Comparison of the results of a study of propensity to deviant behavior in older adolescence (control experiment). Games and exercises aimed at preventing deviant behavior in adolescents
Training sessions as a prevention of deviant behavior in older adolescents (formative experiment)
At the second stage of our study, we conducted a series of training sessions aimed at reducing deviant behavior among older students. The series consists of nine training sessions of 45 minutes each (Appendix 8).
1. The first training was aimed at getting to know each other. At the beginning of the session, the group members were asked to business card with the name that he will use in training. Two boys and one girl wrote their nicknames, one girl did not write her own female name and another wrote her name in a diminutive form, the rest used their real names. Next, we got acquainted with the rules of training sessions:
The "here and now" rule.
Rule of sincerity and openness
Rule "I".
activity rule.
Privacy Policy
and discussed them.
After, to relieve physical tension, there was an exercise "Tug of war". Such a warm-up caused a high emotional involvement of adolescents, and contributed to the formation of a "sense of team", the exercise was repeated 4 times, each time changing the composition of the teams. In the end, even the girls got carried away with the task and actively resisted. After that there were two group work exercises. Here all the rudeness and intolerance towards the mistakes of others were manifested. So work in this direction should be active. To relieve tension, we conducted the exercise "facts about us." We ended the first meeting with a simple exercise and reflection. We asked questions about the past training, the children told what they liked, what they didn’t like, their wishes for future classes. For the most part, they spoke in simple short sentences and repeated themselves, but for the first training, this is normal.
2. We started the second meeting with the "weather forecast" exercise, in which the participants imagined their mood in the form of a weather phenomenon. While it is still difficult for teenagers to come up with allegories, they repeat themselves, come up with primitive comparisons. We then did a mindfulness exercise. The guys took into account my remarks and tried not to swear at those who make mistakes, but it was clear that it was difficult for them. Although the guys study in the same class, they know almost nothing about each other, so we decided to include dating exercises in each training, such as, for example, Group "I", "As a child, I wanted to become ..." and "transplants", which helped us to learn a little more about the participants of the training. On reflection, they, as before, were not verbose.
3. We started with the "weather forecast", Kirill was called to the director that day, and from an overabundance of feelings, he described his mood in the smallest detail as a deadly hurricane, which amazed everyone very much. The feeling of rivalry made all the participants try very hard and also come up with something original. In this mood, the whole training went through. Adolescents began to listen to the tasks more attentively, they began to speak more openly during the discussions after the exercises.
4. Each time the exercise "weather forecast" was getting better for the participants, they tried to convey their feelings and emotions. Next came the dynamic task "group number", the participants had to play "tsu-e-fa" without talking and achieve that at one moment everyone threw out one number. The most difficult thing for them was to remain silent when completing the task, many guys tried to swear at some participant if he did something wrong or did not understand something. But it was not aggression, but rather intemperance. But in the end, they coped with the task well, and when they achieved the result, they congratulated each other, and no one expressed dissatisfaction. Then they split into pairs. One person closed his eyes, and the second led him around the office, in which chairs and tables were randomly arranged. So a couple of minutes, after which they switch roles. The whole interest of the exercise is that when you do not trust a person, it is very difficult not to open your eyes. One girl for a long time refused to take even a step when the boy tried to lead her, but then she agreed, although it was clear that she was expecting a blow to something at every moment. After we had a discussion and found out that it was very scary for everyone to be led. After this exercise, the teenagers became very animated, became a little warmer, morally relaxed. Next was interesting task come up with a collective story with many unexpected plot twists. When completing the task, some had slight difficulties - it was difficult for teenagers to speak, they tried to speak in monosyllables and were not very interesting. True, this exercise did not cause difficulties for one boy and one girl, they actively invented strange plot twists, described actions. Then they with eyes closed built according to growth. We first told them to close their eyes and only then explained what they needed to do. We liked how they reacted to the task - they began to say who had what height and, based on this, assigned him a place in the ranks. It was a very coordinated action of all members of the group. After that, we repeated the first exercise "weather forecast" to find out if the mood has changed and in which direction. And although it was clear that it was difficult for them to speak, it was already felt that the teenagers began to open up.
This training showed that adolescents have some difficulties in the field of verbal communication, but it also showed that adolescents began to open up and are ready to work with us.
5. Based on the results of the previous training, we decided to direct this lesson to the formation of verbal communication skills. Then we asked them what makes pleasant communication depend on, and in the course of reasoning, among other things, they named the distance between people. To confirm this, we divided into two teams, stood opposite each other, and at the signal of the leader, the first team slowly went forward, while chatting with the person opposite. The participants of the second team said STOP when the distance between him and the second person was the most comfortable for communication, according to the first. A member of the second team stopped, stood for a couple of seconds, and then took a few more steps forward. The reaction followed immediately - someone extended their hands forward, someone stepped back a couple of steps. Then the teams switched roles. At the end of the exercise, we talked and everyone said that they felt very uncomfortable when the boundary of their comfortable distance was violated. Next came the "motivation" exercise, which caused a storm positive emotions in Group. The participants tried to persuade each other to perform funny actions, such as singing a Christmas tree was born in the forest or dancing the dance of swans. Everyone tried in their own way - someone offered material benefits for completing the task, someone appealed to moral values, one girl made "puppy eyes" and it was difficult for the guys to refuse her. In the end, everyone got the job done. After that, there was an exercise that made all the members of the group think hard. I gave a few simple sentences - "this summer will be cold", "the sun shone yesterday", "the ball rolled down", "the birds flew south", "the boy was angry" and "the rain ended" and asked, without changing the meaning, to say something the same with different words. Sometimes they came up with very strange turns of speech. Everyone coped with the task, we noticed that they are starting to speak better and better and are less shy. Then we gave compliments to each other, everyone was responsive and nice, although they had difficulties, they tried to cope with them. In the end, they again showed their mood.
Before this training, we set the task to at least slightly form adolescents' verbal communication skills, as we saw difficulties in this area, it is difficult for adolescents to express their thoughts in words, which can lead to misunderstanding and conflicts. We managed to show with a vivid example that communication is an important part of our life, and all teenagers agreed with us on this.
6. During the fourth training, we decided to introduce the group to non-verbal communication. Therefore, they showed the invariable exercise "weather forecast" without words. All the guys were very active and tried to show their mood more accurately, although it was difficult. Then they did a group work exercise. Gave paper A1. Everyone got a pencil, everyone stood around the sheet. All pencils are connected to form a circle, with a small diameter - a little less than a sheet of paper. It was necessary to draw a bicycle. This exercise caused a storm of emotions, because when they tried to start drawing, they ran into a problem - everyone pulls the pencils on themselves, so they had to agree.
And then we asked them to arrange a small plastic self-presentation. The participants were faced with the task of showing themselves without words - their most striking features, habits. The brightest self-presentation was with the girl who showed herself as a football fan, she was the very first who came up with and decided to show her presentation, the rest thought for a long time, in the end everyone coped, although during the discussion everyone except the first girl admitted that this exercise caused they have difficulties. Then we discharged ourselves by playing snowballs from newspaper sheets, and then we searched for our couple without words, showing ourselves with gestures. The funny thing was that the guys didn’t know what pairs I broke them into and our “Crocodile Gena” stubbornly searched for “Cheburashka”, and was very embarrassed when “Old Woman Shapoklyak” found him. This confused everyone and made the task more difficult.
