although this game remains useful and effective, it is not able to completely remove the psychological defenses of the participants. To relieve tension at this stage, psycho-gymnastic games with a relaxation orientation are used.

Reflection.

Lesson number 7.

Purpose: development of non-verbal skills of effective interpersonal interaction.

1. Develop the ability to understand the emotions of other people.

2. To form the ability to listen.

Exercise number 1. Greeting "How do deer greet"

Do you know how deer greet? Let's say hello: ears, nose, eyes, shoulders, etc. etc. And now, as people, let's shake hands.

Exercise number 2. "Stubborn centipede"

Goals:
a) to test on experience the effectiveness of partnership in terms of communication;
b) awaken team emotions of mutual support, responsibility, cohesion;
c) to practically work out ways of peaceful, without violence, solving urgent problems in a group of representatives of opposite interests and tasks.
Band size: 8-20 participants.

Time: depending on the size of the playing field and the number of players, on average - 3-7 minutes for each of the two stages of the game.
Exercise progress:

All participants gather in the center of the playing area, creating a circle with their backs inward and faces outward of the circle. We hold hands, forming a living ring.
Rules of the game:

The main rule that applies throughout the game: you can not unhook your hands and break the circle! During the first stage of the game, you can not communicate - talk, exchange information.

Each of the players determines for himself any place within the playground where he would like to get.
On command, everyone should try to reach their designated place as soon as possible and stay there for at least three seconds. After all the team players have visited their chosen places, you can inform the coach about the completion of the group task. The faster the team completes the task, the better the result will be recorded at the end of the game.
Concluding the explanation of the rules, it is necessary to recall that communication between the participants in any form is strictly prohibited. In addition, whenever the players unhook their hands, the progress of the group is stopped until the living ring is fully "recovered".
If there are no questions, then the command "Start!" you can start the game.
When each of the participants reached the intended goal, he announces the result - how long it took to complete the group task.

We pass to the second stage. It has the same rules, except for one significant change: players are allowed to talk, they can work out some kind of group strategy.

Exercise number 3. "Chain of speech"

Target: training the ability to hear and listen, to concentrate on a partner; development of memory and auditory perception abilities.

The group sits in a circle. The first participant proposes the first sentence on the topic given by the trainer. The second repeats it and adds the next, and so on. along the chain to make a coherent story. The game will go "with accumulation".

Exercise number 4. "Mirror"

Now we propose to perform several simple tasks, or rather, to simulate their implementation. Listen carefully to the assignments. There are only four of them. The tasks are as follows:

1) sew on a button;

2) going on the road;

3) bake a cake;

4) perform in the circus.

The peculiarity of these tasks is that you will perform each of them in pairs, and the partners will stand against each other, and one of them will become a mirror for a while, i.e. will copy all the movements of his partner. Then the partners switch roles. But first, let's break into pairs. Please. The couples are ready, let's get down to work. So, all couples take turns doing tasks of their choice. One of them is the performer, and the other is his mirror image, imitating all the movements of the performer. The rest of the group members are spectators, they watch the couple play and give the partner, who plays the role of a mirror, an artistry score. Then the partners in the pair change roles. Pairs take turns changing, so all its members speak in front of the group. Everyone acts in two roles: as a performer and as a mirror. The group evaluates the actors playing the role of a mirror on a five-point system. Then the scores of all participants will be summed up and everyone will be able to find out about the success of their work as a mirror. So let's start the show. Please. Thank you. Let's summarize. Each participant calculates for himself the total group score received by him in the role of a mirror. So, let's sum up. Thank you. Our mirror test is over.

Reflection.

Lesson number 8.

Target: expansion of ways understanding, developing the ability to recognize emotions.

Tasks:

1. Develop the ability to understand emotions.

2. Form the importance of understanding the emotions of other people.

Exercise number 1. "Hello, I really like ..."

Participants have the right to end the conversation at their own discretion, but the beginning of the dialogue should be just that.

Exercise number 2. Why is it important to understand the feelings and emotions of others?

Exercise # 3. Exercise "Transferring feelings in a circle"

All members of the group sit very tightly to each other on chairs in a circle. Everyone closes their eyes. The task is to convey some feeling around the circle without words, only using touches to the next sitting member of the group, in accordance with the transmitted feeling. The coach nominates whoever does it first. After that, the participant can open his eyes, and the member of the group who has perceived the transmitted feeling must pass it on to the next member of the group. At the same time, it is not at all necessary to exactly repeat the movements of the previous member of the group, the main thing is to convey the same feeling, state, while you can use other movements, touches.

After the feeling is passed around the circle, it is returned to the one who sent it. At this point, everyone is sitting with their eyes open. Everyone, starting with the first participant, is asked what feeling he received, what he sent. As a result, one or those people are found, due to which the distortion occurred.

