Preparing pupils for independent life in boarding schools of the VIII type as a guideline for creating a “graduate model” - presentation. "Preparing orphans for independent family life in an orphanage
The Build Yourself Program provides various forms organization of pupils during their stay in the orphanage, consists of 13 sections
This course on the program for the development of communication skills helps to establish adequate interpersonal relationships, improve communication skills, strengthen respect for others and self-esteem, and correct your behavior.
Download:
Preview:
The upbringing of orphans and children left without parental care in modern Russian society is being implemented in the context of economic and political reform, which has significantly changed the socio-cultural life of the younger generation, the functioning of educational institutions.
The program complies with the Law of the Russian Federation "On Education" and the Model Regulations on an educational institution for orphans and children left without parental care, and is aimed at the spiritual and moral formation of the individual, the development of the child's abilities, his cognitive interest, the formation of social skills, necessary in life self-determination.
The program provides for various forms of organization of pupils during their stay in the institution: classes as a specially organized form of education; unregulated activities of children, organization of free time during the day; and combines various activities, taking into account the age capabilities of pupils. The content of the program was developed on the basis of the following principles: humanistic orientation (the attitude of the educator towards children and adolescents as responsible subjects of their own development, as well as an interaction strategy based on subject-subject relations); natural conformity (raising children according to their gender and age, forming responsibility for the development of themselves, for the environmental consequences of their actions and behavior); cultural conformity (education is based on universal values); the effectiveness of social interaction (expanding the spheres of communication, the formation of social and everyday skills). The principle of concentration of education on the development of the social and cultural competence of the individual suggests that the strategy and tactics of education are aimed at helping the pupil in mastering the socio-cultural experience and free self-determination in the social environment. The educational process is built as a logical ascent from age to age, each new step is a step up in the spiritual, physical and social development.
Section 1
Self-identification of the norm of gender-role behavior of a person modern culture
Age | |
3-6 years old | Know your name, surname, brothers, sisters, other relatives; age, gender, body parts, body functions. Who am I and who will I be (man, woman) |
7-10 years old | The secret of my "I"; my self-portrait (the ability to see and understand oneself); appearance of a boy, girl; individuality of a person as an originality of relations with the world; the ability to take others for granted |
11-14 years old | Age stages; adulthood and its characteristics. Changes in the body due to the onset of puberty. Pedigree. Family roots. The distinctive role of men and women in society |
15-18 years old | Family roles of a person: mother, father, grandmother, grandfather, etc. The importance of each family member for her well-being. Love as the basis of family life. The role of the family in human life. The moral foundations of the relationship between boys and girls. Femininity and masculinity |
Section 2
Hygiene as a condition for conservationhealth and life
Age | Social knowledge, abilities, skills |
3-6 years old | Rules and sequence of morning and evening toilet; hair care rules oral hygiene, body, vision protection. Nature and human health. Clothing, its purpose, care for clothes and shoes. Rules for storing things; neatness in clothes. Use of hygiene items: handkerchief, napkins, comb, toothbrush, etc. |
7-10 years old | Daily body care; morning and evening toilet, hair care, hands, face during the day. Mirror as a hygienic assistant. Hardening of the body, physical education, sports. Daily routine, study, rest. Hygiene of mental work. Compliance with the rules of self-control for the correct posture, gait, posture. Neatness and cleanliness of clothes, shoes; caring for them |
11-14 years old | Personal hygiene of a teenager. Hardening of the body, sports. Basic information about infectious diseases and their prevention. Smoking and alcoholism, their impact on the human body |
15-18 years old | Hygiene for boys and girls. Rules for skin care. Formation of individual appearance. Makeup basics. Rules of self-government by the body. Principles and norms of a healthy lifestyle for young men and women, medical and social consequences of their non-compliance. The impact of health status on career choice and family formation |
Section 3
Ethical standards of lifeas a regulator of human behavior
Age | Social knowledge, abilities, skills |
3-6 years old | Behavior at the table; ability to use utensils, napkins. Behavior outdoors, indoors. Forms of requesting, expressing gratitude, greetings, farewells. Various appeals to "you" and "you". Communication with peers, older adults, adults. Friendliness in communication |
7-10 years old | Behavior in the dining room (esthetics of eating, cleaning dishes), in the assembly hall, at a concert, in public places (exhibition, museum, park, shop, clinic, etc.) Behavior at school, respect for books, clothes, property. Reading culture. Expansion of information about the forms of address to elders, peers, strangers. General information about various etiquette situations (congratulations, wishes, requests, the ability to empathize, argue). Mastering comradely norms of relations (care for each other, highlighting the merits of each, mutual assistance, sympathy); demeanor |
11-14 years old | Behavior in public places (library, post office, market, shop, etc.) Behavior at a party; visits for various purposes (to the patient, to the family of a classmate, visit of congratulations). The culture of speech when communicating on the phone; speech etiquette as a form of attitude towards a person; the formation of the habit of focusing on the other. Acquaintance, friendship, fellowship, friendship. Person in a group: group selection, study groups, interest groups, suppression groups. Verbal and non-verbal labels. Gesture, facial expressions, tone, posture, gait, gaze, etc. |
15-18 years old | Behavior in public places (cafe, theater, museum, lecture, dance party, hotel, train station) and transport (bus, tram, train, plane). A culture of speech. Etiquette situations of acquaintance, invitation, appeal, attracting attention. Features of human behavior in different spheres of life and with different social roles. The ability to keep your "I". Improving Behavior |
Section 4
Communication with children and adults
Age | Social knowledge, abilities, skills |
3-6 years old | Give in to each other, talk calmly, willingly fulfill requests, instructions from adults, use toys together, have your own attitude to the actions of peers, evaluate your actions |
7-10 years old | The habit of being friendly, benevolent; rejection of rude speech. Communication skills with younger children, peers, older children, adults |
11-14 years old | Relationships with loved ones strangers. The development of communicative qualities in the process of specially organized activities. Tolerance towards others. Formation and development of an intimate-personal form of communication |
15-18 years old | Openness and goodwill in alliance with restraint and correctness of behavior. Attitude to troubles, failures, hardships, grief and suffering. Types of communication (business, free, play, during the holidays, holidays, etc.). Ability to use various forms of communication (conversation, discussion). Ability to avoid conflict. Active participation of pupils in various specially organized situations of communication (game, work, study, holiday, leisure, etc.) Formation of intimate-personal relationships (friendship, passion, love) |
Section 5
The natural world around us. Man as part of nature. ecological culture
Age | Social knowledge, abilities, skills |
3-6 years old | The life of the forest, plants, fields. Life of animals. Natural and weather conditions of human life. Man's communication with nature: the ability to see and hear nature, learn to perceive nature; observation of natural phenomena |
7-10 years old | The ability to perceive, protect and create the beauty of nature. Respect for the aesthetic tastes of another person. Ability to build a fire, pick berries, mushrooms. Rules of conduct while hiking |
11-14 years old | Local history. Fauna and flora of the place where the child lives |
15-18 years old | Communication between man and nature. Display of nature in art. Inanimate nature in the culture of life: stones, sand, water. Careful attitude to "nature near" |
Section 6
Fatherland (Motherland) as a placewhere the person was born
and know the happiness of life
Section 7
Legal norms of life
Age | Social knowledge, abilities, skills |
3-6 years old | The inviolability of a person's subject-material property: do not touch, do not use, do not appropriate an object belonging to another. Respect for public property. Spiritual integrity of a person: attentiveness, delicacy, sensitivity, generosity, tact. Honesty as the norm of a cultured person |
7-10 years old | The rights and obligations of pupils. The state in relation to another person: regulation, control, coercion, care, encouragement, punishment |
11-14 years old | Russian Constitution. Economic, social and cultural human rights |
15-18 years old | Law enforcement system. Criminal law. Crime. Legal culture is the most important element of the general human culture |
Section 8
Culture of interactionwith living environment
Age | Social knowledge, abilities, skills |
3-6 years old | A place to sleep. Play and work area. Cleaning corners, preparing a place to sleep |
7-10 years old | Your workplace. Rules for the preparation of places for educational, labor, leisure and gaming activities and recreation |
11-14 years old | Culture of interaction with the living environment. Workplace culture (lighting, arrangement of personal items, school supplies) |
15-18 years old | Participation in planning, interior design of the place of residence and activities |
Section 9
Formation of skills and labor skills
Age | Social knowledge, abilities, skills |
3-6 years old | Know how to play mobile role-playing games. Know and be able to use: radio, TV, socket, electric bell, vacuum cleaner. Open and lock the door. Kitchen> its purpose, kitchen utensils, dish care techniques. Rules for the use of cutlery. Be able to prepare tea, cut bread, vegetables; make simple salads on your own, know what porridge is cooked from. Do it yourself: paper appliqués, ikebana, products made from natural materials. Work: with pencils, paints, plasticine, clay, scissors, needles, threads, etc. |
7-10 years old | Be able to play mobile, intellectual games. Know and be able to use the iron, washing machine, grater, meat grinder, electric stove, refrigerator. Washing rules. Table setting rules. Use of cutlery for the intended purpose. Be able to cook: dishes from potatoes, cabbage, vegetable salads, cook jelly, compote. Do it yourself: appliqués from fabric, straws, Stuffed Toys, darn, knit. Work: with simple tools, on a manual sewing machine |
11-14 years old | Be able to play mobile, sports, intellectual games. Ability to use a mixer, juicer, telephone, tape recorder. Participation in the preparation of the festive table, evening tea, etc. Be able to cook: soups, dairy dishes, pancakes, cocoa, coffee, puddings, pancakes, casseroles. Do-it-yourself: wood products, toys for babies, clothes repair |
15-18 years old | Ability to use a camera household appliances. Participation in the preservation of vegetables, fruits, berries. Be able to cook: meat, fish dishes, yeast dough products, confectionery. Do-it-yourself: the simplest repair work of equipment, housing, sewing and knitting for yourself. Work with household appliances |
Section 10
home care rules,plants, animals
Age | Social knowledge, abilities, skills |
3-6 years old | Clean up toys, use a broom, a vacuum cleaner. Mastering the basic techniques for caring for indoor plants. Introduction to pets. Mastering the basic rules for caring for pets |
7-10 years old | House cleaning, home care products. Growing indoor plants. Care of plantings, top dressing of plants, cultivation of seedlings. Participation in other agricultural activities. Pet care, feed preparation |
11-14 years old | Furniture care, home preparation for winter: insulation of windows, doors. Work in the garden, in the garden, in the greenhouse. Harvesting, participation in other agricultural work. Caring for animals located in a living corner on mini-farms; fodder harvesting |
15-18 years old | Bathroom, sink, toilet care; rules for the use of detergents; the frequency of cleaning the kitchen; interior design, participation in repairs (whitewashing, painting, wallpapering the walls, etc.). Work in the garden, in the garden, on mini-farms. Harvesting, laying vegetables for storage. Animal care |
Section 11
Get to know the profession
Age | Social knowledge, abilities, skills |
3-6 years old | Participation in role-playing games; honoring adults on their day professional holiday. Participation in work on career guidance of local history (the history of crafts, the history of labor dynasties of the village, city, orphanage) |
7-10 years old | To get acquainted with the profession: a driver, a salesman, a doctor, an educator, a postman, a seamstress, a builder, a machinist. Honoring adults on the day of their professional holiday. Tsrofoorientation local history |
11-14 years old | Get acquainted with the work of food industry enterprises, transport and communications, agricultural enterprises; institutions of primary vocational education |
15-18 years old | Familiarize yourself with the work of public utilities, medical institutions; institutions of higher professional education |
Section 12
Economics and its role in human life. Financial and monetary standards of life
Age | Social knowledge, abilities, skills |
3-6 years old | Through role-playing games, teach children how to use money, give them the opportunity to buy some goods on their own |
7-10 years old | Initial ideas about forms of ownership. On behalf of adults to do their own shopping. Money and labor. Way to make money. Begging as a low way of acquiring money. Theft as a criminal way of obtaining money. Financial cleanliness of a person |
11-14 years old | Labor in the household. Household efficiency. Own garden, kitchen garden, subsidiary farm as economic objects. Sources of income in the family. What determines the economic well-being of the family |
15-18 years old | Budget, income, family expenses. Cost planning. Analysis of daily expenses. Saving money. Distribution of money for a certain period of time (day, week, month, year, etc.) |
Section 13
Security basicsvital activity
Age | Social knowledge, abilities, skills |
3-6 years old | The main sources of danger indoors, in the yard, on the street, in nature. Know the basic rules of safe behavior, the rules for picking berries, mushrooms, herbs. Know the name of the street, city; buildings in the immediate vicinity. The main objects of the village, town, city |
7-10 years old | Safe route to school, shop, etc. Rules of conduct in case of fire, other natural disasters. Orientation on the ground. Know the detailed address, navigate in the plan-scheme of the city, the main social facilities. Personal space of a person: subject space, the place that a person occupies in the lives of other people |
11-14 years old | Know the rules of behavior in emergency situations. Rules of conduct in a criminal situation. Individuality of a person as a peculiarity of relations with the world |
15-18 years old | Be able to find a way out of difficult situations (quarrel, fight, loss, theft, attack). Self defense and its limits. Behavior in conditions of extortion and blackmail. My "I" as a separate inner world. Harmony and disharmony of my "I". The interaction of my "I" with the world: how the world accepts me; how I accept the world. Life position "to have", "to be", "to create" |
Literature
1. Abdrakhmanova G.S. Criteria and performance indicators of school management. // Science and School, 1998, No. 6.
2. Actual problems of social work in Russia. // Pedagogy, 1993, No. 6.
3. Alferov Yu. S. et al. Evaluation and certification of educational personnel abroad: A manual for employees of educational authorities and educational institutions. // Ed. Yu. S. Alferova and V. S. Lazareva - M. Russian Pedagogical Agency, 1997.
4. Aramov I. A. Studying a child in an orphanage. // Orphanage, 1928, No. 1.
5. Certification: advantages and disadvantages of the existing model.//Director of the school, 1998, No. 2. ,
6. Bayborodova L. V. Overcoming the difficulties of socialization of orphans. - Yaroslavl, 1997.
7. Belyakov VV Orphan children's institutions in Russia: Historical essay. M .: Research Institute of Childhood RDF "1993.
8. Bestuzhev-Lada I. V. School of the XXI century: Reflections on the future. // Pedagogy, 1993, No. 6.
9. Bozhovich L. I. Problems of personality formation. // Ed. D. I. Feldshein. 2nd ed. Moscow: Voronezh, 1997.
10. Bondarevskaya E. B. Humanistic paradigm of personality-oriented education. // Pedagogy, 1999, No. 4.
11. Bocharova VG Socio-psychological diagnostic and correctional tools. M.: Consortium "Social Health of Russia", 1999.
12. Brockhaus F. A., Efron I. A. Orphanages. Encyclopedic Dictionary. SPb., 1892.
13. Bruskova E. Family without parents. Moscow: Center for the Development of Social and Pedagogical Initiatives, 1993.
14. Vasilyeva V. M. Orphanage and its tasks in the third five-year plan. // Soviet Pedagogy, 1939, No. 11-12.
15. Vasilyeva V. M. About orphanages according to pedagogical journals. // On the way to a new school, 1924, No. 7.
16. Vinogradova E. V. Features of interpersonal relations in orphanages and boarding schools: dissertation. M., 1992.
17. age-related features of the mental development of children. // Ed. I.V. Dubrovina, M.I. Lisina. Moscow: Pedagogy, 1982.
18. Education and development of children in an orphanage. Reader. Ed. – comp. N.P. Ivanova. M.: APO.
Teacher - educator: Hodyachikh E.V.
Explanatory note
He who thinks he can do without others
is greatly mistaken.
The one who thinks that
that others cannot do without it.
F. La Rochefoucauld
The proposed program is aimed at developing the communicative culture of schoolchildren. The topics of the classes reflect the personal problems of children of this age, so they can be used for all students as a prevention of adverse processes. In the classroom, teenagers gain knowledge on how to communicate, exercise in the application of acceptable behaviors, master the skills of effective communication.
This course helps to establish adequate interpersonal relationships, improve communication skills, strengthen respect for others and self-esteem, and correct their behavior.
In the process of conducting classes, the facilitator monitors the relations of the participants, tries to prevent situations leading to conflicts, and forms friendly relations among children.
Program goal: formation of adequate communication skills with peers and adults in the surrounding society.
Tasks : to consolidate the skills of conflict-free communication at different levels; motivate students to apply inner world, analysis of their own actions; develop a positive moral position in relation to the world around, other people, to yourself.
Methods and forms of work:conversation; role-playing game; interpersonal communication exercises; breathing and movement exercises; methods of self-expression (in drawing, in creating an image).
Expected results: as a result of the implementation of this
programs, children acquire:
Ability to communicate effectively and effectively;
Awareness of one's individuality and the desire for deeper self-knowledge;
Ability to follow the rules and express their negative emotions in socially acceptable ways;
The ability to empathize and reflect.
Work is carried out in groups of 5 - 12 people. The duration of the lesson is 1 hour. The frequency of meetings is once a week. Designed for students in grades 5-8.
Thematic planning
No. p / p | Subject | Duration | Dates |
Lesson #1 | "Let me introduce myself" | 1 hour | 1 Week |
Lesson #2 | "Hey personality, | 1 hour | 2 weeks |
Lesson #3 | "I'm in the human world" | 1 hour | 3 week |
Lesson number 4 | "Behavior and Culture" | 1 hour | 4 week |
Lesson number 5 | "Communication in my life" | 1 hour | 5 week |
Lesson number 6 | "Communication and Respect" | 1 hour | 6 week |
Lesson number 7 | "Conflict - inevitability or..." | 1 hour | 7 week |
Lesson number 8 | Is a compliment serious? | 1 hour | 8 week |
Lesson number 9 | "It's hard to live without friends in the world..." | 1 hour | 9 week |
Lesson number 10 | "On the way to harmony..." | 1 hour | 10 week |
Total: | 10 hours |
ACTIVITY #1.
"Let me introduce myself"
Target: introduction to the course adoption of the rules of behavior in the group, development of proper acquaintance skills; creation of prerequisites for the emergence and development of interpersonal relationships.
Materials: whatman paper, the questionnaire "Here I am" by the number of participants, a tape recorder, audio recordings.
1. STARTING A LESSON
The facilitator tells briefly about himself, about the goals of the course.
Information block
Leading. Starting today, we will be studying in lessons that are not quite like the usual ones. Our classes are lessons in communication. Their goal:in an atmosphere of mutual trust and psychological openness to know themselves, to develop skills and abilities to establish friendly relations with other people.
Someone is not confident in himself and his abilities, timid and shy. And the other, on the contrary, is too active and energetic. Some children worry about the fact that they do not have friends: they are indecisive, they do not know how to get to know each other, make friends. There are girls and boys who quickly get to know each other, are sociable, but there is no close and good friend who can be trusted with secrets. Someone has a difficult character: he often upsets his parents, conflicts at home, at school, on the street. Such a person suffers from rash acts, but cannot cope with it.
I hope that our meetings will be useful and interesting for you. Why? Because every person strives to be smart, fair, strong. It is natural to want to have many friends, to be respected and loved; understand and appreciate yourself and others. We begin to learn to be self-confident, resolute, cheerful and kind. I will be glad if you see ways to improve your character and position among friends, if you understand how you can bring up important independent living personality traits.
The basis of everything that will happen in the group is trust and sincerity. Therefore, we will work in a circle. The circle in which we sit is the space of our group. This is an opportunity for open communication. The shape of the circle creates a sense of integrity, completeness, allows you to feel a special community, facilitates mutual understanding and interaction. In this space there is nothing and no one except ourselves and what we bring here in ourselves. This is the most important thing. Our communication will help to understand ourselves and others. We will recognize ourselves through the feelings that we evoke in each other, through the relationships that will develop here.