During the lesson, everyone showed themselves to be very active, the teenagers became more open and friendly, they became much less shy.
7. According to the already established tradition, the training began with a "weather forecast". Everyone tried, not to be repeated, to describe the mood as accurately as possible. This was followed by a warm-up, setting up for work in a team and a big exercise "Little Red Riding Hood", in which one team showed a fairy tale in the comedy genre, and the second in the action genre. Most of all, we paid attention to the process of coming up with whether there was an integral leader and those who did nothing. There was a leader in each group, but it was not an authoritarian monarch who no longer accepts anyone else's ideas, but simply the most active of the group, who offered the most, included the rest in the work, asked for help and advised. Of course, not everyone was so active, but no one stood aside, everyone wanted to help, do something, come up with, suggest. Everyone was very loyal and good-natured, no one shouted or cursed, they criticized very carefully. They showed a lot of fun, lively, artistically, everyone tried very hard, and no one was shy. The discussion was very stormy, everyone told their feelings that this exercise aroused in them, spoke very positively about it, said what difficulties they had and what was easy.
Analyzing this training, it must be said that adolescents have become more friendly, more restrained, more open, work better in a group.
8. During the last reflection, the guys expressed their wishes that the training be aimed at self-knowledge, therefore, choosing exercises for this training, we took into account the wishes of the group, and after discussing the mood, we performed the “leaflet on the back” exercise, where everyone wrote an opinion about him, wishes or just something nice. Everyone was very friendly, no one was rude, not vulgar, they joked a little. Everyone enjoyed reading what they wrote. Then there was a drawing exercise, everyone drew a picture, and then the leader read out the interpretation of the drawing and we discussed the results. In general, everyone agreed with the interpretation, they beat those who said that what was said could be true, but they disagree rather than agree. But everyone said they thought about what they heard. Then the host asked them to choose from the proposed geometric shapes, and then told what each figure means. It was evident that the guys listened very carefully and analyzed what was said, trying on what was said for themselves. And again, if they did not agree, they still listened and remembered. If we had carried out this exercise at the very beginning of our work with this group, then the teenagers would rather have snapped boldly, ignoring what was said, and now they are thinking and trying to loyally analyze what they heard.
9. At the beginning of this lesson, we asked everyone to write their problems on pieces of paper, then we collected all these sheets in a small metal pot, went outside and burned them. This made a big impression on the teenagers. The next exercise went great, exactly as we wanted. It consisted in the fact that each participant made himself a lump of newspaper sheet- it symbolized the stone. We played out the ancient lynching - when people were thrown with stones. Each member of the group, in turn, went to the center of the circle and "repented" of something, for which he was ashamed, and the crowd booed him and threw "stones" at him. There was only one condition - a person has the right to throw his "stone" only if he himself has never done anything like that. This made everyone think hard before making a choice - to throw a stone or not. Everyone carefully considered and evaluated their behavior, their actions. When one girl said that she recently offended a person dear to her very much, no one threw their "stone" at her. Discussing this exercise, everyone said that it is difficult to choose what to say, what exactly makes you have an attack of conscience. And everyone agreed that it happened that they condemned people for what they themselves did, and sometimes more than once, while everyone agrees that this is wrong. We are sure that after this exercise they will think before they condemn someone, and this is exactly what we wanted to achieve with this exercise. Then we had a fun exercise to relieve emotional stress after the previous one. The group was divided into two teams, one became "attentive" and depicted a complete withdrawal from the world into themselves, the second had to attract their attention without touching the "attentive" ones. After a while they switched roles. It was very funny. During the discussion, they said that it is very difficult not to pay attention when there are such "psychos" nearby, running, jumping, singing songs and making "faces". Although one boy was able to do this with ease, he never batted an eyelid the whole time he was in the "attentive" role. Then they sat in a circle and took turns saying "I may not be loved because ....", and the neighbor on the right answered "you are good all the time because ....", that is, each of the participants was provided with psychological support from a peer . Everyone did a good job with this exercise, the members of the group already got to know each other well and easily named the positive qualities of their neighbor, while they did not just call the quality dryly, but supported the person, as if calming him, very emotionally and from the heart. During the discussion, everyone spoke out, which was nice when they were answered that in spite of everything, they are still good. One boy said that after these words, his self-esteem even rose a little, and he really wanted to become better. Everyone laughed but agreed with him.
It was one of the most emotional activities. The goals set before the lesson were achieved by all members of the group by one hundred percent.
10. We built the last exercise as a repetition of some of the exercises that were carried out earlier. First we, of course, led the "weather forecast". Then we remembered the trust exercise, when one closes his eyes, the other leads him around the office. This time, no one had any difficulties or fears, although we have been couples several times. Then we repeated the exercise “line up according to height”, but they remembered how they stood last time, so they completed the task in a minute, then we complicated the task and asked them to line up according to hair color - from dark to light. Here they already thought, but also quickly coped. Then we did the "typewriter" exercise, we took a short sentence (the dog barks), handed out a letter to everyone. And they began to “print” this sentence, for this the “letter”, which should now go, stands up while the rest are sitting, and says the letter out loud. Then we made the exercise more difficult. Each received several letters and had to "print" the first verse "A Christmas tree was born in the forest." They coped with the task very well, although sometimes they stumbled and forgot what their letters were. And then we fantasized. Each in turn completed the sentences - "if I were a book, then I would be ... (an antique tome with faded leather and worn gold letters on the spine)" options - a film, clothes, furniture, natural phenomenon, planet, animals. This exercise showed that no one else has difficulties in the field of verbal communication, everyone is open for communication, there is no tightness.
In general, this training showed a positive attitude of teenagers, a friendly attitude towards the members of the group and towards themselves.
At this stage of the study, we had a goal - to work on the prevention of deviant behavior in adolescents. As a method of preventing deviant behavior of older adolescents, we took training sessions. For four weeks we worked with the experimental group. After the formative experiment, a positive dynamics of the results can be traced - adolescents are less constrained, more sociable, more restrained and friendly, even their peers noted dramatic changes in their behavior.
Comparison of the results of the study of propensity to deviant behavior in older adolescence (control experiment)
At the third stage of our study, we re-conducted the Bass-Darkey Questionnaire and the "Personal Aggression and Conflict" technique among adolescents identified by us in the "risk group", and compared the results with the results obtained at the very beginning of the study.
The answers we received at this stage of the study differed markedly from the answers received during the ascertaining experiment. (see table 3 and 4).
Table 3
The results of the methodology "Personal aggressiveness and conflict"
Thus, we can say that the behavior of adolescents, identified by us in the "risk group", after five weeks of regular training sessions aimed at reducing deviant behavior, has changed, in general, in better side. These studies are in Appendix 7.
The test results indicate a decrease in verbal and non-verbal aggression, an increase in the level of positive aggression, a decrease in vindictiveness, and the generalized indicator of conflict has become lower.
Our observations of adolescents from the "risk group" also indicate a decrease in these indicators, which in turn is confirmed by teachers who note noticeable changes in the behavior of adolescents. experimental group. Adolescents participating in the experiment became more sociable, take part in school and cool events, teachers and classmates note that it has become a pleasure to work with them, they are adequate in their actions and more restrained in expressions.