Exercise number 4. "Atoms and molecules"

A little initial adjustment is needed: the group is asked to close their eyes and imagine that each person is a small atom, and atoms are known to be able to combine and form molecules, which are quite stable compounds. This is followed by the words of the facilitator: “Now you will open your eyes and begin to move randomly in space. At my signal (the signal is subject to negotiation) you will unite into molecules, the number of atoms in which I will also name. When you're ready, open your eyes." Participants begin to move freely in space and, having heard the leader's signal, unite into molecules. Having moved, for some time, as an integral compound, the molecules again disintegrate into individual atoms. Then the leader gives the signal again, the participants unite again, and so on.

If the last number of atoms in the molecule is two, then the exercise is a good way to pair up the group for later work.

Purpose of the exercise: empathic diagnosis of personal qualities; expansion of the repertoire of ways of mutual understanding.

Participants of the training are invited to write down 10 qualities on the card: tenderness, the ability to empathizethe ability to create a good mood,emotionality,benevolence, intelligence, organizational skills,strength of character determination, creativity.
The list can be changed depending on the composition of the group and the objectives of the lesson. If necessary, the facilitator gives an explanation of the meanings of these qualities.Then each participant must decide which quality is present in someone from the group to a greater extent than him and approaches this person with the phrase: "Please share with me, for example, your ability to sympathize" request, notes this quality on his card. Thus, you need to go around the whole group, asking everyone for some quality (or several). On the card of each participant there will be marks about what qualities he was in demand by others, and what qualities he requested himself.

After completing the task, the participants sit in a circle for discussion. Discussion of the results can take place both in terms of quantitative and qualitative composition of features.

Reflection.

Lesson #9

Purpose: to teach teenagers to constructively defend their point of view.

Tasks:

1. To form the ability to defend one's point of view;

2. Expand the ways of communication.

Exercise number 1. "Let's Say Hello"

Purpose: greeting and mood for further work.

Run time: 5 minutes.

At the beginning of the exercises, the teacher and teenagers talk about different forms of greeting, real and comic. Then teenagers are invited to say hello with their shoulder, arm, back, etc. and come up with your own unusual ways of greeting and say hello with them. It will be much better if the movements and methods of greeting are not repeated.

Exercise number 2. "My goals"

Purpose: to find ways to effectively achieve goals.

Each participant briefly talks about his important goals, how he is going to realize them, what has already been done and is being done for this, answering possible questions from the group.

Exercise number 3. "Cat Leopold"

Target : increasing the level of communication, teaching ways of persuasion.

One “mouse” is selected from the group, all the rest become “cats”. Each "cat" receives a piece of paper with his name, one of them is called Leopold, and all the rest - other cat names, for example, Vasily, Murka, etc. At the same time, a participant of any gender can become a Leopold, and the coach emphasizes this to the group. The psychologist reminds the group of the plot of the Leopold cartoon. In this cartoon, the friendly and harmless cat Leopold is trying to make friends with the mice, which are constantly playing dirty tricks on him.

In this exercise, the cats will also need to convince the mouse that they are harmless and can be dealt with. The trick is that of all our cats, only one is called Leopold and it is he who wants to make friends with mice. All other cats are dangerous predators who only pretend to be friendly. The task of each cat is to convince the mouse that he is the harmless Leopold. The task of the mouse is to identify the real Leopold.

The cats are given 5 minutes to prepare, after which they perform, explaining to the "mice" why they are harmless. "Mouse" evaluates the performances and says which of the cats she believed.

Exercise number 4. "My criticism"

Purpose: expansion of ways of communication.

Everyone remembers the situation of their unsuccessful criticism and plays it out in turn, using the algorithm of constructive criticism and referring to one of the partners. The partner agrees with criticism when he is disposed to it.

Exercise number 5. "Request"

Purpose: to develop the ability to defend one's point of view

Everyone remembers a situation in which you wanted to get something and tell about this thing.

Reflection.

Lesson #10

Purpose: to consolidate the ways of constructive behavior.

Tasks:

1. formation of a friendly attitude towards each other;

2. repetition of ways to overcome aggression;

3. increasing the level of optimism in life.

Warm-up exercise number 1. "The dragon catches its tail"

Purpose: warm-up.

Run time: 5 minutes.

Description of the exercise. The group stands in a column, each participant holds the belt of the person in front. The beginning of the column is the "head" and the end is the "tail" of the dragon. The "head" is trying to grab the "tail", and he, of course, is trying to dodge. When performing this exercise, the entire column moves, but the participants do not open their hands. You can repeat the game several times, while it is desirable to change the order of building participants in the column.

Survey:

What do you remember about dealing with aggression?

Name them?

And which ones do you use?

Exercise number 2. "What I have achieved"

Target : to identify the dynamics of changes in the behavior of adolescents.

Participants draw a picture "My achievements",circle “What do I like, what do I love about myself?”.Participants answer the question. It is important to ensure that the participants speak in a confident and joyful tone, not downplaying their dignity, but exaggerating them (I'm incredibly smart). The group supports each member.

Discussion:

1. My achievements

2. What do I like, what do I love about myself?

Exercise number 3. "Gift of mankind"

Goal: increase self-esteem in achieving positive life goals.

Run time: 20 minutes.

I am a gift to mankind.