How do people usually greet each other? What movements do they make? The spectrum is wide enough: from nods to kisses. Let's take a look at the handshake. Why do people shake hands with each other? Just such a tradition, which means that everything could be different. For example, some African tribes rub their noses when they meet. Now we will try to greet each other in new, unusual ways.
2. WARM-UP
Exercise "Cheerful greeting".
The leader turns on any dance music, and the children begin to walk around the room (you can jump, dance). After the host’s words “one, two, three, find a friend!” each child must find a mate and stand side by side. The host commands: “Say hello with your ears, little fingers, heels, forms
knees ... "So in the process of playing, children learn about the existence of various
greetings.
Each time during the musical break, the child should stand next to a new player.
The game can be ended when everyone greets everyone present.
Analysis: what greetings were the most interesting?
3. WORK ON THE TOPIC OF THE LESSON
Leading. In order for everyone to be comfortable working in a group, it is necessary to adopt rules.
Group rules
Need to | It is forbidden |
Look at who you are talking to. | Threatening, fighting, calling names, mimicking and grimacing. Evaluate others, define and criticize. |
The formulated rules are drawn up on a piece of drawing paper and hung on the wall.
Rain game.
Participants sit in a circle and open eyes repeat the movements that the leader shows:
- rustle, rubbing their palms together;
- snapping fingers
- clap their hands softly;
- hit themselves with their palms on their thighs, stomp their feet.
After the sequence of movements has been learned, the host warns that now everyone will close their eyes and begin to repeat the sound that he will make. First, the host rustles, rubbing his palms. Immediately touches the head of one of the children. This child begins to rustle his palms, and the leader, moving in a circle, touches all the children in turn, until everyone begins to rustle their palms and the sound of drizzling rain is heard, which is gradually gaining strength. (This is a good opportunity for the teacher to pat each child on the head.) The game continues: now the facilitator snaps his fingers, touching all the children in turn, passing the sound around. The drizzle turns into heavy rain. The leader includes the following movement: hand claps. Everyone hears the sound of pouring rain. The rain turns into a real downpour, when the children, following the leader, begin to hit their hips with their palms and stamp their feet. Then the downpour abates in the reverse order: slaps on the thighs, clapping of the palms, snapping fingers, rubbing the palms.
Interview exercise.
Leading. I want to suggest that you play a game that goes like this: you get 10 minutes to learn more about me, that is, to interview. Each of you can ask me a question. For example: Are you married?
List of questions
- Do you have any children?
- How do you treat your children?
Have you ever received twos?
Have you ever flunked an exam?
– What are you proud of?
– Are you afraid of something? Etc.
The game helps to improve contact with children, creates an atmosphere of openness and honesty in the group. The game has an appropriate effect, especially when children behave insecurely or restlessly. After the teacher has answered the questions of the children, he asks the group questions:
- Are there other children in your family besides you?
Are you an older or youngest child in family?
Which of you has the most unusual hobby?
Is there a leader in the class? Etc.
4. HOMEWORK
Fill out the questionnaire (distributed to each child).
5. WARM-UP
Exercise "Bell"
Children become in a circle. Raise alternately the right and left hand up, joining hands in the center of the circle in the form of a "bell". They say "Bom!" and synchronously, forcefully throw their hands down. While inhaling, raise your hands, while exhaling say “Bom!” and throw their hands down. The leader sets the pace.
6. REFLECTION
Participants in a circle characterize their mood, exchange opinions and feelings about the lesson (liked it - didn’t like it, what seemed the most important and useful, what they felt, what thoughts came to mind, etc.).
ACTIVITY #2.
"Hi, individuality, or how I differ from others"
There is no exception to the rule
that everyone wants to be
an exception to the rule.
Malcolm Forbe
Target: give children the opportunity to realize the value and uniqueness of the personality of each teenager; develop the skills of self-knowledge and self-acceptance.
Materials: ball, sheets of paper according to the number of participants, a set of various items (toys, voluminous geometric figures etc.).
1. WELCOME
All members of the group join hands and greet each other, calling each other by name.
2. WARM-UP
Game "Affectionate Name"
Children stand in a circle. The teacher asks to remember how they are affectionately called at home. Then it is proposed to throw the ball to each other. The child to whom the ball hits calls his affectionate name. After everyone has called their names, the ball is thrown in the opposite direction. At the same time, you need to remember and name the affectionate name of the person to whom you throw the ball.
3. ANALYSIS OF HOMEWORK
Children optionally read out their questionnaires “Here I am!”.
Questions:
Which child do you have the most in common with?
Whose answers did you find the most interesting?
What question was the most difficult for you to answer?
Try comparing yourself to someone you know well. It could be a close friend or girlfriend. Look for differences in appearance, style of dress, manner of speaking...
4. WORK ON THE TOPIC OF THE LESSON
Information block.
Conversation "What do I know about myself?"
Leading. What, besides our appearance, makes us different from others?
Various areas are discussed in the form of a group discussion
manifestations of "I". How are children different from each other? What do they have in common?
Participants are given an idea of the structural components of personality:
– “I am physical” (my body, age, gender, features of appearance);
- “I am intellectual” (my mind, ideas, interests);
– “I am emotional” (my feelings, experiences);
- “I am social” (each person plays many social roles at the same time: at school - a student, at home - a son, daughter, grandson, granddaughter; in addition - a collector, athlete, participant in a theater studio).
It is necessary to show the importance of self-knowledge and positive self-perception.
Game "Who am I?"
Participants are given the task to write 10 definitions that answer the question "Who am I?" and are their characteristics.
Each answer should begin like this: "I am..."
Analysis: What is the ratio of positive and negative self-image? What definitions did you put in the first place? Why are these manifestations so important to you?
5. WARM-UP
Game "Homeless Hare"
Participants sit on chairs placed in a circle. One chair is removed. The leader remains in the center of the circle. At will, he chooses any sign that a certain number of participants have, and asks them to change places. For example: "Change places all those who have blonde hair who loves dogs is fond of dancing. Those with this sign stand up and change places with each other. The leader's task is to take the vacant seat. The one who did not have enough chair becomes the leader and comes up with a new sign.
6. WORK ON THE TOPIC OF THE LESSON
Exercise "Find yourself"
Participants are offered a set of various items: a shell, various toys, three-dimensional geometric shapes, etc. It is suggested to look at them and choose one item that is most liked and close to the participant. Task: to come up with and tell a story, a fairy tale, a parable about this subject.
Information block
Leading. Each person is capable of much if he manages to look into himself in time and see the grain that will give reasonable shoots. In adolescence, you need to learn to make decisions, take independent actions and take responsibility for them. An act makes a person. Each person is an individual, an individual. Think about what features are typical only for you. Every child is interesting and talented. How to become a person capable of realizing their full potential? You need to listen to the advice offered by people who have the right to it.
CHARLIE CHAPLIN'S ADVICE
- Don't be afraid to make a decision and see it through to the end.
- Stay productive, creative and take reasonable risks.
- Look for the positive in yourself and show it.
- Don't be presumptuous and don't be afraid to ask questions.
- Look for your interest in various things and try yourself in them.
- Don't miss a moment of good luck.
- Do not make impossible demands on yourself, but at the same time strive to conquer new heights.
- Listen to yourself and study yourself. This will give you the strength to move forward.
- Be clear about your strengths and weaknesses. This contributes to success.
- Learn to enjoy every day you live and learn to learn from it.
- Love people and they will love you back.
7. HOMEWORK
Draw yourself in the form of a plant, an animal.
8. REFLECTION
ACTIVITY #3. “I am in the world of people”
To live happily
I must be in harmony with the world.
L. Wittgenstein
Target: develop communication skills, develop a friendly attitude towards each other.
Materials: a ball of thread, a candle, a tape recorder, an audio cassette.
1. WELCOME
Participants are invited to form a circle and divide into three equal parts: "Europeans", "Japanese", "Africans". Each of the participants goes in a circle and greets everyone in their own way: the “Europeans” shake hands, the “Japanese” bow, the “Africans” rub their noses. The exercise is fun and emotional, it energizes the group.
2. ANALYSIS OF HOMEWORK
All works are posted on the stand. Participants try to guess the identity of the drawings, share their impressions. Children can answer the following questions as they wish:
What did you feel while painting?
Why did he portray himself this way?
Are you satisfied with your portrait?
Why do you think all drawings are different?
3. WORK ON THE TOPIC OF THE LESSON
Exercise "Klub"
Children take turns turning to each other with the words: “I am glad that you, Olya, are next to me.” The first player wraps the end of the thread from the ball around his finger and gives the ball to the person he is addressing. The participant who receives the ball winds the thread around his finger, turns to his neighbor and gives him the ball. When everyone is connected by one thread, raise their hands up, then lower them to their knees. It is very important to do everything at the same time so as not to destroy the general circle. Then the ball is wound in the opposite direction. At the same time, each child winds his part of the thread on a ball, referring to another neighbor with the same words.
Analysis of the exercise: was it easy to say nice things to other children? Has anyone said anything nice to you today? How are you feeling now?
Information block
Leading. Man cannot exist alone. He is in a system of relationships with other people. Relationships between team members, groups can be built on different bases, be in the nature of mutual support or mutual suppression. A mutually supportive system of relations unites people, gives them the opportunity to develop effectively.
Tools for increasing self- and mutual effectiveness:
- respect for each other;
- the desire to understand and empathize with each other;
- the ability to openly express disagreement with the decision of other members of the team on the basis of respect, tact (without using suppression tools).
Exercise "Kind animal"
The facilitator suggests imagining that the whole group has turned into one big kind animal. Everyone listens to how it breathes. Everyone is invited to breathe together: inhale - everyone takes a step forward. Exhale - step back. The animal breathes evenly and calmly. Then it is proposed to listen to how it beats a big heart. A knock is a step forward. A knock is a step back. It is very important to do everything at the same time.
Analysis of the exercise: did all the children adhere to the indicated rules? Did you enjoy the "animal" you were a part of? Did anything surprise you about this game?
Parable "Sun and Wind"
The sun and the wind argued which of them is stronger. A traveler rode across the steppe, and the wind said: “Whoever manages to remove the cloak from this traveler will be recognized as the strongest of us.” The wind began to blow, he tried very hard, but only achieved that the traveler wrapped himself more tightly in his cloak. Then the sun came out and warmed the traveler with its rays. And the traveler himself took off his cloak.
Analysis: what is this parable about? What conclusion can be drawn?
Exercise "Let's live together"
Participants are divided into pairs, forming two circles (external and internal). If, at the command of the leader, the players throw out one finger, then they look into each other's eyes; if at the same time on command (without agreeing) they throw out two fingers, then they shake hands, and if there are three fingers, then they hug. After completing three tasks in pairs, the outer circle moves to the right, and all tasks are repeated. When the number of ejected fingers in a pair does not match, then the command corresponding to the smaller number of fingers is executed.
4. REFLECTION
Exchange of impressions. It is carried out in a circle with the transfer of a burning candle to each other.
ACTIVITY #4 Behavior and Culture
Behavior is a mirror
in which everyone shows
its true form.
I. Goethe
Target: to stimulate behavioral changes, to teach individualized methods of interpersonal communication.
Materials: situation cards, red, green and yellow flags, sheets of paper according to the number of participants.
1. WELCOME
All participants stand in two circles (inner and outer) facing each other. Task: greet each other with eyes, head, hands, words.
2. WARM-UP
Exercise "Massage in a circle"
All participants stand one behind the other, palms resting on the shoulders of the person in front. Each child begins to gently massage the shoulders and back of the person in front. After two minutes, everyone turns 180 degrees and massages the shoulders and back of the partner on the other side.
3. WORK ON THE TOPIC OF THE LESSON
Information block
Leading. Can a person with a lot of virtues be uncivilized? Is there a relationship between the concepts of "behavior" and "culture"?
Cultural behavior is:
Human behavior in accordance with the norms that this society has developed and adheres to;
Certain ways of communication that suggest the rules of behavior in a given situation.
These ways of communicating teach us to behave properly:
At the table;
Be polite and helpful with elders;
Be able to behave in an unfamiliar and well-known society;
Know how to behave at school;
With friends.
The culture of behavior is brought up from childhood. Good manners
everyone needs. If they become an internal need of a person, they will help to a large extent eliminate many reasons for a bad mood, which still sometimes gives rise to rudeness and bad manners in people. “Good decency is based, like the requirements of good taste, on common sense, on the laws of human tact, which are developed without much difficulty by everyone who is demanding of himself and attentive to people,” Lev Kassil wrote. A cultured person is a person who is convinced of the rightness of his behavior. In the models of his behavior in various situations, he relies not on the need to observe external decorum, but on his conscience - the measure of a person's culture.
Exercise "Burn into a circle"
Leading. Stand in one big circle, hold hands. One child should stay behind the circle and try to break into it. As soon as he succeeds, the next one should go outside the circle and try to break into it. Please be careful not to hurt anyone.
Let as many children as possible enter the circle. If the child is unable to do this, please make sure that he is out of the circle for no more than one minute. Children must let this child into the circle, and someone else leaves it and continues the game.
Exercise analysis. what did you do to get inside the circle? How did you feel when you were part of the circle? What did you feel when you entered the circle?
Exercise "Assess the situation"
Participants work in pairs. They receive cards indicating
situation to be played. The rest of the children evaluate the remarks and behavior of the guys. To evaluate the roles played, flags are used: red flag - a person acts dangerously; green flag - the person is doing the right thing; yellow flag - the person is doing the right thing.
Situation 1 . Coupe of the train. There are three people in it. At the next station
a new companion arrives. Show how people in the compartment will communicate.
Situation 2. There is a queue in the store. You asked the last person in line to warn those who come later that you have moved to another department. When you came and took your place, people began to resent.
Situation 3. Your best friend is misbehaving. You know that. Your actions.
The group expresses an opinion on the situation being played out and puts forward versions of the correct behavior. Students are given cards with a list moral qualities for filling.
Children should note the degree of expression of these qualities in themselves. Evaluation goes as follows: B ( high degree expressiveness); C (medium severity); H (low severity); dash (absence of this feature).
moral quality | Properties, signs, elements that characterize this quality of personality | Degree of formation |
Humanity | 1. Gratitude | |
2. Generosity | ||
3. Politeness | ||
4. Goodwill | ||
5. Kindness | ||
6. Compassion | ||
7. Mercy | ||
8. Love for people | ||
9. Caring for others | ||
10. Obedience | ||
11. Generosity | ||
12. The ability to forgive | ||
13. Attention, attentiveness |
Exercise "Gift"
Leading. Now we will give each other gifts. By means of pantomime, everyone depicts an object and gives it to a neighbor on the right(it can be a flower, ice cream, a ball, etc.). Thanks for the gift.
Analysis of the exercise: what do you need to think about and what to do to give a gift? Which is easier: to think about how to act, or to perform an action?
4. REFLECTION
ACTIVITY #5. "Communication in my life"
Target: to give an initial idea of the importance of communication in human life.
Materials: sheets of paper and pens according to the number of participants, a tape recorder, audio recordings.
1. WELCOME
The facilitator invites the children to say hello to each of the group by the hand and at the same time say: “Hi! How are you?" These are the only words to be spoken. You can free your hand from greeting only after the participant begins to greet the next member of the group with the other hand.
2. WARM-UP
Exercise "Breathing"
Leading. Sit comfortably in a chair. Relax and close your eyes. On your own command, try to turn your attention away from the external situation and focus on your breathing. In this case, you should not specifically control breathing, you do not need to disturb its natural rhythm.
3. WORK ON THE TOPIC OF THE LESSON
Information block
Leading. Our entire society is made up of men and women. Interaction begins from birth: first in the family circle, then in kindergarten, at school. This is where the fun begins: the older you get, the better you understand who you like, who you don’t, who you would like to be friends with and who you don’t, and by the 6-7th grade you already accurately determine their likes and dislikes. There are many questions related to communication in various situations. But it is true that all people have the ability and ability to communicate with other people. Someone can do it better, someone worse.
Communication is the interaction of people with each other. Communicating, people pass on knowledge and experience to each other, exchange opinions and impressions, share feelings, discover other people and at the same time get to know themselves better. Distinguish between verbal and non-verbal means of communication. Verbal communication is words; non-verbal communication - facial expression, posture, gestures, gait.
Issues for discussion:
– Is your communication with other people always successful?
Is it necessary to learn how to communicate? Why do you think this is needed?
"The most important luxury on earth is the luxury of human communication"(Antoine de Saint-Exupery).
Can you confirm or refute this phrase?
Has anyone told you the words: “I don’t want to communicate with you”?
Were these words true?
How did you react to them?
Communication is a kind of understanding of another person. It is necessary to create conditions for the interlocutor to speak out, it is necessary to listen carefully to him, try to understand his thoughts and feelings. Only in this way can a situation of mutual sympathy arise. You will become interesting to your friends, they will be happy to communicate with you. Agree that in the game you can reproduce the most incredible situations, come up with all sorts of solutions.
Exercise "Empty Chair"
The exercise requires an odd number of participants. Preliminarily, everyone is calculated for the first or second. All the second numbers sit on chairs, the first ones stand behind the backs of the chairs, the member of the group left without a pair stands behind the back of a free chair. His task is to invite someone from those sitting to his chair. At the same time, he can use only non-verbal means, he does not need to say anything. Those who sit on chairs want to get into an empty chair. The task of those who stand behind the backs of the chairs is to keep their wards. To do this, you need to take them by the shoulders at the moment when they are about to transfer. The leader makes sure that the hands do not hold all the time over the wards. After a while, the participants change places. In this case, one of the standing remains to stand behind the chair.
Exercise Analysis: How did you invite someone to your chair? How did you understand that you were invited to the chair? What do you like better: standing behind a chair or sitting on a chair?
Test game "It's nice to talk with you"
Leading. It is known that quarrels between people most often arise due to the lack of a culture of communication. In quarrels, people often blame others.
Whether we can communicate is best known by those with whom we communicate. On the street, at school, you have to constantly communicate with peers. Let's check how you communicate with the test "It's nice to communicate with you." Try to answer frankly and immediately.
The children are given small sheets of paper on which they write
corresponding values for each student (number of sheets
each is equal to the number of people in the group).
The decoding of the points is written on the board:
2 - it is very pleasant to communicate with you;
1 - you are not the most sociable person;
0 - I don't know, I don't communicate with you much;
-1 - sometimes it is unpleasant to communicate with you;
-2 - it is very difficult to communicate with you.
Each sheet is folded and the name of the person to whom the note is intended is written on the back. All notes are collected in a box, and the presenter distributes them to the addressees, warning that the scoring will need to be done at home.
Exercise "Willow in the wind"
Leading. Divide into groups of 7-8 people. The group becomes a close circle, shoulder to shoulder, in the center of the circle - one person. The rest are in the poses of volleyball players taking a low ball: one leg is extended slightly forward to maintain balance; arms bent at chest level, palms forward. Imagine a warm midsummer night. Crickets sing, a light wind shakes the sensitive branches of the willow. Now, with light movements of the hands forward, we will depict the gentle touches of the wind, slightly swaying the willow. "Willow" stands in the middle of the circle: legs together, arms crossed over chest, eyes closed. Keeping the legs in the same position, and the body straight, but completely relaxed, the "willow" gives itself up to the wind, swaying from side to side, back and forth. Those standing in a circle support her with soft pushes of the palms. Each of the children in turn becomes a “willow”, swaying from the gentle touches of some “breezes”and caringly supported by others.