Based on the foregoing and based on the results of our study, we can conclude that targeted training work with adolescent children had a positive effect on their behavior and significantly reduced tendencies towards deviant behavior. Positive changes noted by teachers and classmates in adolescents of the experimental group and test scores the best confirmation.
Therefore, we believe that training work with children of older adolescence is a good method of accompanying adolescents prone to deviant behavior.
Game correction of children's behavior in the group.
Game behavior correction is a group form of correctional work with preschool and younger children. school age. It is based on an activity approach and uses children's play for diagnostic, corrective and developmental purposes. Game correction is used for various forms of behavioral disorders, neuroses, fears, school anxiety, and communication disorders in children.
Stages of psychocorrection.
Istage: Identification of features of the emotional-behavioral sphere that require correction.
Purpose: At this stage, non-verbal means of communication, games that facilitate contact are widely used. Gradually stiffness and tension disappear, children become more active.
IIstage: Creating a positive emotional mood in the child and an atmosphere of safety in the group.
Purpose: Use of special techniques. The task of the facilitator is to demonstrate to the child the inadequacy, inappropriateness of some ways of responding and to form in him the need to change his behavior. Here there is an emotional reaction of internal tension, unpleasant experiences, role-playing games are widely used, playing various problem situations. It is at this stage of the correctional process that the main changes in the child's psyche take place, many internal conflicts are resolved, which are sometimes stormy and dramatic. Almost always there are manifestations of aggression, negativism - a protest directed against the teacher. By the end of this stage, the gamut of conflicting emotions is replaced by a feeling deep sympathy, both to an adult and to partners in the game.
IIIstage: Fixing. Children reinforce the ability to independently find the right ways of behavior. The leader's task is to teach children new forms of emotional response, behavior, develop communication skills, and enrich game activities.
Goals: consolidation of all that positive and new that has arisen in the personal world of the child. It is necessary to ensure that the child finally believes in his own strength and is able to take the acquired faith beyond game room into real life.
The tactics of the teacher is subordinated to the internal dynamics of the game process, its changes correspond to the stages of the psycho-corrective process.
I stage. The teacher's tactics are the least directive. He watches the children play, tries to create a warm emotional atmosphere in the group, unobtrusively helps the child to get used to the new environment; may invite children to play certain games, but does not insist on this. Willingly supports the initiative of children, does not direct the game in any way, does not express any opinions about the game, does not evaluate children. Are used the following tricks: non-verbal means of communication; encouragement of spontaneous activity of the child.
II stage. At the reconstructive stage, tactics change, the position of the teacher becomes more active. Techniques: interpretation; reflection; demonstration of more adequate ways of behavior; suggestion; creating situations of choice that require a certain way of action from the child; use of special games.
Stage III. This is the testing phase of a new experience. The child has already learned to cope with the problems that arise before him. The teacher supports the child in everything, shows him his respect.
The structure of the psycho-correctional lesson
Each lesson consists of a series of studies and games. They are short, varied, accessible to children in content. The main goal of the classes is to maintain mental health and prevent emotional disorders in children. The main emphasis in the classes is on teaching the elements of the technique of expressive movements, on the use of expressive movements in the education of emotions and higher feelings, and on the acquisition of skills in self-relaxation. Classes are built according to a certain scheme and consist of stages. Each stage can solve not one, but several completely independent tasks, important in their own way for the development of the child's psyche. Temporal characteristics depend on the capabilities of the leader and the interest of the children.
Lesson plan.
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Purpose of the lesson |
Name of the lesson |
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Acquaintance |
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Warm up |
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Mimic and pantomimic studies. |
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expressive depiction of feelings generated by the social environment (greed, kindness, honesty, etc.), their moral assessment. Models of behavior of characters with certain character traits. Consolidation and expansion of information already received by children previously related to their social competence. When depicting emotions, children's attention is drawn to all components of expressive movements at the same time. |
Games and studies on the expression of individual qualities of character and emotions. |
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correction of mood and individual character traits of the child, training in modeling standard situations. |
Games and sketches that have a psychotherapeutic focus on a specific child or group. (Mimic and pantomimic abilities of children are used for maximum natural incarnation into a given image). |
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removal of psycho-emotional stress, suggestion of a desirable mood, consolidation of a positive effect that stimulates and streamlines mental and physical activity children, balancing them emotional state improving well-being and mood. |
The end of the lesson, psychomuscular training. |
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The program of game correction of disorders in the development of the properties of the subject of self-consciousness and communication in socially and pedagogically neglected children.
The purpose of this program: elimination of distortions of emotional response and stereotypes of behavior, reconstruction of full-fledged contacts of the child with peers, harmonization of the image of the "I" of the child .
Tasks:
Z. The development of social emotions.
Subject of correction: properties of the subject of self-consciousness and communication of children of preschool and primary school age.
Means of correction: children's game, elements of psycho-gymnastics, special non-game-type techniques aimed at increasing the cohesion of the group, developing communication skills, the ability to emotional decentration (disidentifying oneself with any negative state).
Correction steps:
I. Indicative (3-4 lessons).
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Purpose of the exercise |
Name of the exercise |
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1 lesson |
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Acquaintance. |
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removes the initial alertness of the child. At the same time, this game is a good diagnostic technique that reveals the initial level of independent activity of the group and some group roles, emerging group relations of subordination. |
The game "Zhmurki". |
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creating a positive emotional background, increasing self-confidence, eliminating fears, uniting the group, strengthening arbitrary control, developing the ability to obey the requirements of one. |
Game "Steam Train". |
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2 lesson |
During the game in children's team a hierarchy emerges, usually revealing the strengths and weaknesses of each participant. The spontaneously formed hierarchy supports others and thus helps to strengthen the maladaptive qualities of children. It is necessary to clarify the psychological diagnosis of group members and to accumulate that group experience of communication, from which it will subsequently be necessary to build on, demonstrating its positive and negative sides children. 5) "scapegoat" (outcast). |
continue the course of spontaneous games. |
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3 lesson |
creating a positive emotional background, eliminating fears, increasing self-confidence. |
The game "Zhmurki". |
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disclosure of group relations. |
Game "Bug". |
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Free time. |
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children stand in a circle and hold hands, look into each other's eyes, smile. At the same time, the main emphasis is not on established roles, but on the elimination of inequality and the suppression of privileges. There are certain signs that indicate that the required group structure has taken shape. Firstly, drivers begin to feel the aggression directed at them, which is clearly visible in games such as "Fortress" and "Bug". Second, there are spontaneous tactile, affectionate interactions between group members. Third, there is a serious respectful attitude to the end ritual. |
"Round dance". |
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4 lesson |
education of observation, development of imagination, formation of the ability to depict a person with gestures. |
Association game. |
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development of courage, self-confidence, reduction of anxiety. The game is aimed at uniting the group. |
Game Scary Tales. |
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Gymnastics. |
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education of arbitrary control, adjustment of affective behavior, development of courage, self-confidence, the child is placed in different positions: a competitor, a judge, a spectator. |
Sports game "Tournament". |
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5 lesson |
creating a positive emotional background, eliminating fears, uniting the group. |
Beep game. |
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Gymnastics. |
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the game serves the children's sociometry game group, and also reflects the existing relationships in one's own family, relies on group relationships. |
"Family portrait". |
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to give the opportunity to show activity to passive children. |
Mirror game. |
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Free time. |
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6 lesson |
to unite the group, children are given the opportunity to express grievances, remove disappointment. |
Birthday game. |
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the game supports group unity. Game progress: the driver is chosen by the rhyme. He leaves the room. The rest of the children join hands and form a circle. Without unclenching their hands, they begin to get tangled - as best they can. When confusion has formed, the driver enters the room and unravels it without separating the hands of the children. |
Game "Confusion". |
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Gymnastics with funny people. |
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in the game, voluntary control over one's actions develops, motor disinhibition, negativism are removed. |
The game "Boy (girl) - vice versa." |
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Free time (fun at the table): "Blow the ball out of the cup"; "Strongmen". various Board games: "Lotto", "Circus", "Flying Caps", "Checkers", "City Streets", etc. When playing these games, you must follow the rules. |
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Round dance. You can offer a simultaneous slight swaying to the right, to the left. |
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7 lesson |
The game will give children the opportunity to show aggression. The diagnosis is interesting - who wants to be in a team with whom. |
Fortress game. |
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Gymnastics. |
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education of observation, imagination, ability to see another. |
Game "Image of objects". |
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release of aggression, emotional stress. Game progress: the leader holds a shield, the children hit him with balls. |
Shield and sword game. |
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Free time. Offer children board, role-playing games, building material. |
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8 session |
correction emotional sphere child, the development of the ability to understand the emotional state of another person and the ability to adequately express one's own. |
Chunga-Changa game. |
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Gymnastics. 1. Parrot. |
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correction of the emotion of anger, training the ability to influence children on each other. |
Baba Yaga game. |
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Sport games. "The dragon bites its tail." "White bears". "Spread posts". |
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Lesson 9 |
attention game, the ability to recognize each other by voice. |
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achieve mutual understanding and cohesion. Game progress: children walk in a circle, pass hot potato, ice, butterfly (pantomime). |
The game "Pass around the circle." |
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a game of comparing various character traits, developing the ability to understand the emotional state of another person and the ability to adequately express one's own, correction of the child's emotional sphere. |
Gymnastics. 1. Magician.
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children's emotional awareness of negative traits of their character, learning to understand how this or that behavior is evaluated. |
Etude "So it will be fair." |
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develop motor-auditory memory, remove motor disinhibition, negativism. |
Scout game. |
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Gymnastics. Children are shown pictures of funny little men, their movements must be repeated. |
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the development of emotionally expressive hand movements, adequate use of gesture, reflects the existing relationships in the game group. |
Game "Friendly family". |
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fixing in the drawing the impressions received from the game and communication with peers, identifying fears, relieving anxiety. |
Free time. "Our Friendly Group" To overcome the emotional rapprochement and interaction of children, the psychologist suggests performing joint work: Make a general drawing on a large sheet of paper that is spread out on the floor. |
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11 lesson |
development of attention associated with the coordination of auditory and motor analyzers. |
The game "Four Elements". |
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Gymnastics. Children go in a circle. A lower register note sounds - the children become in the “weeping willow” position (legs shoulder-width apart, arms slightly apart at the elbows and hanging, head tilted to the left shoulder). On the sound taken in the upper register, they become in the “poplar” position, heels together, socks apart, legs straight, arms raised up, head thrown back. |
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develop the ability to understand the emotional state of another person and the ability to adequately express one's own, to form expressive movements. |
Etude "Meeting with a friend." |
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increased self-esteem, self-confidence. |
Ship game. |
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Lesson 12 |
development of observation, attention, memory. Creating a positive emotional background. Exercise children in confident and obedient behavior. |
The game "In the store of mirrors." |
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Gymnastics. 1. Ice cubes. 6 Heat, sun. |
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developing the ability to express suffering and sadness. |
Etude "A very thin child." |
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comparison various characters, correction of the emotional sphere of the child. |
Game "Three characters". |
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"Round dance". The teacher suggests to the children: “Stop playing with the evil and scary. We are kind, funny and very friendly guys. We will stand in a circle, hold hands and smile at each other. Goodbye, my nice, kind, brave, honest, friendly guys. We will definitely meet with you again and play fun games.” |
For a detailed description of the games, see the note.
Note.
1st lesson.
Dedicated to introducing children to each other. Children sit in a semicircle on the chairs near the leader. The adult invites all participants to call themselves any name that is retained by the child for the entire duration of the lesson. Social teacher invites children to choose for themselves any name or name of an animal (which has a corrective and diagnostic meaning).
The corrective meaning is that the child can in this way, as it were, get out of his old "I" and put on a different mask. Children often choose the names of friends, the names of animals, which are deeply symbolic.
In a diagnostic sense, the choice of not one's own name is a sign of rejection of oneself. In this way, the child manifests a sense of his own trouble. The choice of a foreign name serves as a pointer to the desired object of identification. The teacher also names himself.
At the first lesson, you should not find out why the child called himself differently, as this may scare the child. This issue can be discussed later.
After such an acquaintance, the host offers the children the game "Blind Man's Bluff". Cheerful, gambling, she removes the initial alertness of the child. At the same time, this game is a good diagnostic technique that reveals the initial level of independent activity of the group and some group roles, emerging group relationships of subordination. If children play actively, i.e. they themselves choose the leader, pull back those who prompt, which means that the group is really active and the adult takes the position of a passive observer so that a spontaneous group structure quickly develops.
Then the teacher offers the children the game "Engine".
The purpose of the game: creating a positive emotional background, increasing self-confidence, eliminating fears, uniting the group, strengthening arbitrary control, developing the ability to obey the requirements of one.
Game progress: children line up one after another, holding on to their shoulders. The “engine” carries the children, overcoming various obstacles with the “trailers”. The ending of the lesson should be calm and unifying. In this regard, you can invite the children to stand in a circle ("dance") and take each other's hands. The chosen form of graduation will remain unchanged and will turn into a ritual.
2nd lesson.
If the group is active, then continue the course of spontaneous games. During the game, a hierarchy arises in the children's team, as a rule, revealing the strength and weakness of each participant. The spontaneously formed hierarchy supports others and thus helps to strengthen the maladaptive qualities of children. It is necessary to clarify the psychological diagnosis of group members and to accumulate that group experience of communication, from which it will subsequently be necessary to build on, demonstrating its positive and negative sides to children.
The teacher is in group room, but does not interfere with children's games.
After three lessons, it is already possible, according to observations, to distinguish five spontaneous roles:
1) leader (welcomed by all);
2) comrade of the leader (henchman);
3) non-aligned (oppositionist);
4) submissive conformist (ram);
5) "scapegoat" (outcast).
This means that the first level of the first stage of group psycho-correction ends. The end of this level is distinguished by three signs: strengthened roles, stereotyped interactions, and the appearance of reactions to the presence of the leader.
The second level of stage I is the stage of directed games, the content of conscious skills and actions that are set by the leader. However, it is necessary to include spontaneous games on certain time every class.” This is called “free time.” Usually 20 minutes are allotted for it at the end of the lesson.