Host: “Every person is a unique being. And it is necessary for each of us to believe in our exclusivity. Think about what your exclusivity, uniqueness is. Consider that you are truly a gift to humanity. Justify your statement, for example: "I am a gift to humanity because I can benefit the world in..."

After 5 minutes of reflection, the guys in a circle express their thoughts. The group supports their comrade with applause and statements: “It really is!”

Note: don't stop teens, even if the facilitators don't think their arguments are convincing.

Exercise number 4. "In what I was lucky in this life"

Purpose: increasing the level of optimism in life, completing the lesson.

Run time: 5 minutes.

Participants sit in a circle, they need to talk about what they were lucky in life. The exercise starts with the leader. If a participant finds it difficult to speak, the other participants can help him in this.

Exercise number 5. "Suitcase".

One of the participants comes out. And the rest begin to pack a suitcase for him on the road, in which he picks up what, according to the group, will be useful to him for communicating with people. All wishes are recorded and handed over as a keepsake.

Reflection.

Appendix 2

Diagnosis of the state of aggression using a questionnaire Bassa-Darki.

Instructions: Read the question carefully. On the answer sheet, answer "yes" if you agree with this statement, "no" if you do not agree.

1. At times I can't handle the urge to harm others.

2. Sometimes I gossip about people I don't like.

3. I get irritated easily but calm down quickly.

4. If I am not asked in a good way, I will not fulfill the requests.

5. I don't always get what I'm supposed to.

6. I know that people talk about me behind my back.

7. If I disapprove of my friends' behavior, I let them feel it.

8. When I happened to deceive someone, I experienced excruciating remorse

9. It seems to me that I am not able to hit a person.

10. I never get irritated enough to throw things.

11. I am always indulgent to other people's shortcomings.

12. If I don’t like the established rule, I want to break it.

13. Others almost always know how to take advantage of favorable circumstances.

14. I am wary of people who treat me a little more friendly than I expected.

15. I often disagree with people.

16. Sometimes thoughts come to my mind that I am ashamed of.

17. If someone hits me first, I won't answer him.

18. When I get irritated, I slam doors.

19. I am much more irritable than I think.

20. If someone poses as a boss, I always act against him

21. I am a little saddened by my fate

22. I think that many people do not like me.

23. I can't resist arguing if people don't agree with me.

24. People who dodge work should feel guilty.

25. Someone who insults me and my family asks for a fight

26. I am not capable of rude jokes

27. I am furious when I am mocked.

28. When people pretend to be bosses, I do everything so that they do not become arrogant

29. Almost every week I see someone I don't like.

30. Quite a few people envy me

31. I demand that people respect me.

32. I am depressed by the fact that I do little for my parents.

33. People who constantly harass you are worth getting punched in the nose.

34. I am never gloomy with anger

35. If they treat me worse than I deserve, I don't get upset

36. If someone pisses me off, I don't pay attention.

37. Although I don’t show it, I sometimes get jealous

38. Sometimes it seems to me that they are laughing at me.

39. Even if I'm angry, I don't use strong language.

40. I want my sins to be forgiven

41. I rarely fight back, even if someone hits me.

42. When it doesn't work out my way, I sometimes get offended.

43. Sometimes people annoy me just by their presence.

44. There are no people I would truly hate

45. My principle: "Never trust strangers"

46. ​​If someone annoys me, then I am ready to say everything that I think about him

47. I do a lot of things that I later regret.

48. If I get angry, I can hit someone

49. Since childhood, I have never shown outbursts of anger.

50. I often feel like a powder keg about to explode.

51. If everyone knew how I feel, I would be considered a person who is not easy to get along with.

52. I always think about what secret reasons make people do something nice for me.

53. When someone yells at me, I start yelling back.

54. Failure makes me sad

55. I fight no less often and no more often than others

56. I can remember cases when I was so angry that I grabbed a thing that came under my arm and broke it

57. Sometimes I feel ready to start a fight first.

58. Sometimes I feel that life is treating me unfairly.

59. I used to think that most people were telling the truth, but now I don't believe it.

60. I swear only out of anger

61. When I do wrong, my conscience torments me.

62. If I need to use physical force to protect my rights, I use it

63. Sometimes I express my anger by banging my fist on the table.

64. I can be rude to people I don't like.

65. I have no enemies who would like to harm me

66. I don’t know how to put a person in his place, even if he deserves it.

67. I often think that I lived wrong.

68. I know people who can get me into a fight.

69. I don't get upset over little things.

70. It rarely occurs to me that people are trying to anger or insult me.

71. I often only threaten people, although I do not intend to carry out threats.

72. Lately I've become a bore

74. I usually try to hide my bad attitude towards people.

75. I'd rather agree with something than argue

Keys:
Answers are evaluated on eight scales:

1. Physical aggression:"yes" = 1, "no" = 0 questions: 1,25,31,41,48,55,62,68; "no" = 1, "yes" = 0 questions: 9.7

2. Indirect aggression:"yes" = 1, "no" = 0 questions: 2,10,18,34,42,56,63; "no" = 1, "yes" = 0 questions: 26.49

3. Irritation: "yes" = 1, "no" = 0 questions: 3,19,27,43,50,57,64,72; "no" = 1, "yes" = 0 questions: 11,35,69

4. Negativism: "yes" = 1, "no" = 0 questions: 4,12,20,28; "no" = 1, "yes" = 0 questions: 36

5. Resentment: "yes" = 1, "no" = 0 questions: 5,13,21, 29, 37,44,51,58

6. Suspicion:"yes" = 1, "no" = 0 questions: 6,14,22,30,38,45, 52.59; "no" = 1, "yes" = 0 questions: 33,66,74, 75

7. Verbal aggression:"yes" = 1, "no" = 0 questions: 7, 15, 23, 31, 46,53,60,71,73; "no" = 1, "yes" = 0 questions: 33, 66, 74, 75

8. Guilt: "yes" = 1, "no" = 0 questions: 8, 16, 24, 32, 40, 47, 54,61,67
The hostility index includes scales 5 and 6, and the aggressiveness index (both direct and motivational) includes scales 1, 3, 7.
The norm of aggressiveness is the value of its index, equal to 21 plus or minus 4, and hostility - 6.5-7 plus or minus 3.

"Test - hands" (handtest)

The hand test is a projective technique aimed at studyingaggressive attitude. Developed by B. Braiklin, Z. Piotrovsky, E. Wagner.

Scales: aggression, indication, fear, emotionality, communication, dependence, demonstrativeness, mutilation, active impersonality, passive impersonality, description

Purpose of the test

The Wagner hand test is designed to diagnose aggressiveness. The technique can be used to examine both adults and children.
Test instructions:

“Look carefully at the images offered to you and say what, in your opinion, does this hand do?”. If the subject finds it difficult to answer, he is asked the question: “What do you think the person who owns this hand is doing? What is a person with such a hand capable of? Name all the options you can imagine.
Note:

Stimulus material - standard 9 images of the hand and one without an image (similar to a blank card in the Thematic Apperception Test), when shown, they are asked to imagine the hand and describe its imaginary actions. Images are presented in a certain sequence and position. With a fuzzy and unambiguous answer, they ask for clarifications, they ask: “Well, what else?”, But they do not impose any specific answers. If the experimenter feels that his actions are met with resistance, it is recommended to move to another card. You can hold the card in any position. The number of answer options on the card is not limited and not stimulated in such a way as to arouse the resistance of the subject.

Interpretation:

1. Aggression (agg). This category includes responses in which the hand is perceived as threatening, injuring, attacking, abusing, dominating, or actively grasping another person or object. The unconscious purpose of "Agg" behavior is punishment and redemption.

2. Directivity (dir). This category includes responses in which the hand is perceived as dominating, guiding, directing, commanding, overriding, interfering, or otherwise actively influencing the other person. This also includes responses in which the hand seems to be directed towards communication, but this direction is secondary to the intention to subordinate the other person to one's influence.

3. Fear (WITH). Responses in this category reflect fear of retribution. They reducelikelihood of overt aggressive behavior. It can be assumed that having too many of these responses increases the likelihood of overt aggressive behavior (in an overt act called imagined attack).The category of fear includes responses in which the hand is presented as the victim.own aggression.

4. Affectation (Af). This category includes responses in which the hand is representedmaking an affective gesture or an affectively benevolent gesture. Handsappear as offering (not asking for or receiving) friendship or helpothers.

5. Communication (communication) - (Com). These are responses in which the hand communicates ormakes an attempt to communicate with a person who appears to be equal or superiorcommunicator. It is assumed that the communicator needs the audience more than the audience needs him, or that there is a relationship between the communicators and the audience.mutual symmetrical connection.What is clear in these responses is that the communicator wants feedback andaccepting that he wants to be understood by his audience. These answers imply that there is a need for "a desire to share difficulties", "a desire to be understood and accepted", etc.

6. Dependency (Sv). This category includes responses in which, the hand is active orpassively seeks support or help from another person. successfulthe realization of the tendency to this action depends on the explicit or impliedthe need for kindness from others. Categoryincluded answers in which the hand subordinates itself to other persons, which may bereflected in this answer: "welcome hand."

Exhibitionism (Ex) . This category includes responseswhich the hand manifests itself in one way or another. It includes responses thatthe hand participates in some kind of exhibitionistic act or deliberately manifests itself.

Crippledness (Cl). This category includes hands that appear asdeformed, damaged, defective, etc.

Active impersonal (A-b) - motor activity. This category includes answers,reflective action tendencies in which the hand changes its physical positionor resist gravity.

10. Passive impersonal (Pb) - passivity. This category includes answers,reflecting impersonal tendencies to action, in which the hand does not change its physical position or passively obeys the force of gravity.

11. Description (O). This category includes responses that are morephysical description of the hand. The patient may have certain "moods"associated with the hand, however, no associations with action tendencies or kinesthetic associations are observed.

Tendency to openly aggressive behavior is determined by the formula: I = (Agg + Dir) - (Aff + Com + Dep) or I = (Agg + Dir) - (Aff + Com + Dep + F)

Test "Non-existent animal"

Instruction : Invent and draw a non-existent animal and call it a non-existent name.