Players must be warned about safety: at least four people must support the "willow", and the rest must constantly remember that a light breeze must not turn into a hurricane, that is, soft shocks must not turn into strong ones. The teacher is in pauses when the children
change roles, emphasizes that "willow" shows other children,
how much she trusts them, and the “breezes” must justify her trust.
Leading. Analyze your interactions with people. I suggest you memorize the rules and passphrases of communication.
SECRETS OF EFFECTIVE COMMUNICATION
In communication:
1. Don't justify yourself! (They don't understand me, they don't appreciate me, to me
unfair, I forgot, etc.).
2. Do not relieve yourself of responsibility!
3. Do not communicate with people only because of external stereotypes!
4. Be sincere!
5. Be courageous!
6. Be fair!
7. Consider other people's opinions!
8. Don't be afraid to tell the truth!
9. Rejoice in the success of the people around you!
10. Be natural in communication!
11. Do not be afraid of the truth expressed in your address!
12. Analyze your relationships with people, look at them like in a mirror!
4. REFLECTION
What did you like?
What would you like to change?
Let's evaluate our lesson: at the expense of "three", show the required number of fingers of one hand.
ACTIVITY #6. “Communication and Respect”
Target : to form the skills of effective everyday communication, to develop a friendly attitude towards each other.
Materials: sheets of paper and pens according to the number of participants.
1. WELCOME
All participants stand in two circles facing each other. They are offered the task of greeting each other with their eyes, head, hands, words.
2. WARM-UP
Exercise "I am glad to communicate with you"
The facilitator invites one of the participants to lend a hand to someone
of the guys with the words: "I am glad to communicate with you." The one to whom they extended their hand takes it and holds out their free hand to the other, pronouncing the same words. So gradually, in a chain, everyone joins hands, forming a circle.
3. WORK ON THE TOPIC OF THE LESSON
Exercise "Decipher the word"
Leading. Imagine that the word "communication" requires decoding, but unusual. It is necessary to use each letter included in the word in order to characterize the concept of "communication". For example:
O - association, openness;
B - proximity, security;
Щ - generosity;
E - unanimity;
N - necessity;
And - sincerity, truth;
E - unity.
Participants work independently in small groups. At the end of the work, the children discuss the results of the study and explain their choice.
Information block
Leading. We enjoy spending time with those who understand us, who are interesting to us, and try to avoid communication with people who are unpleasant and do not cause sympathy. However, such communication is not only inevitable, it can be fruitful and useful.
Abraham Lincoln, America's great president, is an example of this. He built his communication with people in such a way that he not only did not avoid communication with people unpleasant to him, but also responded to hostility in relation to himself with a warm and humane attitude. In 1864, in the midst of an election campaign for the presidency, Abraham Lincoln had to face a very determined, powerful and vindictive opponent, Charles Soward. This man used every opportunity to express a negative attitude towards the future president of America. However, despite this, Lincoln won and unexpectedly invited Soward to take one of the key posts in his administration. Lincoln's inner circle could not understand why the president did this and how he managed to find mutual language with Soward.
Lincoln was not only smart, but extremely far-sighted. He was able to discern the outstanding personality traits in Soward and turned hatred into friendship.
Soward was struck by Lincoln's attitude towards himself, he served faithfully in his administration in favor of the president and the state. It was Soward who became the man with whom Lincoln spent the last minutes of his life when he was mortally wounded.
There is no such person with whom it would be impossible to find common ground. In order to get along with someone, make friends, you need to make an effort, work with your soul and heart, overcome mistakes in assessing the people you communicate with.
Exercise "Come closer"
The central participant is selected. He stands with his back to his comrades. Each member of the group approaches him in turn. You can vary the movement: approach slowly, quickly, waddle ... When the central participant feels that he is becoming uncomfortable, he says: “Stop!” - and the suitable one stops.
Analysis of the exercise: how did you feel when you stood with your back to
group members? How close did you let your partner come to you? Why? How else can you make it clear to another person that he has approached your “boundaries”? Did the participants show respect for a comrade who had his back to the group?
Information block
Leading. Respect is an attitude towards people in which we
We appreciate a person, despite his shortcomings. Even if a person does not agree with our opinion, this is not a reason not to respect him.
Respect entails being kind to a person. It is possible to cultivate a respectful attitude towards people only if we learn to see in any person, first of all, his positive qualities. When we do not respect a person, we are annoyed by his manners, clothes, behavior. However, there are ways that allow a person to develop respect for another.
FIRST is tolerance. Tolerance for feeble old age, tolerance for maternal anxiety, for paternal exactingness, for childish helplessness, for human pain and suffering.
SECOND - this is tuning on the same wavelength with a person who, in your eyes, is not worthy of respect, and an attempt to look at the world his eyes.
THIRD - thinking about how a person treats us, respect for whom it is so difficult for us to show.
Exercise "Blind and guide"
The exercise is done in pairs. One of the participants is “blind” (he is blindfolded), the second is his “guide”, trying to carefully and carefully guide his partner through various obstacles created in advance (tables, chairs, etc.). If there are those who wish to take part in the game, then they can create "barricades" from their bodies, spreading their arms and legs, freezing anywhere in the room. The conductor's task is to lead the "blind" so that he does not
stumbled, did not fall, did not hurt. After completing the route, participants can switch roles.
In the game, the "guide" can contact the "blind" different ways: talk about what needs to be done, or simply lead him along, raising the “blind” leg to the desired height in order, for example, to step over an obstacle. Thus, possession of verbal and
non-verbal means of communication. Can worsen the orientation of the "blind"
in space, spinning in place after being blindfolded.
Exercise Analysis: How did you feel when you were “blind”? Did the “guide” lead you carefully and confidently? Did you always know where you were? How did you feel in the role of "guide"? What did they do to arouse and strengthen the trust of the “blind”? In what role did you feel more comfortable? Did you want to change the situation during the game?
Answers can begin with the following sentences:
It was easy for me because...
It was difficult for me because...
So communication is:
The desire for understanding;
Desire to be understood;
Attention and attentiveness not only to familiar people;
Willingness and ability to express themselves positively.
4. REFLECTION
LESSON № 7. "Conflict - inevitability or..."
Target: teach children to search alternatives behavior in conflict.
Materials: tape recorder, audio recordings.
1. WELCOME
Participants are invited to form a circle and divide into three equal parts: "Europeans", "Japanese", "Africans". Each of the participants goes in a circle and greets everyone in their own way: the “Europeans” shake hands, the “Japanese” bow, the “Africans” rub their noses.
The exercise is fun and emotional, it energizes the group.
2. WARM-UP
Exercise "Chopping wood"
Leading. Imagine that you need to chop wood. Take an imaginary ax in your hands, take a comfortable position. Bring the ax high above your head, sharply lower it onto an imaginary log. Chop wood, sparing no effort. Together with the exhalation, it is useful to make some sounds, for example: “ha!”
3. WORK ON THE TOPIC OF THE LESSON
Leading. We are all different: everyone has their own views, habits, dreams. And this means that our interests and the interests of those around us may not coincide. Sometimes this becomes the reason leading to the emergence of conflicts (barriers in communication). A classic example of an unresolvable conflict is two rams who do not want to give way to each other on a narrow bridge.
The facilitator writes a statement on the board and asks the participants to explain its meaning:"People get lonely if they build walls instead of bridges"(S. Lets).
During the discussion, children come to understand the "barriers (walls) in communication" that appear during quarrels between people. At the same time, one or both parties use appropriate verbal and non-verbal techniques that prevent positive communication.
A conflict is a clash of opposing interests, views, a serious disagreement, a sharp dispute.
Game "Pushers without words"
Participants move freely around the room, touching each other, pushing, tapping, pinching, but no one talks. Then they share their impressions of the game and report whether it was difficult to do all this silently.
Analysis: was there a feeling of tension and irritation? Could a conflict break out between some of the players? What helped to avoid conflict?
Game "Situation"
Pupils are invited to act out the situation “In the classroom”.
The facilitator formulates the situation: “Imagine that one of you enters
class after an illness, and his desk is occupied by a new student. He begins to sort things out with the order: “Now free my desk!”
Then the behavior and reaction of both partners is discussed: Was it possible not to bring the situation to a conflict?
The scene is played out several more times in different versions. Relationships are clear:
- with a threat, instructions, teachings (it was necessary first to make sure that this desk was free, and only then to occupy it);
- with criticism (if you were smart, you would know that you should not take someone else's desk);
- with generalizations (you are as stupid as all the newcomers);
- with indifference to the newcomer (he is not worthy of my attention).
All options are discussed: children develop the situation, show its consequences, the student who was able to adequately get out of the conflict situation is noted.
Analysis: what is the purpose of resolving any conflict? Is it possible to turn the conflict from a quarrel into a constructive dialogue?
Brainstorming “Conflict.
Solutions »
Apologize if you're really wrong.
Learn to calmly listen to your partner's complaints.
Always adhere to a confident and even position, do not go over to criticism.
Try to switch the conversation to another topic (say something kind, unexpected, funny).
Leading. Consider some options for behavior in a conflict. What are their strengths and weaknesses? Remember how the conflicting parties behaved in the game? Was their choice of conflict resolution effective?
RIVALRY. You stubbornly defend your point of view, in no way inferior to your opponent. Such tactics are justified when something really important and significant is being decided, and any concession seriously affects your dignity and the dignity of your loved ones, puts your well-being and health at risk. Constant adherence to this tactic can earn you a reputation as a brawler and an unpleasant person.
AVOIDANCE. You pretend that there are no disagreements, everything is fine. Such a tactic sometimes requires remarkable endurance. However, it (tactic) can be used if the subject of the dispute does not matter much to you (it is hardly worth bringing the matter to a conflict if your friend claims that Steven Seagal is an actor of all times and peoples, but he is not so much for you and like it). If at the moment the conflict cannot be resolved, in the future these conditions may appear (you are terribly annoyed by your friend's cousin who came to visit her, but is it worth it to conflict, because she came for a while). But this avoidance tactic should not be used all the time. Firstly, this is a considerable burden for the psycho-emotional state: an attempt to drive emotions inside can negatively affect health. Secondly, if you pretend that everything is fine, then the conflict situation persists indefinitely.
COOPERATION. You consider your opponent as an assistant in solving a problem that has arisen, you try to take the point of view of another, understand how and why he disagrees with you, and make the most of his objections. For example, you propose to celebrate the New Year in the country, and a friend is against it. Try to listen carefully to your friend's objections. What exactly causes him doubts: problems associated with heating the house, the inability to obtain consent from the parents, or something else. Pay attention to the weaknesses of your plan that can ruin a wonderful holiday. If you come to a consensus together, the conflict will surely be settled. You can cooperate not only with friends, but even with those who can hardly be considered well-wishers.
DEVICE. This variant of behavior assumes that one of the conflicting parties gives up its own interests and sacrifices them to another person. You may object: why on earth should I yield? But in some cases, this behavior is the most correct. For example, your mom hates rock music and thinks it's horrible. Should I try to convince her and conflict? Why make a dear, loving person nervous? Try to give in, turning on the music when mom is not at home.
COMPROMISE implies that both sides make concessions in order to overcome a contentious situation. So, you agree with your parents that you can come home an hour later in the evening, provided that you prepare your homework in advance, tidy your room, etc. Compromise requires both parties to strictly comply with obligations. After all, the violation of an agreement is in itself a reason for the emergence of a conflict, in which it will be much more difficult to reach an agreement, because trust has been lost.
But no matter how diverse the strategies of behavior in a conflict situation, an indispensable condition for its constructive resolution are:
- the ability to understand your opponent, to look at the situation through his eyes;
- the desire to objectively understand the causes of the conflict and its course (usually in the heat of a quarrel, only the “aerial part of the iceberg” is visible, which does not always allow one to correctly judge the true problem);
- willingness to restrain their negative feelings;
- the willingness of both to find a way out of a difficult situation. It is necessary to focus not on “who is to blame?”, but on “what to do?”.
Do not forget that a sense of humor often helps to get out of a conflict situation.
Exercise on "I-statement"
Leading. How to express your point of view without offending your partner? You can use the "I-statement" scheme in a conflict situation.
Event - "When ..." (description of an undesirable situation): "When you yell at me ..."
Your reaction - "I feel ..." (description of your feelings): "I feel helpless ..."
Preferred Outcome - "I would like to ..." (description of the desired option): "I would like us to calmly figure it out."
Justification formula - "I would like ... because ..."
"I-statement" allows the other to listen to you and react calmly, assumes the responsibility of the speaker for the behavior in the conflict.
"You-statement" ("You interrupt every time", "You never say hello") is aimed at blaming the other person. Learning not to conflict with others, not to get annoyed is not at all easy - this cannot be achieved with simple training and exercises. Most the right way- put things in order in yourself.
4. REFLECTION
ACTIVITY number 8. “Is a compliment a serious matter?”
Let's compliment each other
After all, these are all happy moments of love.
Bulat Okudzhava
Target: to develop the ability to notice positive qualities in people, to express it in a friendly and pleasant way.
Materials: fabric bags, cardboard hearts.
1. WELCOME
Everyone greets each other by name.
2. WARM-UP
Exercise "Sack "Squealers-squealers""
All members of the group are given "bags of shouts". The facilitator explains that as long as the children have bags in their hands, they can scream and squeal as much as they want in them. After a while, the bags are tied with ribbons, all the "chants" are closed.
3. WORK ON THE TOPIC OF THE LESSON
Leading. Do you agree with the following statements:
- A cultured person is distinguished by the ability to communicate pleasantly and freely with others. He can carefully listen to what the interlocutor says, even help him express his opinion.
- Such a person will be able to arrange for a conversation even a closed or upset person.
- Almost every person has the opportunity to become a charming and friendly conversationalist.
Does such a thing as a “compliment” help productive and friendly communication?
Compliment - kind, pleasant words, flattering feedback.
Alas, in the minds of some people there is an idea that a compliment is flattery, a way to get the favor or attention of another person for some personal purpose.
Flattery is hypocritical, obsequious praise.
So, do you live in friendship and harmony with people? Can you always please yourself? How to achieve this? Let's talk about it.
Exercise "Step forward"
The facilitator invites two participants (preferably friends) to come, for example, to the blackboard and stand facing each other from different sides of the class. Task: you need to take a step towards a friend and say something nice to him. The next step is taken by the second participant, and so on.
Usually the task is embarrassing. Children do not immediately remember
pleasant words. The first steps towards, as a rule, are made quite large in order to quickly get closer. The facilitator notes that we are often embarrassed to say good words even to a friend. It is possible that some conflicts with parents and friends are due to the fact that we rarely say nice things to them.
Leading. With the help of a compliment, you can correct the mood, change it in a positive direction:
“You look so wonderful!”
- “Yesterday you made an interesting report, everyone just listened!”
If your mood leaves much to be desired, then, naturally, such words will help to cheer up and think: is everything really so bad? And, perhaps, prevent a rash act.
Remember when you last time did they say kind words to each other? It's never too late to start giving compliments. They will help get rid of quarrels and tension, support someone who is having a hard time.
But the ability to give compliments is a whole art! After all, compliments are different! You can say:“You are just super!”, “You are wonderful!”. But this option has drawbacks - it is not always clear why you are praising a person. In addition, there may be a feeling that this is a happy excuse, said for reasons of politeness, observance of the rules of decency.
You can praise not the person himself, but what is dear to a person: “Listen, what a wonderful collection of stamps you have! I have never seen such an interesting one!”; “Yesterday I saw your photos at the exhibition. Everyone around gasped like that. They say they are very professional. The color and composition are perfect!
But for this you need to know well the tastes and interests of a person, what he is proud of, what he considers worthy.
Sometimes you can give a compliment by comparing a person with people dear to you or famous and popular people. For example: "You are as courageous as...", "You move as easily as...". The only thing to consider is whether the interlocutor knows with whom he is being compared.
Compliment King Game
All participants sit in a circle. In the center stands a chair - a throne. Each has a heart cut out of cardboard. Some hearts have an arrow in the center that pierces them. The participant chosen by lot (or simply the first to volunteer) sits on the throne. The others take turns complimenting him. After that, the one sitting on the throne comes up to each and hands over a heart. The pierced heart is awarded to the person whose compliment made the most impression. The game continues until all the participants have been on the throne. Then the one who scored the most pierced hearts is determined. It is he who becomes the king or queen of the compliment.
Analysis: was it easy to find the right wording for the compliment? Was it easy to say compliments out loud? What feelings did you experience when you said compliments and when you heard them addressed to you? What was more pleasant - listening to compliments or saying them?
Do not forget to notice and evaluate the good that is in your friends, relatives, acquaintances. A few nice words, spoken with a kind smile, can often turn your opponent into your supporter.
The famous American psychologist Dale Carnegie in the book "How to Win Friends and Influence People" lists six rules, the observance of which allows people to like:
Rule 1. Be genuinely interested in other people.
Rule 2. Remember that a person's name is the sweetest and most important sound for him in any language.
Rule 3. Smile.
Rule 4: Be a good listener. Encourage others to talk about themselves.
Rule 5. Talk about what interests your interlocutor.
Rule 6. Inspire your interlocutor with the consciousness of his significance and do it sincerely.
During the discussion, the participants express their attitude to the rules.
4. REFLECTION
LESSON number 9. “And it’s hard to live without friends in the world ...”
True friend everywhere
faithful in good and bad.
W. Shakespeare
Target: to comprehend the concepts of "friend", "friendship", to improve communication skills.
Materials: sheets of paper and pens according to the number of participants, felt-tip pens, a scarf, a tape recorder, audio recordings.
1. WELCOME
All participants join hands and greet each other, calling neighbors by name.
2. WARM-UP
Exercise "Soldier and rag doll"
Participants are invited to imagine that they are soldiers who stand on the parade ground, stretched out to attention and frozen. As soon as the leader pronounces the word "soldier", the children portray such military men. After the participants stand in a tense pose, the command “rag doll” is pronounced. When doing it, children should relax as much as possible: lean forward slightly so that their arms dangle, as if they were made of cloth and cotton. Then comes the first command... and so on. The game ends at the relaxation stage.
3. WORK ON THE TOPIC OF THE LESSON
Participants are asked to complete the sentences written on the board:
- "A true friend is the one..."
- "Friends are always..."
- "I can be friends with people who..."
- "You can be friends with me because ..."
If desired, the children read out their sentences. Then the facilitator sums up: friends are those whom we trust, who will not betray, will not let us down, are able to support, sympathize. We can trust a friend with our secrets.
Exercise "Siamese twins"
The exercise is performed in pairs. A thin scarf or handkerchief binds the hands of children standing nearby (right and left). In this case, the brushes remain free. Children are given a felt-tip pen. Task: draw a general drawing on one sheet of paper. You can only draw with the hand that is tied to the partner. The theme of the drawing is suggested by the presenter or the participants themselves choose.
It is necessary to warn the players that not only the quality of the drawing is evaluated, but also the process of work: were there disputes and conflicts between the participants, did they take the same part in the work, did the children discuss the plot of the drawing, the order of drawing, etc. You can tactfully recall mistakes in cooperation allowed by children, but before that it is necessary to note the positive aspects of communication.
Analysis of the exercise: what was the most difficult? Did you like your drawing? What is required for cooperation?
Exercise "Looking for a friend"
Leading. Every person needs a friend in life. When it is not there, the person tries to find friends. Many newspapers now print ads for those who want to find friends or just like-minded people. What qualities are mentioned in such ads?