3rd lesson.
The purpose of the game is to create a positive emotional background, eliminate fears, increase self-confidence.
Game progress: all the children go dancing and singing some song, and lead the blindfolded cat player. They bring him to the door, put him on the threshold and tell him to take the handle, and then all together (in chorus) begin to sing in a singsong voice:
Cat, cat Pineapple, you catch us for three years! You catch us for three years, Without untying your eyes!
As soon as they sing last words, scatter in different sides. The cat is taken to catch the players. All the children revolve around the cat, teasing him: either they touch him with a finger, or they pull his clothes.
Purpose of the game: disclosure of group relations. Game progress: children stand in line behind the driver. The driver stands with his back to the group, putting his hand out from under his armpits with an open palm. The driver must guess which of the children touched his hand (by facial expression, movement). The driver leads until he guesses correctly. The driver is chosen with the help of a rhyme.
Offer children role-playing and board games.
Game progress: children stand in a circle and hold hands, look into each other's eyes, smile. At the same time, the main emphasis is not on established roles, but on the elimination of inequality and the suppression of privileges. There are certain signs that indicate that the required group structure has taken shape. Firstly, drivers begin to feel the aggression directed at them, which is clearly visible in games such as "Fortress" and "Bug". Second, there are spontaneous tactile, affectionate interactions between group members. Thirdly, there was a serious, respectful attitude to the ritual of the end of the lesson.
Then, when a group structure has arisen that equalizes children's individualities, you can proceed to the next, second, stage of the group course, in which great attention given individual work in the form of role-playing games and other techniques.
II stage of work - reconstructive
By the beginning of stage II, the teacher already sees the communication difficulties of each child, as well as inadequate compensatory ways of each child's behavior. Individual psychological correction occurs when the child implements new forms of behavior and accumulates new communication experience. This becomes possible only if the child has satisfied his frustrated needs (they often serve as sources of tension and cause inappropriate behavior). Most often it is the need for security and acceptance-recognition. The frustration of these needs is characteristic of almost all children with adaptation difficulties. As a rule, the need for safety is satisfied at the first stage of correction, during directed play.
Satisfying the need for recognition is impossible without building full image himself. To realize this, they use such a methodical technique as feedback. Each child receives feedback in games specially organized for this: "Family Portrait", "Associations", "Birthday", "Forfeits".
By skillfully organizing feedback, the facilitator helps children form a more productive self-image. This is usually done in the form of a verbal interpretation of the game. feedback with particular emphasis on positive aspects child's personality.
In addition, on stage II, some games are used to help overcome character traits that are unpleasant for the child, such as cowardice. These are the games: "Desert Island", "Scary Tales". After these games, the child can say to himself: “Here I am, how good I am. Of course, I'm not very brave, but I can listen scary tales in the dark and invent them himself. I can play desert island, control myself."
The key moment of the II stage is the game "Birthday". During this game, the assimilation of the required qualities takes place, the “lowering” of the desired personality characteristic, in advance, from above. So, the zone of proximal development of the child is outlined:
The development of new communication skills is especially purposefully carried out in group tasks, which each birthday person is obliged to do.
Classes follow directly from the psychological diagnosis of each child, which is made gradually during the entire period of the group's work. When compiling psychological portraits of children, the psychologist is especially attentive to what the child cannot do, what he fails to do or what he does not know how to do.
4th lesson.
The purpose of the game: the education of observation, the development of imagination, the formation of the ability to depict a person with gestures.
The course of the game: the child with gestures, facial expressions depicts another child, his features, habits, as he sees them. The rest of the children guess who he portrays.
The purpose of the game: the development of courage, self-confidence, reducing anxiety. The game is aimed at uniting the group.
The course of the game: the lights are turned off or the windows are curtained. Children take turns telling scary stories in the dark. If the level of trust in the group is high, then the children reproduce their real fears. It is very useful to play them here, also in the dark.
The purpose of the game: the education of arbitrary control, the adjustment of affective behavior, the development of courage, self-confidence, the child is placed in different positions: a competitor, a judge, a spectator.
Game progress: children choose a judge and athletes. Sports games are held:
a) "Hit the skittle." The child is invited to sit down, leaning his hands behind, and bend his legs. The ball is placed in front of the feet. The child must push the ball away, straightening his legs so that the ball hits the pin, set at a distance of 3-4 steps;
b) "Crawl through the hands." Clasping the fingers of both hands, it is necessary to try to crawl through the hands so that they are behind. At the same time, hands must be kept “in the lock”, without releasing;
c) "Fight of the ᴨȇtukhs". The players try to unbalance each other by jumping on one leg and pushing with either the right or left shoulder. The one who touches the ground with the second leg loses. Children keep their hands on their belts. You can hold on to the toe of the bent leg with one hand. The winner is the one who lasts the longest, jumping on one leg.
d) Sit down. Crossing your legs, clasping your shoulders with your hands, raise your arms bent at the elbows in front of you, sit down and stand up, without helping yourself with your hands.
5th lesson.
The purpose of the game: creating a positive emotional background, eliminating fears, uniting the group.
Game progress: children sit on chairs. The driver, with his eyes closed, walks in a circle, sits down in turn on his knees with the children and guesses who he is sitting with. If he guessed correctly, the one who was named says: "Beep."
The purpose of the game: the game serves the sociometry of the children's play group, and also reflects the existing relationships in their own family, based on group relationships.
Game progress: a photographer comes to the family to take a family portrait. He must ask family roles to all members of the group and seat them, along the way talking about who is friends with whom in this family.
Purpose of the game: to give an opportunity to show activity to passive children.
Game progress: one driver is chosen, the rest of the children are mirrors. The driver looks in the mirrors, and they reflect all his movements. The teacher monitors the correctness of the reflection.
Offer children board, role-playing games.
Children stand in a circle and hold hands, look into each other's eyes, smile, dance.
6th lesson.
Purpose of the game: to unite the group, children are given the opportunity to express grievances, remove disappointment.
Game progress: a birthday boy is chosen. All children give him gifts with gestures, facial expressions. The birthday boy is invited to remember if he offended someone and correct it. Children are invited to dream up and come up with a future for the birthday boy.
Purpose of the game: The game supports group unity. Game progress: the driver is chosen by the rhyme. He leaves the room. The rest of the children join hands and form a circle. Without unclenching their hands, they begin to get tangled - as best they can. When confusion has formed, the driver enters the room and unravels it without separating the hands of the children.
Purpose of the game: in the game, voluntary control over one's actions develops, motor disinhibition, negativism are removed.
Game progress: participants stand in a circle. The leader shows the actions, everyone repeats after him. A boy, on the contrary, should do something different from everyone else.
a) Blow the balloon out of the cup. A table tennis ball is placed in a bowl. Children take turns taking a deep breath, leaning over the cup and blowing into it so hard that the ball flies out of the cup;
b) "Strongmen". The players rest their elbows on the table and connect the brushes. Each in a pair begins to put pressure on the hand of a friend, trying to put it on the table. The winner is the one who, without lifting his elbow from the table, will force the partner to put his hand on the table;
c) various board games: "Lotto", "Circus", "Flying Caps", "Checkers", "City Streets", etc. When playing these games, you must follow the rules.
