Prevention "Protect Yourself" Lesson with elements of training on smoking prevention
Lesson #1
The purpose of the lesson: to promote the formation of empathy for peers in difficult life situations, to promote the formation of students' tolerance for difficult life situations through maintaining positive life attitudes *.
Course progress.
Host: Hello guys! Today we will talk about such a serious topic as experiencing life's difficulties. They meet in the life of each of us, and, of course, there are no people in the world who would not experience temporary setbacks. But first, let's get to know you. To do this, we will perform the following task:
Exercise "Compliment" (5 minutes).
Leading (holds a small ball in his hands): “Now we will pass this ball and compliment the neighbor. Do you know what a compliment is? (students offer their options) “You are right, a compliment is a pleasant message about any of your virtues (character traits, skills, clothing features, appearance, etc.). The task is this: we pass the ball to a neighbor, while we note some positive quality in it - we make a compliment. The recipient of the compliment should thank and, in turn, turning to the next participant, tell him something good, what virtues he could note.
Host: "Well done! So, guys, as we noted earlier, today we are discussing such a topic as experiencing life's failures. What kind of failures (difficulties) can be in the life of a teenager? (students offer their own options).
Moderator: Well done, thank you! Indeed, in the life of a teenager, various troubles sometimes occur that may seem insignificant and insignificant to surrounding adults (and sometimes even peers). But this does not mean at all that what happened is actually a trifle, since the situation of each person is unique, like himself: we do not identical parents, friends, experience, everyone experiences failure in different ways and the degree of these experiences will also be different. Therefore, every person experiencing troubles (even if they seem frivolous to us) deserves attention and sympathy. Guys, what is "sympathy"? (students offer their own options) Listen to how this word sounds - "compassion", that is, experiencing the feelings of another with him. When someone is ready to share the experience of our feelings, it causes appreciation and gratitude.
Host: "Now let's think together how does a person feel when he experiences trouble, experiences failure, and sometimes great grief?" (students offer their own options, the answers include such words as “resentment”, “loneliness”, “despair”, “helplessness”, “anger”, etc.).
Moderator: “The words “loneliness”, “helplessness” sounded here, therefore, of course, a person in trouble wants someone to be nearby and support him. But we cannot always understand that another person is bad, because there are those among us who do not speak openly about their troubles or believe that complaining about life is a sign of weakness. Let's think together, what can indicate to us that the person next to us is experiencing serious difficulties? (students name their options, the facilitator writes them down on the board) These will be verbal statements (“everything is tired”, “everything is bad”, “I can’t do it anymore”, etc.), external signs (there may be slovenliness in clothes, an abundance of black colors), as well as emotional changes (lack of interest in previously favorite activities, boredom, constantly depressed mood).
Host: "Thank you! So, we see that, in addition to open statements, external signs can be evidence of emotional discomfort, as well as changes in behavior, when a person does not want to communicate with anyone, becomes irritable, dull and sad. What can be done for such a person? (student answers - try to console, sympathize, offer help, etc.).
Host: "Absolutely! And now let's think about how best to talk to a person who is very upset about something: what is better to say, in what tone, what not to say, because this will not improve the condition. Now I invite you to participate in an exercise called "Calming Birbal."
Exercise "Calm down Birbal" (25 minutes).
Presenter: “An ancient Indian legend tells about Birbal, a negligent adviser to King Akbar, who once was three hours late for the king - he overslept. To justify himself before the king, Birbal said that he could not calm the child in any way. Akbar did not believe that the child could not be soothed faster. Then Birbal invited the king to act as a comforter, and he himself wept, depicting inconsolable grief. After an hour of fruitless attempts, Akbar gave up and forgave the adviser.
For this exercise, we need to choose Birbal, whom the rest of the participants will try to console in turn. We will also need two observers who will closely monitor what is happening, and then they will have to express their opinions on which of the "comforters" was the most effective and why. The task of the remaining participants will be to use various methods that, in their opinion, would be effective in situations of helping a person experiencing negative feelings.
Analysis of the exercise: the facilitator, together with the participants, organizes a discussion about which methods were most successful and why. Questions for analysis:
What words and statements were appropriate, why?
What phrases intensified unpleasant experiences, why?
What would Birbal himself want to hear from the "comforters"?
After the end of the exercise, the leader brings him summary, focusing on how best to talk to a person in trouble.