Indicators and interpretation:

Normally, the drawing is located along the midline of a vertically set sheet. The position of the drawing closer to the top edge of the sheet is interpreted as high self-esteem, as dissatisfaction with one's position in society, lack of recognition from others, as a claim for promotion and recognition, a tendency to self-affirmation. The position of the picture in the lower part is the opposite trend: self-doubt, low self-esteem, depression, indecision.

The head is turned to the right - a steady tendency towards activity, efficiency. The subject actively proceeds to the implementation of his plans, inclinations. The head is turned to the left - a tendency to reflection, to reflection.

The meaning of the detail “ears” is direct: interest in information, the significance of the opinions of others about oneself. A slightly open mouth in combination with the tongue in the absence of lips is interpreted as a great speech activity, in combination with lips drawing - as sensuality; sometimes both together. An open mouth without drawing the tongue and lips, especially a drawn one, is interpreted as the ease of fears and fears, distrust. Mouth with teeth - verbal aggression, in most cases - protective (snarls, bullies, is rude in response to addressing him with condemnation, censure).

Additional details are located on the head, for example, horns - protection, aggression. Determine by combination with other signs - claws, bristles, needles - the nature of this aggression: spontaneous or defensive-response. Feathers - a tendency to self-decoration and self-justification, to demonstrativeness. Mane, hair, a kind of hairstyle - sensuality, emphasizing one's gender and sometimes orientation to one's sexual role.

Bearing, supporting part of the figure(legs, paws, sometimes a pedestal). It is necessary to pay attention to the nature of the connection of the legs with the body: the connection is accurate, carefully or carelessly, weakly connected or not connected at all - this is the nature of control over one's judgments, conclusions, decisions. Uniformity and unidirectional shape of the legs, paws - conformity of judgments and attitudes in decision-making, their standardity, banality. The variety in the form and position of these details is the originality of attitudes and judgments, independence and non-banality.

Tails express their attitude to their own actions, decisions, conclusions, to their verbal products, judging by whether these tails are turned to the right (on the sheet) or to the left. Tails turned to the right - attitude towards one's actions and behavior. To the left - attitude to one's thoughts, decisions; to missed opportunities, to their own indecision.

Contours of the figure . They are analyzed by the presence or absence of protrusions (such as shields, shells, needles), drawing and darkening of the contour line. This is protection from others, aggressive if it is made in sharp corners; with fear and anxiety, if there is a darkening, "staining" of the contour line; with apprehension, suspicion, if shields, barriers are placed, the line is doubled. The direction of such protection is in accordance with the spatial location: the upper contour of the figure is against the higher, against persons who have the opportunity to impose a ban, restriction, to exercise coercion, i.e. against older people, parents, teachers, bosses, leaders; lower contour - protection against ridicule, non-recognition, lack of authority among subordinate subordinates, juniors, fear of condemnation; lateral contours - undifferentiated apprehension and readiness for self-defense of any order and in different situations; the same if the protection elements are located not along the contour, but inside the contour, on the body of the animal itself. On the right - more in the process of activity (real), on the left - more protection of one's opinions, beliefs, tastes.

Thematically, animals are divided into threatened, threatening, neutral (likeness of a lion, hippopotamus, wolf, or bird, snail, ant, or squirrel, dog, cat). This is an attitude to one's own person and to one's Self, an idea of ​​one's position in the world, as if identifying oneself by significance. The degree of aggressiveness is expressed by the number, location and nature of the angles in the picture, regardless of their connection with one or another detail of the image. Especially significant in this respect are direct symbols of aggression - claws, teeth, beaks. comically humorous names (“rhinochurka”, “bubble”, etc.) with a correspondingly ironically condescending attitude towards others.

Appendix 3

Criteria of aggressiveness (observation scheme for a teenager)

1. Often loses control of himself.

2. Often argues, swears with adults.

3. Often refuses to follow the rules.

4. Often deliberately annoying people.

5. Often blames others for his mistakes.

6. Often gets angry and refuses to do anything.

7. Often envious, vengeful.

8. Sensitive, reacts very quickly to various actions of others (children and adults), which often irritate him.

Indicators:

High aggressiveness - 8 - 7 points.

Average aggressiveness - 6 - 4 points.

Low aggressiveness - 1-3 points.

1

1. Tuguleva, G.V., Kupriyanova, A.A. Psychological support of aggressive behavior of older preschoolers / G.V. Tuguleva, A.A. Kupriyanov // World of childhood and education: Sat. materials of the VIII part-time All-Russian scientific and practical. conferences with the invitation of representatives of the CIS countries. - Magnitogorsk: Magnitogorsk Publishing House. state tech. un-ta im. G.I. Nosova, 2014. - 282 pp., pp. 191 - 196.

2. Kryazheva, N.L. Development of the emotional world of children / N.L. Kryazhev. - Yaroslavl: Academy of Development, 1996. - 208 p.