You can offer a simultaneous slight swaying to the right, to the left.
7th lesson.
Purpose of the game: the game will give children the opportunity to show aggression. The diagnosis is interesting - who wants to be in a team with whom.
Game progress: a group of children is divided into two teams (at the request of the children themselves). Each team builds a fortress out of furniture. One team defends the fortress, the other storms. Main weapon - balloons, balls. Stuffed Toys.
The purpose of the game: the education of observation, imagination, the ability to see the other.
The course of the game: the child depicts an object with facial expressions, gestures, the rest of the children guess it. Who correctly called - becomes the leader.
Purpose of the game: release of aggression, emotional stress. Game progress: the leader holds a shield, the children hit him with balls.
Offer children board, role-playing games, building material.
8th lesson.
The purpose of the game: correction of the child's emotional sphere, development of the ability to understand the emotional state of another person and the ability to adequately express one's own.
Game progress: the traveler (teacher) landed on his ship to the Magic Island, where everyone is always joyful and carefree. As soon as he went ashore, he was surrounded by the inhabitants of a wonderful island - small black children. Both boys and girls wear the same colorful skirts, beads around their necks, and feathers in their hair. With a cheerful smile, they began to dance to the music of V. Shainsky "Chung-Chang" around the traveler and sing:
Wonder Island Wonder Island
Living on it is easy and simple, Chunga-Changa!
The traveler decided to stay on this island forever.
Purpose of the game: correction of the emotion of anger, training the ability to influence children on each other.
Game progress: children sit on chairs in a circle facing each other. The teacher asks to show what kind of facial expression, posture, gestures adults (moms, dads, grandmothers, teacher) have when they are angry with children. Why do adults get angry with you the most? (Children act out 2-3 scenes.) How do elders scold you when you are very scared? Threaten to punish, take a belt? (Guys speak and show.) What do you do in response: cry, smile, fight, be afraid? (2-3 scenes are played out.)
a) The dragon bites its tail. The players stand one behind the other, holding on to the waist in front of the one standing. The first child is the head of the dragon, the last one is the tip of the tail. While the music of D. Nureyev is playing " East Dance", the first player tries to grab the last one - the dragon catches its tail. The rest of the children hold tightly to each other. If the dragon does not catch its tail, then the next time another child is assigned to the role of the head of the dragon.
b) "Polar bears". A place is planned where polar bears will live. Two children hold hands - these are polar bears. With the words: "Bears go hunting" - they run, trying to surround and catch one of the players. Then they go hunting again. When they catch everyone, the game ends;
c) Posting. Children march to the music of F. Schubert "March" one after another. The commander is ahead. When the commander claps his hands, walking last child must stop immediately. So the commander arranges all the children in the order he intended (ruler, circle, in the corners, etc.).
9th lesson.
Purpose of the game: game for attention, the ability to recognize each other by voice.
Game progress: the children stand in a circle, the leader is selected. He stands in the center of the circle and tries to recognize the children by their voice.
The goal of the game is to achieve mutual understanding, cohesion. Game progress: children walk in a circle, pass hot potatoes, ice, butterflies (pantomime).
Used Books:
- E.K. Lyutova, G.B.
Training for teenagers on the correction of deviant behavior
Tasks:
Help teenagers to know their strengths and weaknesses and learn how to use them;
Learn to build relationships with others, resolving emerging conflicts for the benefit of yourself and others.
Equipment: A4 sheets, pens for all participants, a ball.
Course of the training
Warm up
Each participant determines his state of health and mood now. Expresses expectations (concerns) in connection with the upcoming lesson.
1. Acquaintance.
Goal: getting to know the members of the group, establishing relationships.
It begins with an acquaintance, which takes place in the form of a snowball game, each standing in a circle, before giving his name, repeats all the names that were named before him. As for the name, it can be both real and fictitious. The main thing is that this is the name for all group meetings.
2. Setting to work: tasks and rules.
The facilitator explains the tasks and rules of the group, organizing a dialogue to make sure that it is understood correctly.
“We have a training ahead of us, participation in which can help each of you:
Understand your relationships with others and begin to build these relationships, resolving emerging conflicts for the benefit of yourself and others;
Understand what is happening to you, what caused this or that attitude of those around you and yours towards them;
Know your strengths and weaknesses and learn how to use both;
Build yourself and influence your life.
In order for our training to proceed most effectively, so that everyone can benefit from them as much as possible for themselves, I will introduce several rules of behavior and work in our group:
1. The rule of activity and responsibility of everyone for the results of work in the group: the more active each member of the group is, the more he contributes to the work of the group, the more benefit the whole group and himself will receive.
2. The rule of constant participation in the work: participation in the work is obligatory for each member of the group.
3. The rule of group closure: what happens in the group is not discussed outside of it.
4. The rule of frankness and sincerity: group members should try to be themselves here, to say what they think and feel.
5. “I am statements”: speak only about yourself and on your own behalf (I think, I feel, etc.).
6. Rule "Stop!": A group member who does not want to answer a question or participate in a particular exercise can say "Stop!" and thus exclude yourself from participation; it is desirable to use this rule as little as possible, because. it limits both the participant himself and the whole group in development.
3. Molecules
Atoms (group members) move randomly. At the signal of the leader, they combine into molecules of a certain size (2-5 atoms) for 10 seconds, while the bell rings. Atoms that are not included in the composition of the molecules are eliminated. The host must each time name such a number of atoms that make up the molecule so that one participant remains superfluous.
This exercise contributes to the emancipation of the participants, rapprochement, establishing contacts with each other.
4. "My neighbor"
The host asks the children to look at each other properly, pay attention to the hair, eyes, hairstyle, clothes of each of the participants. Then he asks one of the children to close his eyes and asks questions about someone in the group:
Who in the group blonde hair?
What eyes does A have?
Who is wearing the green sweater?
What hairstyle does O have?
What color is your neighbor's hair on the right?
This game is usually very lively and contributes to the development of observation, interest in each other.
5. Development of reflection
Written task: write on a piece of paper (or in notebooks) 5 of your positive qualities and 5 are negative. Discussion follows. It can be more or less deep, depending on the readiness of the group.
6. "We are of the same blood"
The exercise is performed in pairs. The task of each student is to find as many similarities with their partner as possible and write them down. Suggested recording style: "We are both tactful", "We both love to listen to music", etc.
During the search for similarities, you should not consult with others, especially with your partner. 5 minutes are allotted for searching and recording similarities. At this time, it is advisable to turn on light music.
After the listing of similarities is completed, the teenagers pass the lists to each other in order to express their agreement or disagreement with what the partner wrote. If any record of the partner does not suit the child, then he must cross it out. After mutual analysis, the work is discussed in pairs, especially if there are crossed out items.
As usual, you can have a general discussion in a circle. This exercise promotes awareness of what all people have in common, no matter how different they may seem at first. Having gone through the search and awareness of what is common with one person, the child understands better that with a certain effort you can always find something in common that unites you with another, no matter how alien he may be to you at the beginning of the meeting. This setting allows you to find a common language in the most critical situations.
7. "Birthday"
Each of the participants receives a certain role, which must be adhered to for 20 minutes, the situation is set in the most general words, more behavior participants are not regulated in any way, the children build the plot of the action themselves during the game.