Moderator: “Thank you, you are great! So, we saw what can help us survive troubles - this is the attention of others, their indifference and care. But there is another important point in experiencing failures, and it depends only on us - this is a personal attitude to the situation that has happened: some of us get very upset and believe that nothing can be done, and someone begins to look for a way out, a solution to the problem . Remember the old parable about two frogs that fell into a jug of milk ... (the host tells the parable). What was different about these characters? (student answers). “Quite right, the perception of a negative situation. The positions were different - active (“I won’t give up anyway!”) And passive (“no matter what I do, nothing will work out anyway ...”). Let's try together to learn to think positively even in a difficult situation, and the following exercise will help us with this:
Exercise “We will survive this trouble ...” (10 minutes)
Some unpleasant situation is chosen, which happens, as a rule, suddenly. For example, a vase broke, your keys were missing, you got sick on the eve of an important event, you got a bad grade. Usually in such a situation, we get very upset, lose control of ourselves, which can lead to a state when we give up. But you can react to sudden troubles in a different way, using verbal positive formulas. For example: "Great, let's see what can be done ...", or "Just think, what is the importance of ...", or "That's the trick ...". Participants themselves come up with options for reactions. Of course, these formulations sound with an intonation of annoyance, ironically, even annoyed, but here a chain of dependence is turned on: a word-action-state, reconfiguring from an experience to a search for a way out.
Host: Thanks guys! Today in class, we started talking about experiencing life's difficulties. There are no people who do not experience failures in life, it does not depend on gender, age, level of education, wealth, etc. The main thing is to learn how to experience this time, and those around us can help us in this - classmates, teachers, our relatives. Today we tried to console Birbal, we saw what methods were most effective, what can be said to a person in a difficult situation, what should not be said; but no matter what words you choose - to remain indifferent to a person, to sympathize with him, to notice his sadness - this is the first step towards changing his condition. At the end of today's meeting, I would like to offer you homework: we completed our lesson with an exercise in positive thinking - now try to formulate positive verbal formulas yourself when an unpleasant situation arises (if it happens). At the beginning of the next session, we will share our achievements with each other.
Lesson #2
The purpose of the lesson: to develop the skill of analyzing life's difficulties from different points of view, overcoming personal psychological difficulties, problems with the help of positive thinking.
Lesson progress:
Presenter: “Thank you guys, you are great! At the last lesson, we talked about the fact that life's difficulties periodically arise for each of us, that you can even help another person in a difficult situation with attention and sympathy, frank conversation. Of course, sometimes there are more serious problems (loss of loved ones, loss of significant relationships, loss of health, etc.) when a person may need professional help. Do you know who can provide professional help? (student answers).
Host: “You are absolutely right, these are psychologists. You can contact a psychologist for an appointment (for example, in our center). Even in our country there is an all-Russian helpline, it was created so that teenagers in difficult situations can get help from specialists. Do you know this number? If you don’t know, let’s write it down together (the presenter writes the number of the TD on the board). Calls to the TD are free, you do not need to give your real name (the principle of anonymity is respected here). In cases where your peers need help, and for some reason they cannot call there themselves, you can make a call yourself, asking for help from a consultant, how to behave with your friend, what to say and do. Remember that TD pranks, when teenagers call out of sheer boredom, can make it impossible for people who really need help to contact a counselor.
Further: “In the last lesson, we got acquainted with the principle of positive thinking when we tried to form an active position in the face of trouble. Today I offer you another exercise that will allow us to look at the problem situation from different points of view. Indeed, when troubles arise, we usually perceive it as a negative stage, which is a serious obstacle on the path of life. Now we will make sure that this is not always the case.
Exercise "On a stump in the forest" or "Mind is the God of everyone" (25 minutes)
Host: “The next exercise has two names. The first is “On a stump in the forest”, because the game situation is that a person ended up in a forest, sat on a stump and thought. The second “Reason is the God of everyone”, because as a result of the game, the participants come to the conclusion that no one can solve life's questions for a person - he is his own master in his attitude to life. The intrigue of the game is in the opposition of two different judgments, attitudes towards the problem. They are expressed alternately by two people sitting on opposite "stumps". The “trees” around, hearing their judgments, stretch out their branches-hands in case of agreement with the statements and do not do this in case of disagreement. Any judgment has meaning and significance - it all depends on the angle of consideration of the issue.
The facilitator suggests possible topics (problems) for discussion, for example:
- “I am offended when they shout at me, because ... - I am not offended when they shout at me, because ...”;
- “I feel very bad that my parents divorced, because ... - My parents divorced and this is normal, because ...”;
- "I quarreled with my best friend and this is bad, because ... - A quarrel with my best friend will allow me ...";
- “I am very worried about the fact that I lost a new mobile phone...- "I lost my new mobile phone and that's okay, because...".
After the game is over, the facilitator analyzes the exercise by asking the following questions:
What was new for you in this exercise?
What conclusions have you drawn for yourself?
What helped you find positive moments in negative events?
Host: “Well done guys, we have worked very actively, and most importantly, we have seen that difficulties can be viewed from different angles, that all situations are ambiguous - it all depends on our perception, we ourselves are the creators of our happiness. Let's now, at the end of our lesson, do one wonderful exercise that will make us feel optimistic, strengthen our confidence.