We will also try to make such an announcement. Let's call it "Looking for a friend." You can tell a little about yourself, about your hobbies, favorite activities. The ad doesn't have to be big, but try to be sincere. You can not sign the text or come up with a pseudonym. We will post the announcement on the stand with the name "Looking for a friend." If someone is attracted to a particular ad, they will leave a note on it. As a result, some ads will be leaders.
Analysis of the exercise: Did you like all the ads? Was it difficult to write about yourself? Why did you want to respond to a particular ad or lead ad?
4. REFLECTION
LESSON № 10. "On the way to harmony..."
sincerity, balance,
understanding of oneself and others
this is the key to happiness and success
in any field of activity.
G. Selye
Target: consolidate the acquired knowledge.
Materials: sheets of paper according to the number of participants, colored pencils or felt-tip pens, a candle, a tape recorder, audio recordings.
1. WELCOME
All members of the group join hands and greet each other, calling their neighbors by name.
2. WORK ON THE TOPIC OF THE LESSON
The game "Thank you for being there!"
All participants stand in a circle. One of them stands in the center of the circle, the other approaches him, shakes hands and says: “Thank you for being there!” They hold hands, and each next participant comes up and says: “Thank you for being there!” - takes the hand of one of those standing in the center. When all the players are in the center of the circle, the leader joins the children with the words: “Thank you for being there!”
Exercise "Finish the sentence"
Participants are invited to write (or say) the end of the sentences:
I really want my life to be...
I will know that I am happy when...
– To be happy today, I (do)...
Game "Magic Chest"
The leader with his hands depicts how he boldly lowers a large chest and opens it. Tells the children that the magic chest contains a variety of treasures and gifts. Everyone in turn can go to the chest and choose the gift they like. This gift he depicts non-verbally, with his hands. The rest guess what he chose. After all the participants have received gifts, the host reports that there are still a lot of treasures left in the chest, closes it and the whole group together raises the magic chest into the sky.
Exercise "Draw a portrait"
Participants sit in a circle, each with a piece of paper and a pencil. All pencils are different colors. Thus, each participant has a different pencil color.
Leading. Now we will draw an unusual portrait. Each participant only begins his portrait, and the group finishes it. To do this, at my signal, you will pass your portrait to the participant sitting on the right. Having received a portrait, you paint on it: everyone can paint on whatever he wants. At my signal, you also pass this drawing to the neighbor on the right. Thus, your portrait, having made a circle, will return to you. You will receive your portrait through the eyes of the group. Since each of you has a certain color of pencil, you can understand who drew what on your portrait. Now take your piece of paper and write your name. By this inscription you will know whose portrait you have in your hands. So, let's start drawing our portrait... Stop. We pass the drawing to the neighbor on the right.
Discussion of drawings.
Game "Communication"
The facilitator says 10 sentences in order, describing the person's reactions to some situations. Participants must evaluate each of the proposals as true or incorrect in relation to themselves, writing down the serial number of the proposal on the sheet. If the statement seems to be true, then it is evaluated with the number "1", if it is incorrect, "0" is put down.
Offer list:
1. The art of imitating the habits of other people does not seem difficult to me.
2. I, perhaps, could play the fool to attract the attention of others or to amuse them.
3. I could make a good actor.
4. Sometimes it seems to other people that I am experiencing something more deeply than I really am.
5. In a company, I often find myself in the spotlight.
6. In different situations and in communication with different people I often behave in completely different ways.
7. I can stand up for more than what I sincerely believe.
8. In order to succeed in business and in relationships with people, I try to be the way they expect me to be.
9. I can be friendly with people I can't stand.
10. I am not always what I seem.
After completing the task, the participants calculate the amount of points assigned (from 0 to 10). This result to a certain extent characterizes competence in the field of communication. The higher it is, the better the person is able to communicate. You can compare the results and determine the most skillful communicator.
There is a discussion.
3. END
The facilitator thanks everyone for participating in the classes, lights a candle. Participants take it in turn to take it in their hands and talk about their impressions of the classes, express good wishes to each other.
Used Books:
Matveeva B.R. Development of the personality of a teenager: a program of practical exercises. Toolkit. - St. Petersburg: Speech, 2007.
Monina G.B. Communication training. - St. Petersburg: Speech, 2010.
Mitroshenkov OA Effective negotiations. - M., 2003.
School psychologist. Periodical, No. 12/2007.
Chapter 10
Henry Cloud says
Throughout my adolescence, I kept hearing one phrase from my parents (in various variations). “You will soon be on your own, Henry. You need to learn how to budget." They never attended special courses, but I could see their wisdom. My father and mother took care of my future. They understood that by the time I left the house, I had to learn a lot: how to keep accounts, and use a credit card, and take out car insurance, and plan my work. It is not so much the specific content of the advice that is important, but the parents' understanding of my situation: adolescence is a fairly limited period of time allotted to prepare the son for an independent life. I am grateful to my father and mother for what they have done for me.
One of my friends lived her adolescence quite differently. Her parents - not with words, but with all their behavior - made it clear to her: "You are still small, so do what you are told, period." Her parents tightly controlled herself, and her three sisters, and her older brother. There was an oppressive atmosphere in the house. The older she got, the more difficult it was for her to make the right decision and the worse she behaved. I felt sorry for her because her parents played the role of policemen, not friends.
In the house of another friend of mine, there was no parental authority at all. I never ran into any boundaries in it. We went there if we wanted to elude parental supervision. Sometimes his mother would drop by his room, but it seemed more like a courtesy call than maternal control. Yes, it was a "safe place" if you had to do something on the sly. But this house seemed empty and very "unreliable."
As I was thinking about this chapter, the key word seemed to me to be "balance." Remembering my adolescence, I am especially grateful to my parents for the fact that they managed to maintain balance during these years. Most of all, a teenager needs his parents to keep a balance. We must balance the various extremes.
The girl is sure that she “knows everything herself”, and then comes from school, sobbing, because she had a fight with her best friend.
The guy considers himself "invulnerable", and his mood fluctuates between euphoria and despair.
The teenager fiercely defends his independence, but now and then cries for help.
The body is already fully ripe for sexual relations, but the boy does not understand this side of life at all, does not know its dangers, does not understand how to properly dispose of it.
A completely ignorant teenager rejects any authority.
In a second, he can turn from an adult, self-confident person into a confused baby.
You yourself are torn between the desire to control the child and the desire to see him independent.
You are either angry with him, or for some reason you are filled with love.
You continue to raise the child, but prepare him for life without parents.
In this chapter, we will look at what is happening in the soul of a teenager and what is required of you.
General perspective
In order to understand the tasks and problems of adolescence, one must take a step back and imagine the whole process of turning a child into an adult. Then you will be able to appreciate the important role of adolescence in this process.
Remember the first stage - infancy (yes, you would rather hear the crying that once annoyed you so much again, and not the rock music that your son cuts in!). In infancy, a person learns to trust other people and experience dependence on them. At this time, he absorbs someone else's love and care, makes sure that others are ready to satisfy his needs.
Next comes the first stage on the road to independence. The kid is already tired of depending on others in everything, he wants to be “on his own”. It awakens the will, the desire for independence. He is ready to argue with his parents, he wants to do everything in his own way; but five minutes pass - and he runs to you again. You set boundaries for him, the child becomes convinced that not everything is subject to him, and gradually learns to dominate himself.
He then begins to discern good from evil, interpreting his failures and feeling that he is "not good enough." Now he understands that his parents are not perfect, and that he may be dealing with a person who, like himself, is "not good enough." Forgiveness becomes a reality. An important milestone in development is the combination of love for a person and anger against that same person. There is no “good mom” and “bad mom”, “good me” and “bad me” - there is a combination of good and bad both in me and in you. The child learns to endure disappointment both in himself and in other people. Having passed this milestone, he can come to terms with his imperfection and establish good relations with equally imperfect people. This skill will serve him for the rest of his life.
A little later, in the lower grades, the child becomes part of the team. He learns the rules of this team, the skills needed to be friends with peers, and then to enter a larger team - the community. Belonging to a team will require the child to perform certain tasks, the ability to play some games and other skills. He will learn these skills to be part of the community.
And all this is integrated, so that the child becomes more and more a whole person, more and more quickly moving away from the infantile state. He thinks more often interesting questions, reveals the ability to deep reflection. He improves his skills in many areas and in some ways already surpasses you.
And suddenly there is thunder from a clear sky. The child turns thirteen - and he breaks loose from the chain. You think he's gone crazy. Parents are in a panic - they do not understand what happened to him.
What about my cute boy? We've always been friends.
The daughter was always so cheerful, friendly, but became gloomy.
We've never fought like this before.
Why doesn't he want to listen to us?
We raised him, and he behaves like that!
You might think that an evil wizard appeared, threw your child to another planet, and left you with his evil double. Or the child is still the same, but it is as if he has been infected with many spiritual illnesses at once, which he had not seen before. What is going on anyway?
One can perhaps say that everything that we have discussed in this book is now being revised and finalized. During adolescence, all previous aspects of development are recycled in a different context: your child no longer develops these qualities under the authority of the parents, but transfers them into the context of independence, preparing for adulthood. Two processes take place at once: firstly, all aspects of the personality are worked out anew, more independently, and secondly, if something went wrong the first time, now comes the last opportunity to correct it. Here is our list again:
Trust and dependency
independence and autonomy,
The ability to come to terms with one's own and others' imperfections,
Ability to endure disappointment
Compliance with the requirements of the team, communication skills,
Talents, abilities and interests.
You thought that you had already coped with all these tasks! Unfortunately no. However, there is a good side to this: you get a second chance to fix what needs to be fixed. What's more: you see how your child becomes an adult, and now you can enjoy your relationship with him on a completely different level. In the whole long process of education, adolescence can be the most joyful time. The key is to know when to be vigilant. Then you will get a lot of pleasure from your already almost completely adult child.
Consider how all aspects of development in adolescence are manifested.
Trust and dependency
For the first time, your child learned trust and dependence by experiencing needs that he himself could not satisfy. The baby is lonely and needs help. And he feels it. He does not need independence at all, he rejects it. He needs his mom to be by his side all the time. It is easy to satisfy this dependence need.
In adolescents, the need for dependence is more complex. Both trust and dependency undergo significant changes. The teenager has to learn them anew and at a deeper level. If in infancy and early childhood Since the foundations have been successfully laid and no trauma has disrupted this process, the child will now be able to walk this path again, although in a completely different way.
First of all, the question arises whether he can trust his parents. The baby was looking for closeness and comfort, the teenager needed understanding. He still needs closeness and comfort, but they are now expressed in a different way: he needs confidence that he is understood, and not physical contact. Moreover, you must understand that your child does not always like to do exactly as you do, that his tragedies, insignificant in the eyes of the world, are huge for him, like the ocean.
I recently had lunch with a young priest who works with high school students.
How are things going? I asked him.
I'll never get used to it, even though it happens every day! he replied.
What exactly?
It amazes me how stormy their emotions are - and for every reason. Just this morning I had to talk to two girls. Judging by their reaction, each of them experienced a tragedy in their lives. Both are inconsolable, in tears, they cannot study, they believe that their life is broken. Both came to my office, sobbing. It turned out that one really suffered a loss - her grandmother died, and another dentist said that she would not remove the brackets from her teeth for now and that she should go to the school ball in this form!
Of course, the second girl will have to grow up a little more and understand what is really important and what is secondary. However, for a teenager, everything is “really important”, and if parents perceive his tragedies and violent emotions with mockery or condescension, they lose his trust. The child needs someone to share and confirm his experience, and here sympathy is much more useful than instructions. Don't say to your child, "Why are you upset about such nonsense," but tell him, "Listen, I can see how upset you are. It must mean a lot to you." If you express sympathy to a teenager, he is more likely to recognize that this is a trifle, because then he will not have to prove to you his right to emotions.
His trust in you is subjected to a more serious test. Your teen wants to know if he can rely on your support without losing his independence. We will return to the problem of autonomy shortly, but now we are talking about the main problem related to trust. The child wants to trust his parents, to be able to turn to them, to seek their advice and guidance. But if this is associated with control, he will begin to look for other authorities.
Shelly developed an eating disorder - bulimia. She ate to the point of nausea. The mother saw that something was wrong, although she did not know what exactly the problem was. In my interview with Shelley as a counselor, I discovered that she was having problems with her mother. Until about the age of fifteen or sixteen, it was easy for her to communicate with her mother, but now the girl became more withdrawn, prone to mood swings, and her mother was offended by this. "After everything I've done for her!" she insisted.
Shelley understood the reasons for her separation quite differently, and there was a completely sound basis in her reasoning. Once she formulated it like this: “When I talk about something with my mother, she will immediately tell me what I should do and how I should think. She can't just listen to me and try to understand." The old closeness between mother and daughter was fading away as Shelley grew more and more in need of freedom for her own thoughts and actions, and her mother could not give up trying to completely control her life.
Trust for a teenager is also due to the honesty of parents, their loyalty to their principles. A teenager recognizes a fake, a hypocrite, an actor with the accuracy of a radar that detects a car that has exceeded the speed limit. If you deviate from reality and truth, if you are at odds with your actions and feelings, if you are dishonest, your growing children will convict you and deprive you of their trust. They will be especially careful to hide their spiritual life from you. Please note that using God to control a child in accordance with your own interests is a kind of spiritual rape. Teenagers believe sincere and honest people, they need actions to match words.
You will be able to maintain a fulfilling relationship and intimacy with your child if both of you are able to realistically perceive reality and remain a guarantee for the growing child, allowing him to go further and further in search of himself. Don't be annoyed by the various teen zigzags along the way. He keeps asking himself who he can trust. Also, don't be annoyed by a teenager's tendency to trust other people more than his parents. This is one way to ensure your independence. A girl I know keeps telling her mother what a “wonderful thing” she heard, forgetting that she had already heard this same thing first from her mother and only then from her “authority”. It is important for a girl to learn something new herself, and not to receive it ready-made from her mother. The child learns to trust people again serious problems and deal with them or some of them without parents, with the help of peers or other adults. Teenagers often find themselves an adult mentor - the leader of the youth group, the father or mother of one of their friends. This is fine. You should not be jealous and prevent your child from exploring the big world outside the home.
Teenagers also learn about the realm of romantic relationships. First love is already waiting around the corner. The trust learned in infancy is now channeled into new areas of life. Watch from the sidelines, don't interfere. Make sure that your child has made a good choice, that he has properly disposed of his trust. Check whether you have prepared him well, whether you have discussed with him what are the boundaries in the field of courtship and sex. By the time he starts dating peers of the opposite sex, he must know by heart both the rules of morality and safety standards.
Read less instructions - except in really serious cases. But by asking questions, help the child to check his relationship, especially at the first stage. Ask, for example, a girl what her new admirer is like, how she feels in his society, how their relationship develops, whether he has his own spiritual life, and if not, how can their relationship do without such an important aspect.
Many parents tend to tell their daughter from the very beginning that such and such a boy is completely unsuitable for her, you can’t get close to him, you can’t trust him. Yes, of course, sometimes you have to set rigid boundaries, but in most cases it will be much more useful if the girl herself understands and understands why this guy cannot be trusted. She can understand this only if she carefully looks at how their relationship is built. The above questions can be very helpful here. If you reprimand your child all the time, you yourself become a problem for him and he no longer notices difficulties in relations with friends. Controlling the child, you prevent him from assessing the reality of his relationships with peers.
How many teenagers have made bad, disastrous decisions just because their controlling parents put too much pressure on them and they no longer understood what they were doing. God warns us, “Solid food belongs to the perfect, whose senses have been accustomed by practice to discern good and evil” (Hebrews 5:14). Getting to know a lot of people, teenagers learn a lot from this experience, if you help them to rationally evaluate this experience, to understand their own feelings.
Of course, you need to set boundaries and specify what exactly you allow the child to learn for himself. He can enter into destructive relationships, which you will have to control or completely prohibit. This is not easy to do, and usually such a situation leads to a serious conflict. But if your child may be harmed by peers or bad company, you still have an obligation to protect him, because he is not yet able to protect himself. And no matter what the child says, deep down he still entrusts this care to you. However, if possible, refrain from control, and even if you have to take power into your own hands, explain why you are doing this, refer to reality: “I'm afraid for you. This man is dangerous. I can't lose you to drugs."
Independence and autonomy
Parents often compare adolescence to the first rebellion, the rebellion of two-year-olds, only this time they have to deal with a much larger kid. In our opinion, both of these periods are not so terrible. But they can cause you a lot of trouble if you are unwilling to acknowledge the child's urgent need for independence, autonomy, self-sufficiency. Between two and three years, the baby gets rid of the original infantile dependence; at the age of fourteen or fifteen, in many areas of life, he puts an end to the former dependence on his parents. Teen wants:
Think for yourself and express your opinion
Choose values, subject them to revision,
Have your own desires and goals
Improve your skills and abilities
Look into the future,
Develop spiritual life
Have your own income
Always have the help of parents until he goes this way to the end.
These are all good and necessary things. You must contribute to the awakening independence of your child, go towards it. Many parents sit back and wait passively for their offspring to begin testing and pushing boundaries. In fact, they entrust the teenager to plan his own life, and then try to prevent him from going the chosen path. But, realizing that during these years a teenager learns to independently cope with his life and protect himself from trouble, go to meet him, make a plan together, according to which he can gain greater freedom.
Some of my friends brought their thirteen-year-old daughter to a weekend seminar to discuss her future. In our book, Healing Changes, we discussed a general pattern of maturation and growth, and these parents decided that based on the milestones listed in it, they would be able to build a life plan for their daughter during adolescence. This scheme outlined four main developmental tasks: forming attachment, setting boundaries, integrating good and bad, and finally growing up. Sarah's parents said something like this:
“You are already thirteen years old, the period of adolescence begins. These are very responsible years that determine what kind of person you will become. We want to help you with this. We thought about what traits you will have in five years, when it's time to leave the house, and here's what we came up with.
1. We want you to retain the ability to communicate with people and God, so that this communication is valuable and important. We want you to enter into close relationships with good people who will love you and not harm you.
2. We want you to be able to control yourself and set clear personal boundaries so that you, and not other people, manage your life. We want you to guide yourself and be able to reject in yourself and others that which will harm you, and that which you do not want.
3. We want you to be able to come to terms with all aspects of your personality, accept both the bad and the good in yourself, develop your good sides and cope with weaknesses. We want you to be able to admit your guilt and forgive others so that you can face difficulties and solve problems, including your own. internal problems sin or failure.
4. We want you to be clear about your talents, abilities, opinions, desires, values, and sexual orientation so that you think it all over and make wise decisions. We don't need you to follow our advice; we want it to be your decision.
So, Sarah, how can we help you in these years so that your character develops in this way? What do you need? What should we require of you? What experience do you need? How can we protect you?"
The parents spent a lot of time discussing these issues with their daughter as a team. I was glad to hear about this, and was pleasantly surprised at how deep their relationship with my daughter is, how intelligently they promote her independence.
A very correct position is to consider yourself an ally of your child in his struggle for independence. The child will still seek independence, not in one way, but in another. This desire is invested in him by God, so it will be better for you if you become his ally, and not his enemy. If you are his ally, the child will need you, he will want to constantly contact you. But if you act as an adversary, you will lose his confidence, and he - the opportunity to achieve independence without losing love and reliable authority.
Working together to achieve independence implies that you must give the child some control over his life. He should be given a chance to fail, and then you will help him survive this failure by supporting him, comforting him, pointing out his mistakes, advising him how to improve. When the child begins to successfully cope with his tasks, give him more freedom. He must see that, by responsibly using his freedom, he receives more and more rights. As the parable of Jesus says: “Well done, good and faithful servant! you have been faithful in a little, I will set you over much; enter into the joy of your master” (Matthew 25:21, 23). If the child justified your trust in small things, push the boundaries. Children begin to demand more freedom and independence in order to:
Go visit and stay late
Do what they want without your supervision
Choose what they like, not you,
To doubt what you teach and come to your own choice,
Follow your own tastes and interests,
Decide what they like
Have more freedom in spiritual life.