Host: “Imagine a birthday. Each of you has attended this holiday more than once, both as a birthday man and as a guest. Now each of you will learn a piece of paper on which the role that you will play in our impromptu performance will be written. It (the performance) will last 20 minutes. You must try during this time to constantly be in the specified image».
This is a role playing game. Possible roles: Birthday man, his (her) Assistant, Argumentator, Peacemaker, Passive, Dissatisfied, Original, Tactless, Detached. The facilitator selects a specific role for each child. It can be either corresponding to its type or opposite, depending on the goals that you are pursuing. You can also define each role in more detail. For example, "Peacemaker. Tries to resolve any disagreements that arise. He is afraid of conflicts, so he avoids it in every possible way. sharp corners in conversations."
The task of the leader is to carefully observe the course of the game, noting the behavior of each of the participants, the compliance with the proposed role. In a discussion, you can ask next questions:
To what extent did your behavior during the game correspond to the role?
Was it difficult to play the proposed role?
Does your behavior in the game resemble how you usually behave in real life?
In addition, you can ask children about a particular role:
How does this behavior make you feel?
It should be borne in mind that for the successful development of the game, the participants must be sufficiently relaxed, and, therefore, very well warmed up by the previous warm-up. In any case, this game initially increases the tension in the group and causes some confusion due to the vagueness of the instructions and the uncertainty of the rules. This exercise provides rich opportunities for participants to become aware of their own behavior patterns, as well as to model behavior. You can also try to work individually in a circle with one of the teenagers after this exercise.
8. "Debriefing"
One person sits in the center of the circle. The leader divides the rest into two groups, one of which tells the person what they like about his behavior while working in the group, and the other about what they don’t like. So, until everyone sits in the center of the circle. The person sitting in the center has the right to ask one of those present personal question about their strengths or weaknesses. And so on, until everyone sits in the center.
After everyone has been to the center - a discussion:
How did you feel in the center of the circle?
What was difficult to talk about?
This exercise is usually perceived by children very vividly and everyone tends to sit in the center of the circle.
9. "Compliment"
The exercise is performed in a circle. One of the children takes the ball and throws it to whomever he wants. The one who catches the ball must return the ball to the owner with pleasant words about him. The child can throw the ball to as many people as he wants. After he finishes, the ball is passed to the next person in the circle. And so, until the ball goes around the whole circle.
Reflection and closing.
1. Discussion of the results:
What new things have you learned about yourself?
How will this affect or has already affected your later life?
What do you want from what you saw and heard, what do you not want to apply in your life?
Were the expectations (concerns) from the training justified?
2. Rate with 10 fingers: fatigue, interest in what happened at the training, desire to come next time.
One of the most effective forms of influencing a person with deviant behavior is behavioral correction. Here, a special role is given to the qualifications of the consultant and the element of cooperation between the adolescent and the psychologist. Methods of correction of behavior in adolescents are also used.
Stimulation of positive motivation.
The formation of deviant behavior is facilitated by the mechanisms of its conscious and unconscious motivation. A person with deviant behavior has a stable motivation to maintain such behavior.
You can change deviant behavior by stimulating the motivation for the desired behavior. It is very important to make it clear to a teenager that his behavior creates a number of problems, primarily for himself, and changing such behavior will relieve these problems. A teenager should clearly understand how much he wants to change his behavior and why he needs it. The Right Motivation help the teenager to form the desired behavior. deviant behavior teenager
Methods for correcting emotional states.
You can correct the emotional state using the method of systematic desensitization (there is a decrease in the strength of emotions) and relaxation or confidence training (the development of alternative reactions). The method developed by D. Wolpe includes relaxation, the presentation of a scale of anxiety situations and the imagination of such situations, followed by relaxation. A teenager learns to adequately respond to disturbing situations. Fear and anxiety can be suppressed if the stimuli that cause them are associated in time with stimuli opposite to fear, such as relaxation.
Methods of self-regulation.
There is a close relationship between muscle strain and such emotional states as anxiety, fear, anxiety. The ability to relax helps eliminate or significantly reduce emotional discomfort. E. Jacobs developed muscle relaxation training, which includes alternating muscle tension and relaxation. The training will be more effective if it includes verbal and mental relaxation.
Another method of self-control is the method of self-regulation. It involves changing the environment that causes destructive behavior (excluding food from view during weight correction) or rewarding the right behavior (purchasing clothes, entertainment).
Cognitive restructuring.
Deviant behavior can be caused by distortions in cognitive processes such as perception, inference, interpretation, imagination, etc. When they are redesigned, changes in the areas of emotions and behavior can be expected. One of the techniques of this method can be used to indicate contradictions in the adolescent's judgments. Another effective method is to recognize and correct negative thoughts. Beliefs such as "I'm a failure", "I'm not good at anything", "I'm bad", "I can't do anything" often accompany depression, alcohol or drug addiction. It is important that a teenager can examine his behavior and be convinced of the inadequacy of dysfunctional thoughts. He needs to realize that these false beliefs are the cause of most of his problems.
Methods for extinguishing unwanted behavior.
The main method is punishment. It can be used as the absence of positive reinforcement for unwanted behavior, as the use of negative reinforcement for unwanted behavior, and as the exclusion of a teenager from a situation in which deviant behavior can be approved. do not form the desired behavior.
Methods of formation of positive behavior.
Positive reinforcement plays a key role in shaping desired behavior. Importantly, the reinforcement was individually meaningful. Be sure to form a clear relationship "desired behavior - immediate positive reinforcement." It is necessary to exclude situations where deviant behavior is erroneously reinforced. For example, after a suicide attempt (escape from home), a teenager receives an award - increased attention and family care.
System-structural approach.
The theoretical and methodological basis of this study was a systematic approach based on the ideas of L. Bertalanffy (1973), systematized in psychology in the works of B.F. Lomov (1971) and previously encountered in the works of B.G. Ananiev, V.M. Bekhtereva, L.S. Vygotsky, A.R. Luria, S.L. Rubinstein, B.M. Teplov and others.
In the course of the study, we proceeded from the idea that a teenager is involved in a large number of subsystems that are closely interconnected. A change in any of the subsystems in which a teenager is a member brings changes in his personality and behavior. Thus, a systematic approach allows us to consider the maximum number of options that contribute to the development of deviant behavior in adolescents or prevent it.
The principle of determinism. (Rubinstein S.L., 2001). This principle allows us to say that behavioral disorders are causally determined and are the result of the adverse effects of a number of factors. This includes micro- and macro-social conditions for the development of a teenager, which in one way or another can affect the occurrence of behavioral disorders in students. In addition, behavioral problems may result from increased anxiety, Not adequate self-esteem and other personality traits.
In this term paper the principle of determinism suggests that the development of unwanted or deviant behavior in adolescents depends on a large number of factors: from careless remarks to harsh treatment of a teenager.
Personal principle. (Ananyev B.G., 1977; Rubinshtein S.L., 2001). IN this case it is supposed to consider the personality as a single whole, and also that each individual is an individual and unique personality, possessing both common characteristics characteristic of all people, and unique qualities characteristic of him alone.