One of the urgent problems of the social and personal development of children is to overcome aggressiveness, since the presence of aggressiveness has a negative impact on the results of any activity of preschoolers. An aggressive child often feels rejected, useless. The cruelty and indifference of parents leads to a violation of the parent-child relationship and instills in the soul of the child the confidence that they do not love him.

Among aggressive children, we identified four groups of aggressive behavior of children:

By external behavioral manifestations of aggressiveness (by the frequency and severity of aggressive actions;

According to their psychological characteristics (level of thinking, arbitrariness);

By the level of development of gaming activity;

According to their social status in the peer group.

The studied psychological and pedagogical features of the aggressive behavior of children made it possible to identify methods of work with aggressive manifestations of children:

Complete disregard for the reactions of the child;

Expression of understanding of the feelings of the child;

Positive designation of behavior;

Control over your own negative emotions;

Reducing the tension of the situation;

Discussing wrongdoing;

Preservation of the positive reputation of the child;

Demonstration of a model of non-aggressive behavior.

To overcome aggressive behavior in children of middle preschool age, we have developed a technology, the implementation of which was tested in the course of industrial practice.

In the context of our study, correctional and developmental technology is a system of pedagogical and psychological measures (a set of means and methods of theoretically substantiated learning and upbringing processes) that contribute to the full development of all children, to overcome deviations in their development. Based on this definition, we present the content of the technology of psychological and pedagogical correction of aggressive behavior in children of senior preschool age:

Lesson 1. "Be brave." Purpose: to create conditions for reducing anxiety by securing the child's position as a director.

Tasks: to create conditions for reducing stress in children; to promote the formation of children's faith in their own strength, the ability to behave constructively in a new situation.

Material: hats for brother Bom and Min. Sheet of paper, paint.

Lesson progress:

Good afternoon guys, I invite you to greet each other.

1. Greeting "Give a gift to a friend":

Portray a gift that you can pantomime.

2. Conversation: "What does it mean to be brave?"

3. Continue the tale:

Now we will play a fairy tale with you. Which role would you like to play?

Children choose. The teacher-psychologist reads, the children show.

“There lived, there were two brothers - Bom and Min. Bom was strong, brave and never lost heart (the psychologist shows a brave, cheerful; asks the child to repeat), and Min was afraid of everything, cried and often did not know what to do (the psychologist shows a timid, whiny brother; asks the child to repeat). The brothers were very friendly and were always together (the psychologist takes the child by the hand and shows how Bom and Min were friends).

But one day an evil dragon attacked their country. He took away all the food from people (shows an evil dragon, "flies" around the room; asks the child to repeat). Then, Bohm decided to drive this dragon away. He got ready, said goodbye to his parents, brother and friends, got on his horse and left (shows how. Bom said goodbye to everyone and rode on a horse; asks the child to repeat). Min wanted to go with his brother, but he was very afraid, so he stayed at home (shows how Min was afraid; asks the child to repeat).

A long time passed, and there was no news from Bohm. Then the parents sent Min to rescue his brother and chase away the dragon. Ming cried for a long time, but there was nothing to do - he got ready, got on his horse and set off (shows how Ming cried, got on his horse and rode slowly; asks the child to repeat). Ming arrived at the dragon's cave. He looks, and the dragon turned Bohm into stone (depicts a stone; asks the child to repeat). Min was frightened, he wanted to run away (the psychologist shows how Min was frightened; asks the child to repeat), but then the Good Wizard appeared ... "

Children are invited to answer problematic questions:

4. Drawing-discussion. Children are invited to draw their favorite fairy tale character.

5. Relaxation "Ball":

Imagine that now we will inflate balloons with you. Inhale the air, raise an imaginary balloon to your lips and, puffing out your cheeks, slowly inflate it through parted lips. Watch with your eyes how your ball gets bigger and bigger, how the patterns grow on it. Blow carefully. Now show them to each other.

6. Ritual of farewell "Give a smile to a friend." Children sitting in a circle pass their smile to each other.

Lesson 2. "The development of empathy." Purpose: the formation of empathic behavior.

Tasks: emotional revival of children; to form in the minds of children the importance and significance of showing sympathy for a friend; promote the development of empathy for peers; educate children to be kind to each other.

Lesson progress:

1. Greeting "Let's give a smile to each other." Children, standing in a circle, turn to each other and greet each other with a smile in a chain.

2. "Give a gift to a friend." Children are invited to draw and pantomime a gift to a friend.

3. Etude "Save the chick."

The teacher gives examples of proverbs and sayings about a friend and friendship. He says that birds need our help, offers to save a little chick:

Imagine that you have a small helpless chick in your hands. Stretch your arms palms up. Now warm it up, slowly, one finger at a time, fold your palms, hide the chick in them, breathe on it, warming it with your even, calm breathing, put your palms on your chest, give the chick the warmth of your heart and breath. And now open your palms and you will see that the chick joyfully took off, smile at him and do not be sad, he will still fly to us!

4. Ritual of farewell "In the circle of friends."

Lesson 3. "Be kind."