As your child begins to express these desires, consider the following considerations: Your task is to use these desires to guide the process of achieving independence in such a way that eventually your child will be able to manage his own life. Give him freedom within certain limits and insist that he use this freedom responsibly. Do not equate the desire for independence and checking the boundaries - the time for testing the boundaries will come. Let every moment of experience help the child to understand what kind of freedom he can already handle, and what kind is not yet. Don't give him more than he can handle; you remain his guardian and guardian and must intervene if the child is in danger. But do not limit the freedom of the child in those areas where he already copes on his own. If you continue to patronize him in that area of life in which he has proven his reliability and responsibility, you are a nuisance to him.
Of course, the child will do things that are stupid and ridiculous from your point of view - at least in order to prove their independence. One of my friends could not decide whether to allow his son to pierce his ear and put on an earring, or to forbid it categorically. We discussed this issue, and I asked how things are in other important areas of life. Does the boy do his housework? What grades does it bring? Does he care about the spiritual life? Does he know how to choose his friends? To all this I received a positive response.
And then I said to my friend:
Your son is doing well. He wants to show you that he is different from you, and for this he is going to do something that you would never do. In my opinion, he chose a safe enough area for this rebellion, in order not to become a copy of you. Give him the right to prove his independence with an earring - this is much better than defending it with drugs.
It was not easy for my father to decide on this. He's a conservative and almost vomited at the sight of his son wearing an earring, though in California it looks almost as common as a tie in Michigan. No, it was difficult for this father to accept such a challenge, but - honor and glory to him - he accepted. He did not fight with his son because of the small things in which the son wanted to show his independence, because the son was faithful in the big one. Do not get involved in all the battles in a row. There is nothing wrong with the fact that a child will emphasize his independence in such a harmless way.
The teenager will express himself in music, choice of clothes and his appearance in general, in hobbies and political views. If this choice is not dangerous, do not discourage it.
It is quite natural to hear from a teenager: “Yes, you don’t like it, but I like it.” As a rule, the boundary in these matters is set by peers. If a teenager goes too far in the manifestations of his personality, he will run into trouble in his own company. Always remember that a teenager's norms are different from yours.
It is necessary to intervene at the moment when the wrong choice entails moral or physical danger. Let the girl dress ridiculously, although you do not like it, but she should not wear an overly revealing dress, since such clothes hint at promiscuity and let other people know that your daughter is ready for dangerous experiments. Clothing should not be allowed to challenge others, that the child behaves as if he does not care at all. By the way, such clothes can serve as an alarm signal for you: perhaps the child is suffering from depression or loneliness.
It’s okay if a teenager chooses “the wrong” friends, in your opinion, but you should not allow him to hobnob with dangerous types who can accustom him to alcohol or drugs, involve him in a crime or other kind of dangerous business. In this case, you will intervene and put an end to this friendship. But if the child is not exposed to moral and physical danger, let him deal with his comrades himself.
In the spiritual realm, the child will also try to show independence. No need to constantly conflict with him because of faith. A teenager is able to turn away from God just to prove his independence to you. Show him the image of God, His love, His truth in your life. Involve your teenager in good deeds and teaching, let him take part in the Christian Youth Union under the guidance of a good young mentor, let them have fun, start joint activities - and this will become part of their spiritual ministry. You must give your teenager the opportunity to make their own choices. And remember: very often not you at all, but a young priest or friend turns out to be much more authority for him than his parents, with whom he argues on matters of faith. Pray for your child and teach him to pray, but don't force him to believe. Remember the words of the apostle Paul: “Stay therefore in the liberty that Christ has given us, and do not again be subjected to the yoke of bondage” (Galatians 5:1). God does not want to spiritually enslave your child - do you really dare to do this?
So you yourself must want, for your child to achieve independence. If he does not gain independence, you will “change his diapers” until the age of forty. Now is the time to help him develop his independence. Give him the right to be different from you that does not affect the core values, and then he will not make catastrophic decisions in much more important areas of life, trying to demonstrate his independence to you.
You must allow the child to become more independent, but remember: he is not yet ready for complete freedom! You still have an obligation to protect him, to manage his life until he can do it himself. The problem is the child considers himself already fully prepared for independence. He's big, he's mature. The motor is already running at all speeds, it's time to go. He knows everything, he can handle everything. All you hear is this cry of protest: “You treat me like a child!” But he is in fact still a child, at least in part, the fullness of adult responsibility has not yet come for him.
This situation is fraught with constant conflict. Paul compared the position of teenagers to the position of slaves: “I will say again, An heir, while in childhood, is no different from a slave, although he is master of everything: he is subject to trustees and stewards until the time appointed by the father” (Galatians 4:1–2). A teenager is "master of everything", but is still under your control. It's necessary, but he doesn't like it. However, it is necessary. He needs your authority, the boundaries you set.
You must maintain these boundaries and defend them, although the grown-up child demands more and more freedom, and you go to meet him and provide him with it. But freedom only makes sense within certain limits. Your task is to set boundaries and protect the child when he overestimates his strength and tries to cope with all the moral problems and realities of human relationships.
1. Boundaries set by reality, is a veto you impose on an experiment that entails real threat. So, sex and drugs are life-threatening, the company of hooligans and drunk driving are also. This is where you set boundaries, keeping your child out of harm's way. You forbid him to drop out of school and ruin his career, etc. If the child demands to be given freedom in this area, you answer simply and clearly: "No way."
2. Limits due to the child's capabilities. Here we are talking not about danger, but about insufficient maturity. Keeping a daily routine, keeping your belongings in order, managing money, driving a parent's car, paying for another hobby (which the child is likely to give up in a couple of weeks) - these can all be areas in which the child has not yet reached maturity. Such privileges must be earned by responsible behavior. When it comes to more freedom in this area, the correct answer is: "You will have freedom when you prove that you are ready for it."
3. Boundaries in the field of ethics, spiritual life and relations with people contribute to the education of character necessary for success in life and prosperous relationships. Boundaries that prevent lying, cheating, stealing, sexual promiscuity, and disregard for authority help the child develop character and thus ensure his future security. Boundaries that enable a child to realize spiritual values make him realize that he is not the Lord God. Then he is able to obey Him. Boundaries that prevent the manifestation of disrespect or meanness towards other people will protect relationships with people in the future. The touchstone here is love. Look closely at how the child treats siblings, friends, girlfriend, and you. Don't let him snap. You must communicate freely and frankly, but with mutual respect.
When considering where to draw the line for an adolescent, ask yourself first whether there is too much danger associated with freedom. Draw boundaries in areas where there is danger, where adult responsibility is required, where relationships with people or with God are threatened. If violations occur in one of these areas, set boundaries and penalties for violating them.
In the next chapter, we will discuss the specific problems faced by the parents of many teenagers.
Send your good work in the knowledge base is simple. Use the form below
Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.
Hosted at http://www.allbest.ru/
Introduction
It's no secret that graduates of orphanages and boarding schools are practically unprepared for real life. Having left the walls of orphanages, where they were fully supported by the state, where they were fed and watered, bought clothes and textbooks, they find it difficult to adapt to new places, cannot spend money economically, make purchases, cook food. It turns out that the orphanage, trying to replace caring parents for boys and girls, does not teach the most important thing - the ability to live in society, make decisions, and be independent.
And this problem is getting worse every year. Among the suicidal statistics, graduates of orphanages are by no means the last place, often, having returned to the housing of their mothers and fathers deprived of parental rights, they, having failed to settle down normally, follow in the footsteps drinking parents commit crimes.
Theme of the final qualification work: "The program of preparation for independent life of pupils of institutions for orphans"
Object of study: graduates of orphanages.
Subject: program of preparation for independent life of pupils of institutions for orphans
Purpose: to develop and implement a program to prepare children from the orphanage for independent living.
to study the special literature on the research problem;
to characterize the problems of graduates of institutions for orphans and children left without parental care;
describe the main directions of formation of the readiness of graduates of orphanages for independent life and work;
create a comprehensive program for the adaptation of graduates of orphanages "New Life";
draw up and implement in practice a program for the adaptation of graduates of the "Achinsk Orphanage No. 1";
draw conclusions about the research problem.
Research methods: summarizing, generalization, analysis and synthesis, conversation, observation.
Hypothesis: if a graduate of an orphanage is given timely assistance and support, this will contribute to his high adaptation to independent living.
The theoretical significance lies in the systematization of the available information about the program of preparation for an independent life of pupils for orphans.
The practical significance lies in the fact that this final work can be used by students of the specialty 040101 "Social work" in preparation for classes, during internships and social workers in their professional activities.
graduate orphan adaptation
Chapter 1. Social adaptation to independent life of orphanage graduates
1.1 Problems of graduates of institutions for orphans and children left without parental care
The state of children from orphanages, who are on the verge of leaving the institution, is most often characterized as confusion before an independent life. The fact is that, despite the presence of a formal set of prospects that open before them, they experience significant difficulties in choosing further life paths. The implementation of this choice is hampered, first of all, by the absence of close people in these children who are interested in their fate.
A graduate of an orphanage is most often in a state of psychological stress. This is explained by the fact that in the institution the position of the orphan child was largely “objective” in nature, he was taken care of, he was provided with everything necessary. When leaving the institution, the nature of the position of the same child normatively becomes “subjective”. He himself must provide himself with the conditions for normal life. In other words, the graduate of the orphanage actually has to independently and for the first time build and organize his living space, since there is no continuity, no experience to follow. It can be said that a graduate for some time is "pushed out" from the institution and "unembedded" in a new social structure.
As a result, the orphan child faces two urgent tasks:
1) switch to independent life support;
2) build the boundaries of your new living space.
An analysis of the problems of orphanage graduates shows that they are the result of the shortcomings that still exist in the activities of boarding schools. This is dependency, a lack of understanding of the material side of life, issues of property, the economy, even on a purely personal scale, difficulties in communication where it is free, arbitrary, where it is required to build relationships; infantilism, delayed self-determination, ignorance of oneself as a person, inability to consciously choose one's own destiny; overloaded with negative experiences, negative values, patterns of behavior, etc.
Factors hindering the successful socialization of children from orphanages:
1. This is the uncertainty of their social status. Orphans are deprived of a family, and after leaving the orphanage, they lose their “belonging” to their institution.
2. Health of pupils. Most orphans and children left without parental care have serious deviations in their health and mental development. lagging behind in physical and intellectual development these children are often complicated by disorders in the emotional-volitional sphere and behavior.
3. Features of mental development. According to many experts, the peculiarities of the mental development of children from orphanages, especially in adolescence, are manifested primarily in the system of their relationships with other people. Distortions in communication with adults deprive orphans of the important for their psychological well-being of experiencing their significance and value for others and at the same time experiencing the value of another person, deep attachment to him.
4. Personality formation. Great importance for the formation of the personality of the pupils of the orphanage have aspirations, desires, hopes, that is, an attitude towards their future. However, as practice shows, it is typical for them to live today, the immediate concrete plans are important, and not the distant future. If long-term plans are outlined, they are not filled with real content. Self-doubt, low self-esteem lead to the fact that adolescents - pupils of orphanages are not focused on improving their educational level, on acquiring a profession, often do not know what needs to be done for this. They rely on society, the state and other trustees. As a result, graduates of orphanages develop a fear of the outside world, distrust of it.
For example, to the question “what are you most afraid of in life?” most often there are such answers: “I’m afraid of being left without a home”, “I’m afraid of becoming useless”, “I’m afraid that my life will not work out and I will go to prison”, “I’m afraid of loneliness”, etc.
5. Assimilation of norms and values. For a young person to successfully enter into life, he must know and assimilate the appropriate norms and values, have appropriate communication skills and strive to enter the outside world around him.
Children who are brought up in an orphanage and study in a general education school, as a rule, study at "3" and "4", and 18% do not have time in many subjects. Only 45% of pupils show interest in learning. In the opinion of the pupils themselves, laziness, lack of knowledge over the past years, and often simply unwillingness to learn interfere with their studies.
Upon graduation from the basic school (9-year-old), up to 90% of pupils wish to continue their studies at a school, vocational school or college. At the same time, over 9% of respondents do not think about it. The majority of orphanage graduates (60%) do not consider the level of education a decisive factor in life.
6. Confidence in the future. It has been proven that focusing on the future has positive influence on the formation of the personality of a growing person only when he has a sense of satisfaction with the present. Studies show that only 13.6% of orphans and children left without parental care look to the future with confidence and optimism. About the same number experience fear of the future or pessimism. Many inmates of orphanages (73%) doubt that their life will turn out well.
The difficulty of socialization is understood as a complex of difficulties for a child in mastering a particular social role. Most often, the causes of these difficulties are the discrepancy between the requirements for the child in the process of his relationship with society and the child's readiness for these relationships.
Difficulties in mastering a social role most often arise when the child is not informed about this role, or the information is false, or the child does not have the opportunity to try himself in this role (there are no conditions for social trials).
Difficulties in socialization may also be related to the fact that within society there is a “blurring” of images of role behavior (for example, the boundaries between ideas of confidence and aggressive behavior, between male and in a feminine way life).
In this regard, the child is periodically faced with the task of self-determination, both about the content of the social role itself, and about the ways of its implementation.
Under the conditions of upbringing in an orphanage, the difficulties that a child encounters in the process of socialization are doubled. This happens because the very organization of the viability of children in the orphanage is arranged in such a way that the child develops mainly only one role position - the position of an orphan who does not have support and approval in society. This role keeps the child in an infantile dependent position and blocks the manifestation of potentialities.
Thus, the living conditions of a child in an orphanage do not give him the opportunity to independently regulate the rhythm and frequency of contacts with the environment in accordance with the dynamics of his own needs. This can lead to difficulties in the formation of abilities to realize one's own actual states. Such a child will hardly answer such important questions for the development of self-determination as: "What do I want now?", "What am I now?". As a compensatory mechanism in this case, psychological fusion with the environment will begin to function ("I want what others want from me"), which leads to the loss of the boundaries of one's own "I".
The constant inclusion of the child in the system of forced contacts blurs the boundaries of personal space, which makes it fundamentally impossible for the child to leave for his own world to restore the psycho-emotional resource.
For children with an inverted orientation of the psyche (closed, uncommunicative, exhausted from constant contact with others), the possibility of withdrawing into their own space is the only way for full energy recovery. Not being able to achieve autonomy in a socially acceptable way, the child becomes whiny, irritable, aggressive. As the main way to solve his problems, such a child chooses to avoid contact in the forms available to him: opposition to the regime, flight, illness, injury to himself, rebellion, etc.
The organization of life in an orphanage gives the child clearly defined social role positions (student, pupil). Both the set of these roles, set from outside, and the variability of actions within these roles are limited. being, long time only within the framework of these positions, the child loses the opportunity to manifest individuality and free self-expression, which ultimately does not allow him to gain support in himself. To master the entire spectrum of his own "independence", the child needs to master role-playing roles, which are set by a situation of free spontaneous interaction, where the fear of evaluation, the fear of inconsistency is removed and creative potentialities are provoked.
In the orphanage, children's play activities are organized by educators and most often have the same regulated character. The majority is between an adult and a child, where the adult sets the rules of the game, the plot, the distribution of roles, and he himself acts as an evaluating figure, owning the criteria for determining the results of the game. The presence of an educator acting as an arbiter shifts the motive of the game from the process to the result, emasculating the meaning of the game, actually turning it into an ordinary learning procedure.
A child getting stuck in an infantile position is facilitated by a special type of interaction between adults (caregivers, teachers), which prevails in most orphanages. This type of relationship can be described as an alternation of guardianship and suppression.
In one case, during contact with the child, the educator is dominated by positive emotional support for any action of the child. The teacher uses a lot of diminutive, caressing appeals.
This style of interaction can be perceived by teachers as a manifestation of mercy, a humanistic approach to education, compensation for the lack of emotional warmth, etc. However, all this leads to the repression of negative feelings (mainly aggression) with natural dissatisfaction with the result obtained by the child, and the repressed aggression, according to all psychodynamic laws, will eventually run into one form or another of manifestation - from psychosomatic symptoms to the real uncontrolled behavior of the educator himself. . The child is stuck in an infantile egocentric position.
When this type of relationship is changed to the opposite, for example, the relationship of adult dominance, criticism of the child's actions and the total suppression of any initiative increase. The change of relations from total tenderness to total suppression inevitably creates a kind of swing that affects the emotional and cognitive dependence of an orphan child on a significant adult in the orphanage.
The conditions for organizing the life of children in orphanages create external difficulties for successful socialization, however, this group of children has internal difficulties that are associated with the peculiarities of their mental development.
The most serious consequence of orphanhood is the loss of "basic trust in the world", without which it becomes fundamentally impossible to develop such important new personality formations as: autonomy, initiative, social competence, skill in work, gender identity, etc.
Without these neoplasms, the child cannot become the actual subject of interpersonal relations and form into a mature personality. The loss of basic trust in the world is also manifested in the suspicion, incredulity, aggressiveness of the child, on the one hand, and the formation of a neurotic mechanism, on the other.
Merging blocks, and sometimes makes completely impossible, the development of the child's autonomy, his initiative and responsibility for his behavior. Merging is possible with a specific person (caregiver, parent, teacher, etc.), as well as with a group of people (the well-known children's home "we"). At later ages, the action of this mechanism can provoke the formation of alcohol, drug or toxicological dependence.
It can be assumed that the loss of basic trust in the world, which inevitably arises in children brought up in conditions of deprivation, as a result of the destruction of bodily, visual and sound contacts with their mother, can be restored by initiating and deforming the hidden mechanisms of personality development that lie in the cognitive sphere.
The difficulties of socialization, as a rule, give rise to hypertrophied adaptation to social processes, i.e. social conformism or hypertrophied autonomy, i.e. complete rejection of the norms of relations emerging in society.
Due to the consequences of abnormal socialization, it is necessary to name such phenomena as social autism (removal from the outside world), a lag in social development.
The main problem for graduates of orphanages aged 17-18 is the problem of dependency, it is very acute when leaving the orphanage. Because, having acquired the skill to use the resources of the state, individuals and organizations free of charge, a young person, coming into contact with the new world, with a new environment, is not ready to resist the seemingly benefits that heap upon him. Suppose he receives an allowance, which he then ineptly spends somewhere. He receives some additional social guarantees for food, housing and education.
He can enter the university with all the triples, but often he does not even do this. Therefore, 96% of children enter vocational schools. And you don’t have to study at a vocational school, it’s enough to be listed there. As a result, they come out of there as no specialists, and already to enter a higher educational institution they lack neither the strength, nor the means, nor the thirst for new knowledge. And when he turns 23, the “state feeder” slams shut and he suddenly realizes that time has passed, and he no longer has the status of an orphan.
Accordingly, new difficulties arise, most of the graduates are very infantile. Graduates do not have the necessary communication skills, they are constrained, they are not able to make a self-presentation when applying for a job, they have a low level of education. A graduate who left, for example, at the age of 17, the level of his development is at the level of 12 years.
Those allowances that they receive, and when they leave, they can receive 30,000 or 60,000 rubles, are completely wasted on unnecessary things. To buy some trinkets, gifts to friends, comrades, acquaintances.
In other words, the pupils of the orphanage, going beyond its threshold, know how to "be an orphan", i.e. hope for patronage, have "learned helplessness", not suspecting that they can rely on their own internal resources.