In this work, the personal principle assumed accounting individual features adolescents in identifying their forms of deviant behavior and the selection of methods for correcting behavior.
conclusions
1. In general, forms of deviant behavior usually include criminal offenses, alcoholism, drug addiction, prostitution, gambling, mental disorder, suicide. Most often, behavioral disorders occur in the younger and middle puberty- 12-13, 14-15 years old. Various forms deviant behavior is not always fixed. With age, they can smooth out or disappear altogether.
2. Deviant behavior, as a rule, does not arise due to a coincidence of circumstances, but as a result of the prolonged action of a whole complex of factors and has different forms manifestations. The cause of deviant behavior of a teenager may be his inability to compensate for his inability to social environment in a socially acceptable way.
3. Methods for correcting the deviant behavior of adolescents are focused on correcting the deviant behavior of the individual, on restructuring the motivational sphere and self-awareness. The family also plays an important role in the correction of deviant behavior.
Training on the prevention of deviant behavior.
Target: the development of a teenager as a person, the disclosure of his positive abilities, the assimilation of a certain amount of knowledge about the personality, mutual understanding, determined by life and social needs.
Tasks:
To create an optimal socio-psychological microclimate in the team in order to promote the spiritual and creative self-disclosure of the participants;
Help children recognize and understand their positive and negative traits;
Promote the development of introspection skills.
Materials: soft toy, a poster with the "Rules of work", badges, statements of philosophers ("Every person has a mirror in which he can clearly see himself", "Know yourself, know your nature - and you will know the truth"), sheets of A4 paper, drawings -models of a snowman, drawing paper with a graph, drawing paper with a bowl pattern, stickers, colored pencils, felt-tip pens, markers.
Instruction: Hello guys! Today we have gathered for a training game, where we will learn introspection, reveal our positive abilities. Each of you is given a sheet of paper, you need to write your name and draw own image, it can be a certain symbol, an object - anything. You have 5 minutes. Let's get started!
Instruction: Time has passed. We all get around. Now each of you takes turns calling your name and presenting your own image. I'll start first, the next one from me left hand. And so on.
Exercise "My image"
Target: preparing participants for work, creating a positive atmosphere, Have a good mood, defining the characteristics of each. The host welcomes the group, distributes to each participant a sheet of A4 paper, on which you need to write your name and draw your own image (this can be a certain symbol, an object - anything).
After the participants have completed the task, the psychologist suggests that they take turns giving their names and presenting their own image. The drawings are attached to the board. This creates a "gallery of portraits" of the group members.
Instruction: when we got to know each other better, you can go to the rules of work. Each in turn reads the rule, expresses his opinion, why such a rule.
Exercise "Rules of work"
Purpose: to adopt the rules of the group. Participants read what is written on the poster and accept the rules of the group.
Working rules:
1. Be active.
2. Address each other by name.
3. Don't criticize.
4. Rule of the raised hand.
5. Be sincere.
6. Don't judge each other.
7. The principle of "here and now."
8. The principle of "confidentiality".
9. Follow the rules.
Instruction: Each of you was given stickers on which you need to write what you expect from today's lesson.
Exercise "Waiting"
Purpose: to determine the expectations of the participants regarding the activities.
The facilitator attaches a poster with a picture of a bowl to the board, and distributes stickers to the children. Invites them to think about what they expect from the lesson and write it on sticky notes. Then read what is written and stick them in the symbolic bowl shown on the poster.
Parable "Truth"
Once people believed that there is not one, but many gods. Once the gods decided to create the Universe: they created the stars, the sun, the seas, the mountains, the Man and the Truth. However, the question arose of where to hide this Truth so that a person could not find it.
Let's hide it on a distant star, - said one of the gods.
And let's go to a high mountain peak, - suggested another.
No, let's put it at the bottom of a deep abyss, - said the third.
Maybe we can hide it on the moon? And the wise God said:
No, we will hide the truth in the heart of man. Then he searches for her in the whole universe, not knowing what he constantly carries in himself.
Instruction: Children, what do you think is Truth? This is what a person lives for, the knowledge of how to overcome evil. Now think about why the gods still decided to hide the Truth in the human heart? Because each of us is a small Universe, this is some kind of Truth. We can find the Truth if we look into ourselves, study ourselves. Let's do it - look for the truth.
Instruction: Each of you is invited to draw the sun on a piece of paper and write on the rays 5 positive ones, which, in your opinion, are most pronounced in you.
Exercise "Ray of the Sun"
Purpose: awareness of their positive character traits. Children are invited to draw a sun on a piece of paper and write 5 positive traits on the rays.
Discussion:
Was it difficult to define character traits?
Instruction: Each of you is invited to write your own ideas on a piece of paper with a snowman. negative qualities and read aloud.
Exercise "Self-criticism"
Purpose: learning to objectively evaluate your qualities; awareness of one's own weaknesses; formation of adequate self-esteem. Each participant receives a model-drawing of a snowman, on which he writes down his “minuses” - negative qualities and reads out what was written aloud.
Discussion:
What difficulties did you encounter during the exercise?
What is more difficult and why? Leading says: “Praise yourself. Criticism destroys the inner spirit, while praise strengthens it.”
Instruction: Accept your shortcomings. Recognize that they are your answer to some need and now you are looking for a new one, positive way satisfy this need. So lovingly say goodbye to the old negative behavior. Know how to overcome your shortcomings with the help of the hot, gentle rays of your heart, which can melt all the negative.
(Children cover the drawing of a snowman with a sheet with a sun, on the rays of which positive features are written.)
Instruction: Take a sheet of paper and conditionally divide it into 2 parts. On one draw what you give to people, and on the other what you receive from them.
Exercise "What do I give people and what do I expect from them?"
Purpose: development of introspection skills.
The facilitator gives the children a sheet of A4 paper and offers to conditionally divide it into two parts.
On one draw what the participant gives to people, and on the other what he receives from them.
Discussion drawings:
What did I feel when I worked on the drawing?
Instruction: I have a toy in my hands, throwing it, I must say a compliment to the person for whom the toy is intended. So, remember the best features and address each by name, say a compliment.
Exercise "Compliment"
Purpose: to increase the self-esteem of another person, awareness of their positive traits. The host throws a toy to the child, while saying a compliment. A compliment is a kind expression of praise.
Discussion:
Who found it difficult to compliment a friend?
Who was pleased to hear good words addressed to them?
Instruction: And now each of you will share your emotional state in the language of "weather forecast", what weather signs can be characterized state of mind: What time of year does it correspond to? Cloudy or clear? Windy or quiet? Is there any precipitation? What time of day? What temperature?
Reflection "Weather Forecast"
Each participant talks about their emotional state on this moment the language of "weather forecast", i.e. speaks of what weather signs can characterize his state of mind: what season does it correspond to? Cloudy or clear? Windy or quiet? Is there any precipitation? What time of day? What temperature? (when determining the temperature, a strict condition is set - to determine the temperature in the range from 0 to +10 ◦С).
Then each participant in turn (clockwise) tells about his mental, emotional state, the teacher fixes the last sign of this state (temperature) with a marker (chalk) on a piece of paper (board).
After all the participants have spoken, the teacher connects all the temperature marks into a graph. When the schedule is built, the teacher invites the participants in the interaction to analyze it, to express their emotions in relation to the lesson.