1. Greeting. Children, standing in a circle, greet each other in a chain, squeezing the palm of the one on the right.

2. The game "Airbus". In the Airbus game, children work in small groups and must act in a very coordinated way - after all, the Little Airbus needs to be given a sense of confidence and a smooth flight. When the Little Airbus feels he can trust the children who carry him, he will close his eyes and enjoy the flight.

Game progress: “Which of you has ever flown on an airplane? Can you explain what keeps the plane in the air? Do you know what types of aircraft are? Do any of you want to be Little Airbus? The rest of the class will help the Airbus "fly". Okay, Petya, you are the first Airbus to "fly". Lie down on the blanket with your stomach and spread your arms out to the sides like the wings of an airplane. Now I would like one person to stand on each side of the Airbus. Sit down and slide your hands under his legs, stomach and chest. One of you should slowly count to three, and then everyone stands together and lifts the Airbus from the field ... (Wait until the children lift the Airplane.)

So, now you can slowly vilify the Airplane around our premises. When Petya feels completely confident, he will close his eyes. Let the Airplane "fly" in a circle and slowly "land" on the blanket again.

When the Airbus is “flying”, you can comment on its “flight” and pay special attention to the accuracy and careful attitude of children towards the driver. Then other children play this role. You can ask Airbus to choose who will carry it. When you see that the children are doing well, it will be possible to "launch" two Airbuses at the same time.

Analysis exercise: How did you feel as an Airbus? Did you trust those who carried you? When did you start feeling confident? How did you feel as an Airbus Porter? Did the Porters work together? Which child would you willingly trust to carry you?

3. The game "Paper balls". This game gives children a great opportunity to get back alert and active after they have been doing something for a long time while sitting. It also allows them to let go of their anxiety, tension, or frustration and enter into a new rhythm of life.

Game materials: Old newspapers or something similar; adhesive tape, which can be used to mark the line separating the two teams.

Instructions: Take each one a large sheet of an old newspaper, crumple it properly, and make a good, fairly dense ball out of it. Now divide into two teams, please, and let each of them line up so that the distance between the teams is approximately four meters. On my command, you will start throwing balls at the opponent's side. The command will be: “Ready! Attention! Started!”.

The players of each team strive to throw the balls on their side into the opponent's side as quickly as possible. When you hear the command “Stop!”, you will need to stop throwing balls. The team with the fewest balls on the floor wins. And please don't run across the dividing line.

4. Game "Dragon".

Game progress: The players stand in a line, holding on to each other's shoulders. The first participant is the “head”, the last is the “tail”. "Head" - should reach out to the "tail" and touch it. The "body" of the dragon is inseparable. Once the "head" has grabbed the "tail", it becomes the "tail". The game continues until each participant has played two roles.

5. Farewell. Children holding hands say: "Goodbye!".

Lesson 4. "Believe in yourself."

1. Greeting.

2. Drawing "Pearl of my soul."

Children convey their mood, their thoughts, fears in the form of a picture.

The teacher-psychologist tells children about their own fears, thereby showing that fear is a normal human feeling and should not be ashamed of it. Then the children show their drawings and tell what they have drawn.

3. Story meditation "My soul".

Have your child sit down and relax. Have him close his eyes and take a few deep breaths in and out. Now you can invite him on a journey through the inner spaces. Ideally, if you have a melody that includes the sounds of the sea (of course, without words) as musical accompaniment.

You can start a story-meditation: “The soul of every person is like the sea. Then it is bright and calm, the sun glare shines on its surface, delighting others. Then a storm will fly in, the waves are bubbling, crushing and sweeping away everything that has turned up in their path. At these moments, others may be afraid of the sea and avoid it. But whatever the weather, it's different at the bottom of the sea. Let's try to descend into the transparent turquoise water column. Do you see a flock of small shiny fish swimming past us? Here is a starfish. We swim even deeper. There, at the very bottom of the sea, lies the true treasure of your soul. This is a gem. Only you can take it in your hands. Come closer and take a look at it. What kind of light does she give off? What are her dimensions? What is she on? Take it gently in your hands. Other people have such pearls in their souls, but nowhere are there even two identical ones. Do you hear sounds? She probably wants to tell you something important about yourself! Listen to her carefully, because she knows that you are unique, good, special. Did you hear well what she told you? If yes, then carefully lower the pearl back to the bottom of your soul. Thank her for making you feel happy. Well, it's time to sail back. When I count to ten, you will swim to the surface of the sea, emerge and open your eyes.

Note. This game will imperceptibly perform two tasks at once: relieving the child's muscular and emotional tension and raising his self-esteem, faith in his uniqueness and usefulness.

4. Farewell. The children, holding hands, call the name of the person on the right in a circle and say goodbye.

Lesson 5. "You are loved."

1. Greeting. 2. Exercise "Mirror".

“Now you need to complete several simple tasks, or rather, to portray their implementation. Listen carefully to the assignments. There are only four of them: 1) sew on a button; 2) going on the road; 3) bake a cake; 4) perform in the circus.