1.2 The main directions of formation of the readiness of graduates of orphanages for independent life and work
The means of developing the abilities of children in orphanages to overcome the difficulties of socialization is the activity of children, diverse in content and forms of organization, both in groups in the institution itself and outside it. The basis of such activity is situations when the child has the opportunity to choose, learn to justify his choice, check himself and determine his capabilities, make independent decisions, learn to easily and quickly navigate in new conditions, respond flexibly to environmental influences, master different social roles. At the same time, it is important to take into account that in real life situations of choice often arise spontaneously.
Main directions of readiness:
1) the development of individuality and the formation of identity, the development of an individual life strategy, the provision of opportunities and conditions for self-knowledge;
2) mastering the structure of activities and career guidance, which is the formation of skills for setting goals, choosing means to achieve them, planning, evaluating results;
3) the formation of ideas about the future profession, the implementation of professional tests, assistance in professional self-determination;
4) the formation of stable interests in work, ideas about the need for work in a person's life, the education of industriousness and the development of working capacity.
5) complex diagnostics and rehabilitation of children, which includes the individual formation of the adaptive readiness of children for life and professional self-determination; gradual formation of personally adapted attitudes towards oneself as a subject of future life and professional activity.
6) creation of living conditions and relations between adults and children in the institution, allows everyone to feel emotional comfort, relieve tension and anxiety.
7) creation of wide opportunities for creative and other activities that contribute to the maximum realization of personal and socially significant abilities.
8) the development of social and personal mobility, the ability to assess the life situation and make adequate decisions in accordance with this. Interaction of the orphanage with institutions of additional education.
Innovative processes in boarding schools testify to the activation of both internal, structural and organizational foundations of their activities, as well as external ones - involving the whole society in the problems of orphans and children left without parental care.
Interesting and innovative in this regard are:
1) experience in creating rehabilitation centers for the purpose of post-boarding adaptation of graduates of orphanages;
2) expansion of cooperation between pedagogical teams of orphanages and teams of scientists to solve the problems of children with deviations in health and mental development;
3) implementation of training and retraining of personnel, taking into account the requirements of new practice and the needs of children and their teachers.
Current and developed projects to improve work with orphans and children left without parental care may include other areas of activity:
Development of new models of institutions for orphans;
Creation in the institution of an environment close to a family environment, providing not only external changes (apartments, different age groups), but also changes in the relationship between children and adults, a qualitative variety of contacts in the social environment;
The introduction of methods and forms that ensure the individualization of the upbringing process;
Implementation of health-saving technologies in the life of institutions;
Expansion of the social experience of pupils through the development and implementation of innovative technologies for the life self-determination of the individual in a changing world;
Providing an orphan child with a personally significant education;
Strengthening the economic independence of institutions;
Creation of a labor training environment as the basis of life self-determination;
Development by the institution, together with the guardianship and guardianship authorities, of programs for entering an independent life and restoring ties with the family;
Introduction of new forms of management in institutions for orphans and children left without parental care;
Formation of new approaches to the content and evaluation of pedagogical work in institutions for orphans;
Establishing and maintaining links with scientific institutions and teams in order to change the forms and methods of scientific and methodological work.
In the process of socialization, three groups of tasks are solved: adaptation, authorization and activation of the personality. The solution of these problems, which are essentially contradictory and at the same time dialectically united, essentially depends on many external and internal factors.
Social adaptation involves the active adaptation of the individual to the conditions of the social environment, and social authorization - the implementation of a set of attitudes towards oneself; stability in behavior and relationships, which corresponds to the idea of the individual about himself, his self-esteem. The solution of the problems of social adaptation and social authorization is regulated by seemingly contradictory motives "To be with everyone" and "To remain oneself". At the same time, a person with a high level of sociality must be active, i.e. he must have formed a realizable readiness for social action.
The process of socialization (inclusion of the child in the system of social relations), even under favorable circumstances, unfolds unevenly and can be fraught with a number of difficulties, dead ends, requiring the joint efforts of an adult and a child. If we compare the process of socialization with the road that a child must take from the world of childhood to the world of adults, then it is not always smooth.
The reasons for the emergence of difficulties for a child to enter the system of social relations can be very different, but, first of all, they are associated with inadequate perception by orphans of the requirements that the surrounding society makes.
The criteria for overcoming these difficulties can be the following:
1. Willingness to adequately perceive emerging social problems and solve these problems in accordance with the norms of relations that have developed in society (social adaptation), i.e. the ability to adapt to the existing system of relations, master the appropriate social-role behavior and mobilize not only one's potential to solve a social problem, but also use the conditions in which the child's relations develop;
2. Resilience to adverse social influences (autonomy), the preservation of their individual qualities, formed attitudes and values;
3. Active position in solving social problems, realizable readiness for social actions, self-development and self-realization in emerging difficult situations(social activity), the ability to self-determination and expansion of the boundaries of spatial life.
The most significant abilities that allow a child to overcome the difficulties of socialization are:
1. the ability to expand the boundaries of the space of life;
2. ability to self-determination;
3. the ability to master social role behavior through a system of differentiated relations.
Among the conditions for preparing children from orphanages for independent living are:
Creation of a developing environment and an adaptive education system;
Correctional and developmental work (intellectual and cognitive-emotional processes, the formation of communication skills), which includes, among other things, social adaptation;
Development of the child's personality with the maximum use of his rehabilitation potential and compensatory possibilities;
Providing the experience of independent living before graduation from the orphanage;
Prolonged nature of maintenance after release.
From a pedagogical point of view, it is important to have indicators of the success of the implementation of the above conditions. In our opinion, such indicators can be:
Formation of the ability to independent decision-making among pupils of the orphanage;
Mastering by them the structure of activity for the implementation of the decision;
Develop a sense of responsibility for your actions.
These indicators can only be achieved if a number of conditions are met.
When leaving the orphanage, the pupil receives the necessary set of documents: (birth certificate, passport, certificate of stay in the orphanage, health status, certificates of parents, other relatives, documents confirming the right to property, living space, etc.), and also phone numbers and addresses of government agencies that should help the young man get settled in later life.
The administration of orphanages approaches the procedure for the release of pupils very carefully. For each of them, a social pedagogue or a juvenile inspector is appointed, who oversees the future life of a young person. Of course, the most pressing issue, in addition to housing, is employment. It is very important that the former pupil, who is often not accustomed to life in society, correctly orientate himself, choose a profession according to his interests, and be able to successfully get a job. At this stage, it is very important that a boy or girl clearly knows their rights and can use them competently. To do this, orphanages prepare children for graduation, in almost all institutions, along with the necessary documents and reference addresses, they issue special graduate memos - collections, original reference books of legislative and regulatory documents. These guides necessarily include explanations or official documents that list all the rights and benefits of graduates of orphanages.
The solution to one of the main issues for a minor graduate of an orphanage is employment. The solution of this problem must be dealt with by the bodies of the state employment service at the place of registration (residence).
Employment agencies are required to:
1) accept and give free advice on possible employment and the availability of vacancies, taking into account professional suitability;
2) to carry out career guidance work with a young person and professional diagnostics, taking into account the education received and the state of health;
3) if necessary, send them to free education in order to obtain a certain profession;
4) register as unemployed if the child is already 16 years old and has submitted all Required documents; after registering as unemployed (if a person cannot be employed for some reason), the state is obliged to pay unemployment benefits for 6 months in the amount of the average wage in the region;
6) offer an independent job search.
When applying for a job, a pupil of an orphanage needs to know how to prepare for the first interview, what documents need to be prepared, what rights and obligations a minor worker has, what points in the employment contract should be paid special attention to.
All of the above allows us to conclude that the efforts of teachers and educators of the orphanage should be aimed at:
Expansion of social models of behavior through the inclusion of children in groups and activities that have and provide a different social experience and other ways of interaction, which become social models for the children in the orphanage;
Taking into account and providing pupils in the content of activities and relationships with clear and clear ways of translating intentions and desires into a plan of specific actions;
Increasing self-esteem both through situations of success and with the help of “positive social labels”;
Inclusion of children in new peer groups in order to work out the stages of adaptation, individualization and integration in order to create the experience of such interaction;
Combination of individual and group lessons;
Simulation of real social situations, the implementation of which can be carried out not only in the classroom;
Taking into account the age characteristics of the children for whom the program is designed;
Modeling situations of choice, personal responsibility and personal autonomy.
Chapter 2
2.1 Program for the adaptation of graduates of orphanages "New Life"
Our program is relevant in modern conditions, when a large number of orphans are brought up in state specialized institutions with an insufficient level of budget funding. Many problems that arise in children can be solved through the implementation of various assistance projects.
Purpose: to teach graduates from the orphanage to adapt in society, to instill the skill of independent living.
1) preparation of graduates for independent life;
2) training of graduates in modern methods of providing professional employment;
3) informing graduates about benefits, about getting housing, about receiving a pension, etc.
Implementation stages:
1. Preparatory.
2. Main.
3. Final.
The program includes:
1) developing and improving the education of orphans and children left without parental care, independent living skills for their successful integration into society.
2) social adaptation aimed at overcoming the psychological consequences of the long life of an orphan child in a boarding school.
3) legal advice - advice on legal issues.
4) interviews with graduates about their future job placement.
5) a special memo for a graduate from an orphanage.
Expected results:
Graduates of the orphanage are ready for an independent life, adapted to the new social environment.
2.2 Implementation of the program for the adaptation of graduates of orphanages "New Life"
As part of the undergraduate practice, we developed and implemented a program for the adaptation of graduates of orphanages "New Life"
Preparatory stage
1. Comparative analysis documents of orphanage graduates for 3 years.
Issue 2008-2009 - 9 graduates, 1 of them in the army; graduates who entered the PL - 4, of which:
1- Achinsk Mechano-Technical College
2- Achinsk Professional Pedagogical College.
1- Pedagogical College.
There are 9 graduates in total. Of these, 6 people have housing, 3 of whom are known to have relatives, 2 children were taken under guardianship; one of the graduates was treated for a head injury, was left for 2 years, graduated in 2010.
Issue 2009-2010 - 19 graduates, three of them continued their education in the 10th grade; the number of graduates enrolled in the PL - 12, of which:
1 - Achinsk Mechano-Technical College
3 - Agricultural College
There are 19 graduates in total. Of these, 9 people have housing, 12 people have relatives.
Issue 2010-2011 - 18 graduates who entered the PL - 10, of which:
7 - Achinsk Mechano-Technical College
2 - Achinsk Professional Pedagogical College.
1 - Achinsk Polytechnic College
There are 18 graduates in total. Of these, 7 people have housing, 13 people have relatives.
A comparative analysis over 3 years showed that each graduate enters educational institutions for further education, and often this is the profession that the child wants to study.
Upon leaving the orphanage, not every child has housing, but at the place of study, the administration will provide housing in which the child will stay until the end of the educational institution.
Also, not every graduate has relatives who would help them adapt in society, help them on their way to an independent life.
main stage
Conversation about skills for independent living and successful socialization;
It was explained to the children that in the new adult life they would be independent, they would have to be ready to fully serve themselves: cook food, wash clothes, clean their apartment or room, calculate finances, be able to communicate with adults, get an education.
A psychologist's conversation with graduates to overcome the psychological consequences of the long life of an orphan child in a boarding school;
The invited psychologist held a conversation with graduates from the orphanage. The psychologist conducted a test that checks the level of adaptation of children to the "new society", and a test that reveals the psychological difficulties of children in relation to adults, skills for independent living. At the end of the session, she gave advice on overcoming psychological problems.
Interview of a lawyer with graduates on legal issues;
The invited lawyer held a conversation with graduates from the orphanage. The children had many questions:
What rights do they have?
What are the rights to housing, benefits?
How can they receive a pension and what documents do they need to provide for this?
Employer's conversation with graduates about their employment;
Employers (doctors, sellers) were invited to meet with the graduates, who enlightened the graduates from the orphanage about their future work, that for a good job you need to get a specialized secondary, and preferably a higher education. Employers asked graduates about where they would like to work, and many answered that they would like to work for a decent salary. Employers invited some of the graduates to work, but the graduate must receive an education.
A memo has been developed that will help in the further socialization of graduates "Memo for the socialization of graduates from orphanages"
For graduates from the orphanage, a special memo was developed that would help in the future life of the child. It describes which specialists the child works with after graduation from the orphanage and what kind of work the specialists do. The problem of employment of graduates is described; recommendations when meeting with the employer; legal advice when concluding a contract, etc.
I invited a psychologist to the orphanage to talk with graduates, to overcome the psychological consequences after a long life in a boarding school.
The final stage
When compiling the program for the adaptation of graduates of orphanages "New Life", the following work was done:
As part of the program, we conducted a comparative analysis for 3 years about children - graduates
We tried to teach graduates from the orphanage to adapt in society, to instill the habit of independent living;
With the help of specialists, graduates were taught modern methods of providing professional employment;
With the help of a lawyer, they informed graduates about benefits, about getting housing, about receiving a pension, and what documents are needed for this;
For graduates, a memo "Memo for the socialization of graduates from orphanages" was compiled, on graduation from the orphanage.
So, the hypothesis - if a graduate of the orphanage is given timely assistance and support, this will contribute to his high adaptation to independent living - has been proven.
Conclusion
So, the purpose of our final qualifying work is to develop and implement a program of preparation for an independent life of children from the orphanage.
We studied the specialized literature on the research problem, described the problems of graduates of institutions for orphans and children left without parental care, and also described the main directions in the formation of the readiness of graduates of orphanages for independent life and work.
We came to the conclusion that the topic of this final qualification work is relevant at the present stage. Since graduates of orphanages need to be assisted and supported in their adaptation and socialization.
In the second chapter "Preparation of graduates in the Krasnoyarsk State Budgetary Institution "Achinsk Orphanage No. 1" for an independent life", we compiled a program for the adaptation of graduates of orphanages "New Life".
At the preparatory stage of the program, we compared the graduations for the last three years, and concluded that not every child has housing, there are relatives, every child enters an educational institution for the profession he wants to study.
At the main stage, we presented an individual program for the adaptation of a graduate from an orphanage, which describes the work with graduates and specialists from different fields.
At the final stage, we implemented this program for the adaptation of graduates of orphanages "New Life" and came to the conclusion that graduates of this institution need help and support in the further process of socialization, namely, assistance in adapting to independent living. The result of the program is the information received by the graduates of this institution through the provided memos, consultative conversations, seminars, etc.
So, the hypothesis - if timely assistance and support is provided to a graduate, this will contribute to his high adaptation to independent living - has been proven.
Literature
1. Aryamov I. A. Studying a child in an orphanage. Orphanage, 1928, No. 1.
2. Baibodorova L.V. Overcoming the difficulties of socialization of orphans. - Yaroslavl, 1997.
3. Brockhaus F.A., Efron I.A. Educational houses. Encyclopedic Dictionary. - St. Petersburg, 1892.
4. The upbringing and development of children in an orphanage. Reader. Ed.-stat. N.P. Ivanova. - M.: APO, 2000.
5. Dementieva I.F. Social adaptation of orphans: problems and prospects in the market // Sociological research, 1991.
6. Orphanages. Work practice. Sat. materials. - M.: Gos-izdat, 1927.
7. The concept of preventing social orphanhood and the development of educational institutions for orphans and children left without parental care. under. Ed. L.M. Shipitsyna. SPB.: ISP i P, 2000.
8. Kochkina L.S. Preparation of orphans for life and professional self-determination in the conditions of a childhood home, 1998.
9. Martynenko A.V. Medico-social work: theory, technology, education. - M .: Nauka, 1999.
10. Orlovsky B.A. Do you need an orphanage? Orphanage, 1991, No. 2.
11. Fundamentals of social work: textbook for students of higher educational institutions / N.F. Basova, O.N. Bessonova and others; Ed. N.F.Basova.- 2nd ed., Rev.-M: Publishing Center "Academy", 2005.
12. Organization and content of work on the social protection of women, children and families: Textbook for students. Avg. Prof. textbook establishments T.S. Zubkova N.V., Timoshina T.A. - 2nd ed., ster. - M .: Publishing Center "Academy", 2004.
13. Family Code of the Russian Federation. - M.: LeksEST, 2004.
14. Ulyanova G. Orphan's share. Social protection, 1991, No. 5.
15. Yarulov A.A. On the psychological and pedagogical foundations of planning the life of an orphanage. School Director, 1999, No. 2.
16. Kholostova E.I. Social work: Textbook. - 2nd ed. - M .: Publishing and Trade Corporation "Dashkov and K", 2005.
17. Firsov. M.V., Studenova E.G. Theory of social work: textbook. Allowance for students. higher head of studies - M .: "Humanitarian publishing center VLADOS", 2000.
18. Kholostova E.I. Social work with the family: textbook E.I. Kholostov. - 3rd ed. - M.: Publishing and Trade Corporation "Dashkov and K", 2009.
19. Pavlenok P.D. Theory, history and methods of social work: Textbook. - 5th ed. - M .: publishing and trading corporation "Dashkov and K", 2006.
20. Fundamentals of social work: textbook. allowance for students. higher textbook establishments N.F. Basova, O.N. Bessonova and others; Ed. N.F. Basova. - 2nd ed., corrected. - M: Publishing Center "Academy", 2005.
21. Social work under the general editorship of prof. IN AND. Kurbatov. Series Textbooks, tutorials. - Rostov n / a: "Phoenix", 1999.
22. Social work: Introduction to professional activities: Textbook. Rep. Ed. Prof. A.A. Kozlov.- M.: KNORUS, 2005.
Hosted on Allbest.ru
...Similar Documents
Legal Framework social support orphans and children left without parental care. Problems of social adaptation of graduates of boarding schools. Study of the level of readiness of pupils for independent life.
thesis, added 02/08/2014
The problem of social adaptation and socialization in the society of pupils of institutions for orphans and children left without parental care. Practical activities of post-boarding support, development of organizational methods of social work.
practical work, added 01/10/2012
The main aspects of employment and employment of orphans and children left without parental care. Normative-legal bases of their social support. Analysis of professional self-determination of orphans and children left without parental care.
term paper, added 09/26/2012
Trends and dynamics of the development of the system of placement of orphans and children left without parental care in Russian society. State policy in the field of their social protection. Comparative analysis of modern models for solving the problem of orphanhood.
thesis, added 01/15/2014
Children left without parental care and graduates of boarding schools as an object of social work. Social problems of post-boarding adaptation of boarding school graduates. Preparedness of graduates of boarding schools for independent living.
thesis, added 06/18/2015
The main activities for the social and pedagogical support of orphans. The history of charity orphans in Russia. Social and legal protection of orphans and children left without parental care. Peculiarities of socialization of pupils of the orphanage.
term paper, added 04/25/2010
Orphanhood as a social phenomenon. Features of the personal development of orphans, the manifestation of a tendency to delinquency of orphans and children left without parental care. Criminalization of the behavior of minors and the program of its prevention.
thesis, added 12/23/2009
Orphanage as an institution for orphans and children left without parental care. Features of the development of such children. Formation of psychology and sociology of small groups. Influence of living conditions in the orphanage on the interpersonal relations of orphans.
term paper, added 01/10/2011
Causes of social orphanhood. Forms of social protection of children left without parental care. Adoption and adoption of a child. Institutions for orphans and children left without parental care. Basic guarantees of social protection of orphans.
term paper, added 04/10/2011
Causes of social orphanhood in Russia. Regulations Russian Federation and the Kaluga region to protect the rights of orphans and children left without parental care. Forms of placement of orphans in Russia, the process of adoption of children by foreign citizens.
Size: px
Start impression from page:
transcript
1 "Preparing orphans for independent family life in an orphanage." Tyapugina Svetlana Mikhailovna GKU "Children's Home 2 "Golden Key" in the village of Rozovka, Mineralovodsky District For those who spent their childhood within the walls of an orphanage, creating their own family is perhaps the most cherished dream. At the same time, they are more likely than their domestic peers to fail. The absence of a positive model of parent-parent, child-parent relationships leads to a shift in the value orientation of orphans, complicates the construction of one's own family, or leads to copying negative parental patterns. Graduates of orphanages are often unable not only to create a prosperous family, but also to keep it. The state of children from orphanages, who are on the verge of leaving the institution, is most often characterized as confusion before an independent life. Despite the presence of a formal set of prospects that open before them, they experience significant difficulties in choosing further life paths. This is explained by the fact that in the institution the position of the orphan child was largely “objective” in nature, he was taken care of, he was provided with everything necessary. When leaving the institution, the nature of the position of the same child normatively becomes “subjective”. He himself must provide himself with the conditions for normal life. In other words, the graduate of the orphanage actually has to independently and for the first time build and organize his living space, since there is no continuity, no experience to follow. It can be said that a graduate for some time is "pushed out" from the institution and "not integrated" into a new social structure. As a result, the orphan child faces two urgent tasks: 1. switch to independent life support; 2. build the boundaries of your new living space. Features of mental development, according to many experts, features of the mental development of children from orphanages, especially in adolescence, are manifested primarily in the system of their relationships with people around them. Distortions in communication with adults deprive orphans of the important for their psychological well-being of experiencing their significance and value for others and at the same time experiencing the value of another person, deep attachment to him. Great value for the formation of personality
2 pupils of the orphanage have aspirations, desires, hopes, i.е. attitude towards your future. However, as practice shows, it is typical for them to live today, the immediate concrete plans are important, and not the distant future. If long-term plans are outlined, they are not filled with real content. Self-doubt, low self-esteem lead to the fact that adolescents in orphanages are not focused on improving their educational level, on acquiring a profession, often do not know what needs to be done for this. They rely on society, the state and other trustees. As a result, graduates of orphanages develop a fear of the outside world, distrust of it. For a young person to successfully enter into life, he must know and assimilate the appropriate norms and values, have appropriate communication skills and strive to enter the outside world around him. The issues of preparing young people for the future family life have long attracted the attention of society. Various points of view, philosophical concepts, moral and religious principles clashed around this problem. However, it still remains insufficiently resolved even within the framework of school education and training. The consequences of the lack of systematic work in this area are demonstrated by statistics: marriages concluded by graduates of orphanages of institutions break up more often; among those who abandon their children in the maternity hospital, in the first place are mothers from among orphans. In this regard, the preparation for an independent life of orphans and children left without parental care is a serious and very complex problem, the relevance of which is not decreasing. However, it should be noted that at present, pedagogical science and practice need a deeper and more detailed study of the preparation of orphans for independent family life. The mechanism of this process is not fully disclosed, the conditions, forms and methods of pedagogical influence on the process of preparing pupils for independent family life in an orphanage have been developed. The works available in this direction do not involve changing the structure of these institutions, overcoming their specific isolation from the surrounding social environment. The foregoing allows us to state that in modern theory and practice there is a contradiction between the objectively increasing requirements imposed by society on preparing the younger generation for a future independent life, on the one hand, the conservatism and inertia of the system of social and pedagogical institutions for orphans, insufficient theoretical and practical the development of the problem, the mechanisms for implementing the pedagogical conditions for preparing orphans for independent family life, on the other hand. Based on the identified contradictions, ways and means of their resolution, the following goal is determined.
3 Purpose: creation of conditions for preparing orphans for independent family life in an orphanage. The effectiveness of preparing orphans for independent family life in an orphanage will be successful if the following conditions are met: 1. the creation of a specially organized social and pedagogical environment in family-related groups; 2. implementation of medical, social, psychological and pedagogical support of pupils at each stage of development; 3. introduction of various forms and methods of joint activities aimed at the formation of family relationships; 4. formation of a correct idea of the family, its functions and relationships in the family. Tasks: 1. To develop various forms of placing children in families (foster, guest, guardianship, guardianship) 2. To try to restore or compensate for lost family ties. 3. Strengthen family relationships as a basis for instilling skills for independent family life. 4. To prepare pupils for an independent life, the creation of their prosperous family in the future. 5. Create conditions for preparing pupils for work. Organize outreach activities. 6. To identify the features of the personal development of orphans and children left without parental care. 7. To develop a model of the support service for the development of pupils in an orphanage. 8. Justify and reveal the role of family-related groups as an effective environment in preparing orphans for independent family life in an orphanage. 9. Reveal the content, forms and types of joint activities in the formation of family relationships. Features of mental development, according to many experts, features of the mental development of children from orphanages, especially in adolescence, are manifested primarily in the system of their relationships with people around them. Distortions in communication with adults deprive orphans of the important for their psychological well-being of experiencing their significance and value for others and at the same time experiencing the value of another person, deep attachment to him.
4 Aspirations, desires, hopes, i.е. attitude towards your future. However, as practice shows, it is typical for them to live today, the immediate concrete plans are important, and not the distant future. If long-term plans are outlined, they are not filled with real content. Self-doubt, low self-esteem lead to the fact that adolescents in orphanages are not focused on improving their educational level, on acquiring a profession, often do not know what needs to be done for this. They rely on society, the state and other trustees. As a result, graduates of orphanages develop a fear of the outside world, distrust of it. For a young person to successfully enter into life, he must know and assimilate the appropriate norms and values, have appropriate communication skills and strive to enter the outside world around him. Currently, many institutions are developing and implementing various programs to prepare orphans and children left without parental care for independent living. They are aimed at developing readiness in children to overcome the difficulties of socialization, expand the boundaries of their own space of life, self-determination, mastery of gender-role behavior, etc. Such social adaptation programs for graduates of orphanages include a rather diverse content: teaching housekeeping skills, self-care skills, the ability to put things in order and create comfort in the house, the ability to use various infrastructures, economic behavior skills, etc. A special type of work is the preparation of graduates to create their own family and family life. Readiness for independent life and activities of graduates of orphanages includes a combination of the following elements: 1. social readiness (formation of interpersonal communication skills, collective activities, social orientation, organization of independent social status); 2. labor readiness (formation of general everyday skills and abilities, readiness for domestic work, work in the household, professional self-determination, preparation for future professional activities); 3. moral-volitional (psychological) readiness (self-esteem, self-esteem, volitional organization of the personality, psychological readiness to work in market conditions); 4. physical readiness (the formation of an individual style of a healthy lifestyle, the absence of bad habits, the development of physical qualities that provide successful adaptation to work, various activities)
5 Living conditions in the orphanage should be close to family. In our orphanage, pupils are divided into family groups. Each group has its own separate residential block similar to a family apartment, equipped with everything you need: furniture, household appliances and household appliances. This habitat allows children to easily adapt to living in an orphanage and save family traditions and relationships. In the orphanage, it is necessary to carry out a lot of work to protect and strengthen the mental and physical health of the pupils. I conduct a set of classes on various topics that contribute to adaptation and integration in later life, preparation for family life. - “Use of infrastructures”, which includes acquaintance with state institutions, this knowledge makes it possible to determine where to go at the right time, how to fill out this or that receipt, form, where and how to pay bills, etc.; - "Skills of family life", including housekeeping, mastering sanitary and hygienic norms and rules, questions of family, sexual relations, etc.; - "Jurisprudence", including various legal, economic, financial issues, familiarity with the codes of the Russian Federation, with the rights and obligations of a citizen of Russia; - "The ability to use money." Pupils over fourteen years of age registered at the Employment Center work in the summer period in the construction team of the orphanage, receive wages for their work and can manage the money at their discretion. To achieve the goal in her group of the orphanage, she developed an action plan, where, according to the age of the children, conversations, games, lectures, meetings, and excursions are held. For example, topics of conversation: "Family and family values”, “Family in my life”, “The meaning of the family is the pursuit of happiness”, “How to keep love in the family”, “My family is my wealth”, “Entering “adult” life”, “Who to be, what to be”, “ New look of the young” and other conversations. Graduates of the orphanage find it difficult not so much the process of learning as the process of becoming a person. They are practically uncompromising, so there are difficulties in communicating with peers, teachers, police, and other social structures. Meetings are held with people of different professions, visits to vocational schools, lyceums, universities are organized. In collaboration with a psychologist
6 district employment center is testing future graduates and career guidance. Children from the orphanage also acquire real life experience through participation in various activities. By visiting numerous circles and sections, each child has the opportunity to find an exciting activity for himself, to show his potential. As a result, he acquires not only useful practical skills and abilities, but also masters the elements communication activities learns to behave adequately in public places, to communicate with adults and peers. Expansion of adolescents' ideas about their future profession is facilitated by attending "Open Days" in secondary specialized educational institutions. Demonstration of the range of professional choice, orientation towards the formation of an individual style of work activity allows the future graduate to make a more conscious choice of a future profession. In parallel, educational activities are carried out to socialize graduates, aimed at mastering new social roles (family man, worker, citizen), preparing them for their future family life. In the orphanage, complex rehabilitation work is widely carried out with adolescents and graduates who have not reached social and personal maturity (according to the results of a diagnostic examination). Social educators pay special attention to ensuring the protection of the rights and interests of graduates of orphanages in society. Educators, a social pedagogue, the administration of the orphanage maintain close interaction with professional institutions on the issues of monitoring the educational activities of former pupils. If necessary, they participate in the work of psychological, medical and social services to provide advice to graduates in solving their problems. Special attention is given to control over compliance with protective legislative and regulatory documents in relation to graduates of the orphanage and the provision of emergency assistance to graduates who find themselves in a difficult life situation. Every year, a social teacher or representatives of the administration of the orphanage visit graduates of the previous year of graduation and living independently in order to study the degree of social adaptation of the graduate in society. When visiting graduates at the registration address, the conversation method is used.
7 When evaluating the effectiveness of the conversation, conclusions are drawn about the extent to which the graduate has become a citizen of society (hard work, attitude to work, the desire to improve his level, etc.) and as a family man (having a family, living conditions, material support , relations with relatives, etc.). Based on the results of such visits, a small pedagogical council is held with the educators of these graduates and the escort service, where elements of adaptation and maladaptation of this graduate are noted, a plan of specific assistance is developed (if necessary), sometimes with the involvement of district state structures, recommendations are developed for the socialization of other pupils, taking into account the identified negative points. In general, the results of a survey of orphanage graduates proved the effectiveness of this kind of purposeful systematic work. One-time events cannot provide a holistic preparation of a graduate for an independent life, only complex work but socialization and career guidance gives a positive result, nevertheless, a graduate for some time needs a lot of socio-psychological and support, especially in situations of finding a solution to life important issues. References: 1. Abramova, G. S. Practical psychology / G. S. Abramova. M.: Publishing Center "Academy", p. 2. Abulkhanova-Slavskaya, K. A. Life strategy / K. A. Abulkhanova-Slavskaya. M., s. 3. Avdeeva, N. The role of mother and father in the development of a child at an early age / N. Avdeeva // Preschool education S, 5. -S, 7. -S Azarov, Yu. P. Secrets of pedagogical skill / Yu. P. Azarov . M .: Publishing house of the Moscow Psychological and Social Institute, p. 5. Eysenck, G. Yu. Personality structure: Per. from English. / G. Yu. Eysenk. St. Petersburg: Yuventa, p.
Section 4.2.1. The work plan of the social service for the 2016-2017 academic year The purpose of the work is to create conditions for the psychological comfort and safety of the child, to meet his needs with the help of social,
Ministry of Education and Science of the Kamchatka Territory Regional State Professional Educational Autonomous Institution "KAMCHATSK POLYTECHNICAL COLLEGE" (KSPOAU "Kamchatka Polytechnic
"APPROVED" director of the orphanage 1 "Kolosok" p. Nizhnyaya Aleksandrovka / E.A. Hetmanskaya / 2015 Plan of work of the Service of post-boarding support for graduates of the state state educational
I approve the Director of MBOU "Lyceum 17" S. I. Kharchenko Order 187 of August 31, 2017 Work plan of the teacher-psychologist of MBOU "Lyceum 17" for the 2017 2018 academic year Perspective-calendar work plan of the teacher-psychologist
APPROVED: by order of the GKU SO KK "Korenovsky Rehabilitation Center" dated January 12, 2015. 18 List of social services provided by the state institution of social services of the Krasnodar
Psychological service in the Khiva school Main functions and directions of work
S. V. Laktionova UDC37.0 S. V. Laktionova PROBLEMS OF SOCIAL AND PROFESSIONAL ADAPTATION OF ORPHANS
I approve the Director of MBOU gymnasium 9 V.N. Migun Agreed Deputy director for VR MBOU gymnasium 9 Kuznetsova L.P. Perspective work plan social educator 2013 2014 academic year. The goal is to promote
Foster family in the education system: modern aspects of support and development Gubanova Olga Alexandrovna, State Educational Institution "Secondary School 3 in Pinsk", teacher psychologist tel: +375296927248 e-mail:
Developing environment as a condition for successful social adaptation of orphans and children left without parental care. It is known that no, even the best educational institution can replace
Topics of appeals of substitute parents to the Helpline Komleva O.V., Maletina T.A. Helpline is one of the most accessible types of psychological assistance. The purpose of the Hotline is to provide
REGULATIONS on the social-psychological-pedagogical service of GBOU School 2065 1. General provisions 1.1. The socio-psychological service in its work is guided by: the constitution of the Russian Federation; the United Nations Convention on the Rights
REGULATIONS on the Social and Psychological Service of the Municipal Educational Institution "Lyceum 13" of Petrozavodsk I. General Provisions 1.1.
Analytical report of the teacher-psychologist MBOU Znamenskaya secondary school 1 for the 2015/2016 academic year. Objectives of the work: 1. Ensuring the safety of the mental health of students. 2. Creation of favorable socio-psychological
ANNUAL WORK PLAN of the teacher-psychologist Evlashkina N.M. for 0-0 academic year Purpose: creation of conditions for the harmonious development of children in the process of schooling, psychological and pedagogical support of the child
Agreed at the meeting of the Governing Council of the MOU School of the village of Aksarka Protocol J? cfjf.m./s" Regulations on socio-psychological! 1. General provisions SPS operates in accordance with the UN Convention on the Rights of the Child,
APPROVED Director of MBOU "Tsninskaya secondary school 2" S.V. Chernikova Order 147 of August 29, 2016 Work plan of the methodological association of class teachers for the 2016-2017 academic year “The art of education has that
Activities of the socio-psychological service For the purpose of quality implementation educational process a socio-psychological service was created in the gymnasium (a social pedagogue, two pedagogues-psychologists).
UDC 376.4 Abasova Maria Vladimirovna, methodologist, St. Petersburg state "Psycho-neurological boarding school 3"; Zakhvatova Yulia Alexandrovna, educational psychologist, department 12, St. Petersburg
SOCIALIZATION OF CHILDREN OF THE ORPHANAGE ON THE BASIS OF A PERSON-ORIENTED APPROACH IN THE CONDITIONS OF INNOVATIVE EDUCATIONAL ENVIRONMENT Kovalenko V.A. State Educational Institution "Children's Home", Orsk The future of orphans and children,
Municipal budgetary educational institution "Secondary school 22" Measures for the adaptation and socialization of children with disabilities in the context of the comprehensive school "Understanding and support"
Non-state educational institution "Private School" Diplomat "ACCEPTED: by the decision of the pedagogical council Protocol / dated"; /" o J 2"-in years Non-state educational institution "Private school
1. General provisions 1.1 Psychological service is one of the components of the integral system of educational activities of the school. 1.2 The psychological service of the school has a subordination: on the administrative line to the director
INTRODUCING CHILDREN TO PSYCHOLOGICAL CULTURE AS AN IMPORTANT DIRECTION IN PRESCHOOL EDUCATION The problem of human psychological culture, the formation of its foundations in preschool children is today
Annual planning of meetings of the psychological and pedagogical council for the 2015-2016 academic year p / p Events Terms Responsible Diagnostic direction During the year 1. Observation and examination
Adopted by the Council I APPROVE the Institutions on June 16, 2014 Chukhlovina Regulations on the escort center
Regulations on the Service for Psychological, Pedagogical and Medical and Social Support for Children of Various Categories. General provisions. 1.1 Service of psychological-pedagogical and medical-social support of orphans
"APPROVED" Director of GBOU MGDMC im. Peter the Great N.A. Susov 20. REGULATIONS on the socio-psychological service of the GBOU MGDMC named after Peter the Great I. General provisions. 1.1. This provision defines
Model of psychological and pedagogical support in the context of the implementation of the Federal State Educational Standard important place in the educational process, the mental health of pupils, the individualization of educational routes,
Program of the Charitable Foundation “Opening Horizons”: “Support Service for Children and Graduates of Orphanages”, Novosibirsk The program is implemented in partnership with the Charitable Foundation
Regulations on the socio-psychological and pedagogical service (SPPS) MBOU of the city of Irkutsk gymnasium 3 1. General provisions. 1.1. The Social-Psychological-Pedagogical Support Service (hereinafter referred to as the SPPS Service) is
Kirsanova Marina Sergeevna, lecturer, social pedagogue, Murmansk Technological College of Service
Providing advisory assistance to guardianship and guardianship authorities in the exercise of powers to coordinate the activities of psychological and pedagogical services of educational institutions of the territorial education,
Municipal budgetary educational institution "Brazhensk secondary school" Adopted: I approve: School methodological council Director of the MBOU "Brazhensk secondary school" protocol L.I. Lebedev from 2011
3.1 (infancy, early age, preschool age, primary school age, adolescence, youth). 3.2 The role of psychological needs in personal development: attachment, security,
The program of social adaptation and post-boarding support for graduates of the orphanage Purpose: Formation of skills of social adaptation in children from the orphanage. Tasks: * Ensuring social
Model of development and support of a foster family, a family-type orphanage Shargorodskaya Alesya Stanislavovna State Educational Institution "Social and Pedagogical Center of the Pruzhany District" educational psychologist tel. 8-01632-7-21-28
MINISTRY OF EDUCATION AND SCIENCE RD STATE BUDGETARY PROFESSIONAL INSTITUTION "COLLEGE OF CONSTRUCTION AND DESIGN" APPROVED by the Director of GBPOU KS and K Sh.M. Magomedov ANNUAL PLAN of work of a teacher-psychologist
State Treasury Institution of Social Services of the Yaroslavl Region Rybinsk Social and Rehabilitation Center for Minors "Mentor" Project "Mothers and Daughters" Project manager:
Speech at the city methodological association: “Peculiarities of the work of a social pedagogue with dysfunctional families” Social pedagogue MBOU secondary school 16 Sargsyan Anaida Yurievna
1 2 1. General provisions 1.1. This Regulation determines the procedure for the implementation and performance indicators of post-boarding support for pupils and graduates of organizations for orphans and children
I APPROVE Director of the Municipal Autonomous Educational Institution "General Educational Institution Gymnasium 13" L.P. Yudin Order 1 / 66-P "02" September 2013 REGULATIONS on the organization of psychological and pedagogical
A. Yu. Nesterov Innovative processes in the activities of modern municipal educational institutions for orphans and children left homeless
1 2 1. GENERAL PROVISIONS 1.1. The family center, created on the basis of the state health-improving educational institution of the sanatorium type for children in need of long-term treatment, "Sanatorium children's
1 This provision defines the basis for the activities of the psychological, social and pedagogical support service (even the Support Service) in an educational institution. Psychological-social-pedagogical
Practice and prospects for family life arrangements for orphans and children left without parental care, and accompanying substitute families of the budgetary institution of the Khanty-Mansiysk Autonomous
2 2.2. The principle of confidentiality of information, i.e. "do no harm". It presupposes strict observance by the PCA participants of ethical principles. Concretization and detection of contradictions and developmental difficulties should not
APPROVED Director of the State Budgetary Institution "CSSU of Bugulma" Tulnikova G.A.