You will perform each of them in pairs, and the partners will stand against each other, and one of them will become a mirror for a while, i.e. will copy all the movements of his partner. Then the partners switch roles. But first, let's break into pairs. Please. The couples are ready, let's get down to work. So, all the couples take turns doing the tasks of their choice.

One is the performer, and the other is his mirror image, imitating all the movements of the performer. Then the partners in the pair change roles. Pairs change in turn, so that all its members act in front of the group in two roles.

2. Drawing "Magic Journey". Children are invited to draw the country, city or place where they would like to visit.

Children show their drawings and tell what they have drawn.

3. The game "Prince and Princess".

Children share in pairs: a boy - a girl. In turn, each pair is invited to portray the princess and the prince. In various activities, for example: how they read a fairy tale, how they dance, how they walk, draw, play, etc.

All the guys are great! You are real princes and princesses!

4. The game "Good - evil cats."

Game progress: Children are invited to form a large circle, in the center of which lies a hoop. This is a "magic circle" in which "transformations" will take place. The child goes inside the hoop and, at the signal of the leader (clapping his hands, the sound of a bell, the sound of a whistle), turns into a feisty cat: hisses and scratches. At the same time, it is impossible to leave the “magic circle”. The children standing around the hoop repeat after the leader in chorus: “Stronger, stronger, stronger ...”, and the child depicting a cat makes more and more “evil” movements. On a repeated signal from the leader, the “transformations” end, after which another child enters the hoop and the game is repeated. When all the children have been in the "magic circle", the hoop is removed, the children are divided into pairs and again turn into angry cats at the signal of an adult. (If someone did not have enough pair, then the leader himself can participate in the game.) A categorical rule: do not touch each other! If it is violated, the game stops immediately, the host shows an example of possible actions, and then continues the game. On a repeated signal, the “cats” stop and can exchange pairs. At the final stage of the game, the host invites the "evil cats" to become kind and affectionate. On a signal, the children turn into kind cats that caress each other.

5. Farewell.

Lesson 6. "Love loved ones." 1. Greeting "Circle of Friends". Children stand in a circle, holding hands, greet each other by name.

2. Exercise "Why my family loves me."

Children are invited to tell why adults love them and why they love adults.

3. Drawing "Holiday at home!".

4. The game "Sun". Children are invited to name their neighbor on the right affectionately.

5. Farewell ritual "Give a smile to a friend."

Lesson 7. "Know how to cope with aggression." 1. Greeting.

2. Exercise - relaxation "Ship and wind".

“Imagine that our sailboat is sailing on the waves, but suddenly it stops. Let's help him and invite the wind to help. Inhale the air into yourself, draw in your cheeks strongly ... And now exhale the air noisily through your mouth, and let the wind that breaks free drives the boat. Let's try again. I want to hear how the wind blows!” The exercise can be repeated 3 times.

3. The game "Go away, anger, go away."

The child is invited to lie on his back on the carpet and put pillows near him on the right and left. Then invite the child to close his eyes, and to be with his feet on the floor, and with his hands on the pillows and shout “Go away, anger, go away!”. The exercise lasts about 3 minutes, and then the same time (3 minutes), the child lies quietly on his back, arms and legs spread out, and listens to calm music.

4. The game "Stubborn pillow".

Game progress. The psychologist prepares a magic pillow in advance (a pillow with a black pillowcase, and turning to the children says: “The Fairy Fairy gave me a pillow, it’s not simple, but magical. Stubborn people live inside it. They make you capricious and stubborn, let’s drive them away.” Child hits the pillow with his fists with all his might, and the adult says: "Stronger, stronger", when the child's movements become slower, the exercises stop. Then the teacher offers to listen: "Stubbornness in the pillow?", The child puts his ear to the pillow and listens. - The stubborn people got scared and silent in the pillow.

5. Farewell.

Lesson 8. "Final". 1. Greeting "Circle of Friends". 2. Exercise-relaxation "Ball". (Children sit on chairs). Lean back in the chair with your back straight and relaxed, arms folded across your chest so that your fingers converge. Take a deep breath through your nose, imagine that your stomach is a balloon. The deeper you inhale, the bigger the ball.

Now exhale through your mouth to push the air out of the balloon. Don't rush, repeat. Breathe and imagine the balloon filling with air and getting bigger and bigger.

Exhale slowly through your mouth as if the air is coming out of a balloon. Pause, count to five. Breathe in again. Exhale, feel how the air comes out through the lungs and mouth. Breathe and feel how you are filled with energy and good mood.

3. Ritual of farewell "Sun rays". Everyone stands in a circle, stretching their hands forward to the center of the circle. Everyone should feel like a warm ray of sunshine and join hands.

Bibliographic link

Kupriyanova A.A., Tuguleva G.V. TECHNOLOGY OF PSYCHOLOGICAL AND PEDAGOGICAL CORRECTION OF AGGRESSIVE BEHAVIOR IN CHILDREN aged 6-7 // International Student Scientific Bulletin. - 2015. - No. 5-2 .;
URL: http://eduherald.ru/ru/article/view?id=13303 (date of access: 01/04/2020). We bring to your attention the journals published by the publishing house "Academy of Natural History"