1. General provisions 1.1. The socio-psychological service is a structural subdivision of the technical school, which is subordinate to the director of the educational institution. 1.2. In its activities, the socio-psychological
Ministry of Education and Science of the Republic of Tatarstan State Autonomous Educational Institution of Secondary Vocational Education "Arsk Pedagogical College named after G. Tukay" I APPROVE:
REGULATIONS ON THE SERVICE OF PSYCHOLOGICAL AND PEDAGOGICAL AND MEDICAL SOCIAL SUPPORT IN EDUCATIONAL INSTITUTION 1. General provisions 1.1. This provision defines the basis for the activities of the service of integrated
ACCEPTED Pedagogical Council GOU gymnasium 52 from 20 protocol I APPROVE Director of the GOU gymnasium 52 I.V. Guzaeva Order dated 20 REGULATIONS ON THE SERVICE OF SUPPORT 1. General provisions 1.1. This provision defines
Appendix 6 to the PEP NOO MBOU secondary school 49 Psychological and pedagogical conditions for the implementation of the main educational program
GKOU LO "SLANTSEVSKAYA BOARDING SCHOOL" Approved by the Order for the school from PLAN preventive work on the prevention of offenses, neglect, vagrancy, negative habits. 2016-2017 academic year
"Methodological work to improve the professional competencies of teachers of preschool educational institutions in accordance with the Federal State Educational Standard of Education" Professional competence of teachers (material of the methodological office) In the Federal
THE CONSULTATION CENTER IS SUPPORT AND HELP FOR THOSE MOMMS AND DADS WHO STRIVE TO INVEST IN THEIR CHILDREN LIGHT AND GOOD, SINCERE LOVE FOR ALL LIVES, TEACH CARE AND RESPONSIBILITY. Consulting
Psychological and pedagogical conditions for the implementation of the main educational program (project) An indispensable condition for the implementation of the requirements of the Standard is the creation of psychological and pedagogical
ANALYTICAL REPORT OF THE EDUCATIONAL PSYCHOLOGIST FOR 2014-2015 ACADEMIC YEAR Teacher-psychologist of the lyceum Evstigneeva Tatyana Mikhailovna (higher education, highest qualification category, work experience in this position
Plan for the formation of a healthy and safe lifestyle for students of the MOU "Secondary School 18" for 2015-2020 Purpose: To create a health-saving educational process in the school, create conditions for the preservation
Long-term work plan for the 2015-2016 academic year of the teacher-a MBOU MDDShMV
Psychological and pedagogical support of the educational process Directions of psychological and pedagogical support. Psychological diagnostics. Psychological diagnostics is determined by the tasks of the school
Municipal budgetary educational institution "Mirnovskaya school 2" of the Simferopol region of the Republic of Crimea Stadionnaya st., 22, p. Mirnoye, Simferopol district, Republic of Kazakhstan, 2 97505 tel/fax (+73652) 22-23-22,
Psychological and pedagogical support of the educational process in the framework of the implementation of the Federal State Educational Standard MBOU Kyakhtinskaya secondary school 1 Explanatory note The effectiveness of the educational process is largely determined by
Psychological and pedagogical support of students 35 The professional competence of a teacher lies in the fact that he, relying on the student's capabilities, on understanding the mechanisms that affect his self-esteem,
VOCATIONAL ORIENTATION PROGRAM "YOUR PROFESSIONAL CAREER" FOR STUDENTS OF THE MUNICIPAL AUTONOMOUS GENERAL EDUCATIONAL INSTITUTION "SEVERAGE SCHOOL 25 WITH IN-DEPTH STUDY
PRIVATE EDUCATIONAL ORGANIZATION OF HIGHER EDUCATION "SOCIO-PEDAGOGICAL INSTITUTE" (CHOO VO SPI) DEPARTMENT OF PEDAGOGY AND PSYCHOLOGY ABSTRACT to work program module "PSYCHOLOGY AND PEDAGOGY OF DEVELOPMENT
Ministry of Education, Science and Youth Policy of the Republic of Altai Budgetary professional educational institution of the Republic of Altai "Gorno-Altai Pedagogical College" I approve February 20
Department of Education and Science of the Kemerovo Region State Budgetary Institution of Additional Professional Education "Kuzbass Regional Institute for the Development of Professional Education"
APPENDIX to the order of the Department of Education of the Administration of the Yaroslavl Region N 01-03 / 467 dated September 23, 2002 REGULATIONS ON THE REGIONAL SERVICE OF PRACTICAL PSYCHOLOGY IN THE EDUCATION SYSTEM OF THE YAROSLAVL REGION
STATE BUDGET GENERAL EDUCATIONAL INSTITUTION SECONDARY EDUCATIONAL SCHOOL 516 OF THE NEVSKY DISTRICT OF SAINT PETERSBURG ADOPTED BY THE DECISION OF THE COUNCIL OF GBOU SOSH 516 OF THE NEVSK REGION OF ST. PETERSBURG Protocol
A program to prepare orphans and children left without parental care for an independent life, taking into account the main aspects of life
"Confident Steps"
Compiled by: social educator
N.V. Sevostyanova
Explanatory note
Modern society requires various personal qualities from the current generation, one of which is independence. It is generally recognized that the future of the country, its progressive development, and the improvement of social and economic relations largely depend on the independence of citizens. Independence helps a person to successfully express himself in various life situations, adapt faster and better in society, as well as consciously and purposefully participate in the diversified development of one's own personality. This is especially important for boarding schools, children from orphanages and other institutions for orphans and children left without parental care, since in their adult life they have to rely primarily on themselves.
Practical and scientific research shows that many graduates of boarding schools are not sufficiently prepared to choose their own path in life, they are not adapted to independent living, and they are not socially active.Lack of independence, dependence on the group, gullibility, fragile emotionality, subordination sometimes push them into social risk groups to the fore, the problem of inability to bear social responsibility and defend their rights is put forward, therefore it is orphans and children left without parental care, more often than their own. peers fall into the criminal world.
The consumer attitude that they form during their lifetime on full state support, the inability to build a life according to socio-cultural norms and rules, a misunderstanding of many social relationships between people lead to negative consequences. In this regard, it became necessary to create a program aimed at the successful socialization and social adaptation of orphans and children left without parental care. This program is designed for middle and high school students. This program promotes
Development of social competence of the individual, its self-determination in society;
- creation of favorable conditions for the formation of the personality of a citizen through cooperation, the creation of a situation of success, game situations;
Gaining experience in communication and relationships with peers and adults based on cultural and moral norms;
Formation of legal knowledge among orphans and children left without parental care;
Improving the clerical and marketing literacy of pupils and students at the boarding school;
Formation of sustainable family values among boarding school students.
The use of the main method of work is provided: education.
For more effective result legal education of orphans and children left without parental care, it is recommended to use TSO tools, video materials.
During the implementation of the program, the followingperformance criteria :
raising the level of legal culture of orphans and children left without parental care;
having positively oriented life plans;
increase in adolescent self-confidence;
awareness of the personal responsibility of each orphan child and child left without parental care for their choice;
full-fledged interpersonal communication based on mutual respect, on complete trust in each other;
reduction in the number of orphans and children left without parental care, who are on various types of preventive records.
Program execution mechanism: The content of the program is implemented at the rate of 2 times a month. The implementation of the program is expected during the academic year by a social teacher, educators.
Expected Result:
The implementation of the program will make it possible to form an integral open socio-pedagogical system capable of creating an educational space for the development and self-development of pupils.
Purposefully implementing all areas of the Program, the boarding school will release into life a young person capable of the following:
Adaptation and self-realization in changing economic and socio-cultural conditions;
Preservation of one's own health and high performance in adverse conditions life and work;
Conscious professional choice, taking into account the needs of the region, as well as their interests and abilities;
Creative problem solving in life situations, in studies, at work, in the family;
Continuing education, sustainable self-development based on high motivation to achieve success in life.
Know your rights and obligations;
Have the ability to critically, in accordance with the norms of morality and rights, evaluate the actions of others, friends, peers, classmates;
Navigate to social life society, the presence of a system of social attitudes.
A graduate of a boarding school is a person who loves his native land, ready to live and work in it. This is a person who has reached personal and social maturity, has a sense of responsibility, tolerance and positive thinking.
Program goals:
the formation of an independent, mature personality, i.e. a person who is able to creatively realize his life plan based on internal resources;
Preparing adolescents for conscious professional self-determination and humane achievement of life goals;
development of versatile personality traits: the need for creative work, the need for a healthy lifestyle; self-sufficiency, intellectual development.
The program material is distributed in time, taking into account its sufficiency for a qualitative study of the main provisions and obtaining the planned results.
This program includes six sections:
Legal literacy.
Communication skills
Family values
Secrets of choosing a profession
Marketing and business literacy.
Health and safety.
I Section "Legal Literacy"
Goals:
Formation of the foundations of legal consciousness and legal culture, understanding the need to comply with the law and the inevitability of punishment for its violation.
Formation and development of a personality with the qualities of a citizen - a patriot of the Motherland, capable of successfully fulfilling civic duties.
Formation of a value attitude to the regulation of interactions and relationships between people, ideas about the meaning of laws and norms as a guarantor of expedient and constructive coexistence.
List of classes:
1What you need to know when leaving the educational institution. Who will help protect your rights
Presentation lesson
Conversation with elements of discussion, counseling
Lecture. Consultation of the PDN inspector.
Final summary session. Reflection
Conversation
Contents of the section "Legal Literacy"
Human. Personality. Citizen.
- Human mission on planet Earth. Work with the concepts of “individual”, “organism”, individuality”, “I”, “personality”, “citizen”. Finding out the social roles of a person.
The main book of the country.
The Constitution of the Russian Federation. Basic human rights. human rights with handicapped health. the federal law on the social protection of disabled people in the Russian Federation.
Crimes and punishments
Legal responsibility of a teenager, an adult. Types of crimes and measures of their restraint. Analysis of situations.
Why are laws needed?
Two approaches to the purpose of the law. Law definitions. What is reasonable freedom? Reading the text "The Story of Rights". Exercise "Test for criminality."
Criminal liability of minors.
- Types of crimes. Criminal liability.
What you need to know when leaving the educational institution. Who will help protect your rights.
How not to become a victim of crime
- Personal safety. extreme situations. Rules of conduct on the street and in public places.
How to resist the influence of teenage antisocial groups.
- The concept of "antisocial groups". Forced methods of involvement in youth antisocial groups. Prank. Malicious act.
II Section "Communication skills"
Goals:
- development of the ability to flexibly adapt to changing living conditions
Show the complexity and diversity of people's communication, increase the level of communicative competence of students, promote personal development;
Contribute to the development of various forms and methods of communication, awareness of their capabilities in this area, necessary in all professional sports activities;
Formation of practical communication skills, self-knowledge, self-development;
Increasing self-esteem and self-confidence.
List of classes:
The content of the section "Communication skills"
What is communication?
Concepts of "verbal" and "non-verbal" communication. Language of the body. Test "Are you a pleasant conversationalist"
Self-image.
Skill training. adaptive behaviors. Confident behavior skills. The process of self-disclosure, its main problems: the formation of a distorted image, distrust, detachment.
communication barriers.
The concept of communication barriers, their classification. Modeling situations.
Interlocutor Persuasion Rules.
Disclosure of the basic rules of human persuasion. Practicum "Speech with a persuasive speech."
Listening skills.
Listen and hear. Why do we need it. rules for the speaker. Rules for the listener. Ability to listen actively. The main mistakes of an active listener.
Ethics business communication.
Disclosure of the concepts of ethics, ethics of business communication. Workshop "Your style of business communication" - test.
Conflict.
Conflict and its stages. Strategies of behavior in conflict. Ways to resolve the conflict. Conflicting errors. Way out of conflict.
Types of human interaction.
Types of interaction: joint activities, competition, conflict.
9. Final summarizing lesson. Reflection.
Reflection of students, their feelings and experiences during the course.
III Section "Family alphabet"
Goals:
Formation of the necessary abilities to create their own family, in which a mature marriage is realized on the basis of a conscious paternal and maternal position, the upbringing of a family man;
Formation of skills and abilities to resolve family conflicts and life situations;
Formation of an adequate idea of the family, its members and their relationships;
Formation of motivation for the activities of students as members of their own family and creators of their own model of a happy home;
Formation of students' knowledge and skills of housekeeping.
List of classes:
Contents of the section "Family alphabet"
Family - what is it?
family in modern society. family roles. The role of the family. Russian encyclopedia of family life.
What makes a real family?
- "Friendship, love, family, mutual respect, responsibility" - disclosure of concepts, interconnection. Relationship ethics. Test "Responsibility Meter".
The Joys and Difficulties of Fatherhood and Motherhood.
Relationships between men and women. Hygiene. Mom's school. Brief information about childhood diseases. Ethnoscience.
Family crisis.
Family problems. Modeling situations. Ways to resolve family conflicts. Patience, mutual respect, responsibility are the three pillars on which family happiness rests.
Spiritual and moral foundations of the family.
Family values and traditions. Family culture. Education in children of spiritual and moral qualities. Eco-education in the family. Ethics and aesthetics. Proper organization of family leisure.
"A good family smells like pies."
Introduction to the basics of cooking. Preparation and storage of products. Formation of a notebook of basic recipes. Competition "Culinary duel".
My cozy home.
Fundamentals of housekeeping. On the family economy. How to learn to live within your means. When is it time to make repairs?
IV Section "Choose a profession"
Target:
Formation in adolescents of conscious professional self-determination and humane achievement of life goals;
Formation of students' readiness for a reasonable choice of profession, taking into account their capabilities, abilities and knowledge gained;
Promote positive motivation labor activity
List of classes:
The content of the section "Choosing a profession"
The choice of profession is mine!
Legality, freedom of choice of profession and labor discipline.
The main categories in professional activity.
The concept of "profession", "specialty", "specialization", "qualification".
Excursions to enterprises.
A kaleidoscope of professions.
The best specialists in the professional field - showing the presentation. "All jobs are good" - career guidance game.
A few important rules.
Rules for admission to higher and secondary educational institutions. Rules for admission to production. How to enter the labor market. What you need to know about business.
The ability to work is the main treasure of a person.
Mental and physical labor. Proverbs about work. Game "Alphabet of professions".
Profession and abilities. Profession and character.
Determination of professions comparable to individual preferences, the Circle of Opportunity test. Determination of personal professional preferences in the areas: "man-man", "man-technology", "man-nature", "man-sign", "man-artistic image" A.V. Libin.
V Chapter " »
Goals:
- to give knowledge about the rules of paperwork, business correspondence;
To promote self-confidence in various life situations related to paperwork;
List of classes:
Contents of the section " Marketing and business literacy »
Document.
- General information about the document. Rules of business correspondence. Document details. General rules document formatting.
Summary.
Design rules. Sample. Structure.
Writing rules. Volume. Form. Signature. Structure. Secrets of the "correct accents".
Autobiography.
Definition. Content. Decor.
Statement.
Design rules. related documents. Structure. Peculiarities. Examples and samples.
An inquiry. Request letter.
Function. Design rules. Requirements for writing a letter. Formulation features. Structure. Modeling and analysis of life situations.
Explanatory letter. Complaint.
Writing rules. Functions. Structure. Formulation features. Volume value. Correct statement of requirements. Links. Small important details.
Ethics of business communication. Business correspondence.
Concept definition. Historical reference. "Golden Rule" of morality. own system of values. ethical principles. "They are greeted by clothes ...".
VI Section "Health and safety"
Goals:
- prevention of bad habits;
Contribute to the formation of a healthy lifestyle;
Strengthen the ability of students to take care of their health.
List of classes:
Lecture. Conversation. Lesson presentation
Baby care. The game "Daughters and sons"
Lecture. Conversation. Analysis of problem situations. Game activity.
First aid. Rescue service game.
Lecture. Conversation. Game activity.
Immunity.
Conversation. Lecture. Game activity
Signs of stress and first aid in an acute stressful situation.
Lecture. Presentation.
Emergencies - rules of conduct. Modeling situations.
Lecture. Conversation.
Final summary session. Reflection.
Conversation
Contents of the Health and Safety Section
Life without bad habits.
habit or disease. Demonstration of the presentation "Severe consequences". Poster drawing. Didactic game"Good bad". Excursion visit to the Museum of Drug Control.
hardening.
Prevention is better than cure. Individual characteristics of the organism. Hardening rules.
Active recreation: what is it?
Rest can be active? Types of active recreation (presentation). Precautionary measures. Outdoor games. Game-journey "To distant lands".
Human hygiene. Room hygiene.
Showing the presentation "Who lives under the nails?". Types of microbes. Rodent control. The toilet is the cleanest place in the house. Hygiene is the queen of cleanliness (theatrical lesson with visual aids).
Baby care.
The kid is the head of the house. How to swaddle. Features of cooking for the baby. Organization of the walk. Children's wardrobe. Daily regime. Brief information about childhood diseases. First aid. The game "Daughters and sons".
First aid.
Don't harm another. Presentation on "First Aid" Modeling situations, their analysis, analysis. Rescue service game.
Immunity.
- Concept definition. Why do we need immunity. What causes a decrease in immunity. Consequences of reduced immunity. Show presentation " Secret powers inside us". The game "Collect the helpers of the body."
Emergencies - rules of conduct.
Types of emergency situations. Behavior rules. Modeling situations.
Used Books:
ABC of law: development of classes in primary school/ auth. - comp.N.N. Bobkov. - Volgograd: Teacher, 2006.
Akhmetova I., Ivanova T., Ioffe A., Polozhevets P., Smirnova G. My choice. Workbook for high school students. - M., 2003.
Velikorodnaya V.A. Zhirenko O.E., Kumitskaya T.M. Class hours in civil and legal education: 5-11 grades. – M.: VAKO, 2008.
Extra-curricular activities for the civil law education of schoolchildren: A practical guide / ed. - comp.L.G. Ivlieva ; ed.V.G. Parshina. – M.: ARKTI, 2006.
Dick N.F. New standards of the second generation in grades 5-7. Classroom hours, workshop, tests, methods. – Rostov n/a: Phoenix, 2008.
Master class of the deputy director for educational work in a general education institution. Book 1. Planning, control and analysis of the educational process / ed. - comp.L.M. Syromyatnikov. M.: Globus, 2008.
Morozova E.I. Problem children and orphans: Tips for educators and guardians. – M.: NTs ENAS, 2002.
Ovcharova R.V. reference book of the social educator. - M .: TC Sphere, 2002.
Prevention of neglect, homelessness and delinquency among minors. Interaction of subjects of prevention, integrated work of educational authorities, the system of work of an educational institution, regulatory documentation / ed. - comp.:E.P. Kartushina, T.V. Romanenko. – M.: Globus, 2009.
The system of work of the school to protect the rights and legitimate interests of the child / ed. - comp.ON THE. Minshina. - Volgograd: Teacher, 2007.
The system of socio-psychological support for orphans in a boarding school: A methodological guide for specialists working with orphans in boarding schools / Ed. Ed.N.M. Iovchuk . M.: REALTEK, 2003.
Legal education of schoolchildren. 5–9 grades. Summaries of classes / comp.O.V. Letneva - Volgograd: Teacher, 2005.