Exercise "Reach for the stars" (5 minutes).
Completion (10 minutes).
Problem situations are natural events of our life, no person lives without difficulties;
People around can survive troubles, and it is very important to be able to notice a change in emotional state, since not everyone knows how to talk about them openly;
It is important to be able to properly build a conversation with a person experiencing problems;
In a crisis situation, you may need the help of a specialist - a psychologist;
Any caring person can also turn to a psychologist in order to get recommendations on how to properly help a friend;
TD number:
The problem situation has several sides, not only negative ones;
A person has a lot of resources to achieve goals (“getting his stars”).
Classes for students on the prevention of emotional distress, suicidal intentions.
Lesson number 1.
The purpose of the lesson: to promote the formation of students' skills of identifying and expressing their own feelings and the feelings of others.
Course progress.
At the beginning of the lesson, the facilitator explains to the children that today's meeting is devoted to such issues as the ability to express one's feelings, understand the feelings of others, and be attentive to each other.
Exercise 1. “Express yourself in a gesture” (10 minutes).
The goal is active involvement in the work in the classroom, the development of an attentive attitude towards each other.
Leading: “Let's get to know each other better, first let's play. To do this, we all stand in a circle face to face. Now each of us, taking a step forward, pronounces his name and demonstrates his inner world in some gesture. For example, I will be the first to do this and say: “Sergey, wow!” Now each of you will first repeat all the names and gestures that were before him, and finally introduce yourself in a gesture.
Host: "Well done! You see that we were able to briefly “tell” each other about ourselves through a certain gesture.”
Next, the facilitator asks the guys to name the ways in which we can communicate information about ourselves to each other - what makes us happy or sad, good or bad. Children offer their options (through a demonstration of emotions, verbal statements, clothing style, etc.). The facilitator sums up and notes that despite the fact that it seems to us that we communicate only with words, others receive a lot of information from us through other messages (gestures, facial expressions, clothing style, etc.). And in order to make it easier for us to communicate with each other, and sometimes help, we must be attentive to the signals that others “send” to us.
But we must also be attentive to ourselves, because sometimes we are not very good, something worries and burdens us, and others do not notice it. The following exercise can help us with this.
Exercise 2. "Pebble in the shoe" (15 minutes)
Purpose: teaching children to talk about those things that disturb them, irritate them, cause negative thoughts and feelings.
Host: “Let's consider a situation where a pebble gets into our shoes. At first, it doesn't bother you much, so you don't take off your shoes... When you take off your shoes, you forget that the pebble bothered you a little, and calmly go about your business. When you need to go outside again, you put on the shoe that still had the pebble in it, and again forget to throw it away. But after a while, you notice that you are in a lot of pain. And eventually this little pebble turns into a huge lump, so you finally throw it away. But now there may be a small wound on the leg. This is how a small problem can turn into a big one.
It also happens in ordinary life, when we are angry with someone, we don’t like something. This doesn't really bother us at first, but later on it can become a real big problem. Therefore, it is better when people address the problem when they first notice it. If you tell us, "I have a rock in my shoe," then we all know that something is bothering you. We can talk about it. So let's now think carefully about whether there is this moment something that bothers you. Say: “I don’t have a stone at the moment” or “I have a stone in my shoe (for example, my mother is sick).” The facilitator can discuss all the "pebbles" that students have. In communication between the children and the teacher, this phrase can also be used as evidence that something is bothering the child at the moment.
Further, the host says: “Our life consists of pleasant and not very pleasant events that cause respectively pleasant or not very pleasant feelings and experiences. The task of any person is to learn to experience both the happy moments of his life and the troubles that arise. And the ability to talk about our life events, which we can practice in the next exercise, can help us in this.
Exercise 3. "Tree of joys and sorrows" (25 minutes)
Purpose: teaching children to talk about their feelings, analyze them.
Materials: A3 sheets with a painted tree (without foliage), pencils, colored paper (light and dark tones), glue sticks.
The group is divided into teams of 3-4 people. Each team receives a large sheet of paper with a large tree with bare branches drawn on it. Each team member sticks “fruits” of colored paper on bare branches: they need to write down an experience or event that caused either joy or sadness. Light paper is for joys, dark paper is for sorrows. Then the result of the work of the teams is posted so that everyone can clearly see, and presented. Now the "Tree of Joys and Sorrows" serves as the basis for discussion. Here possible options questions:
How can I express my feelings?
How do I experience these feelings?
Can I tell someone about my feelings?
What gives me the experience of joyful or sad events?
During the discussion, the facilitator encourages students to actively discuss the issues raised, leading the participants to the following conclusions:
1. Both positive and negative experiences give a person a great resource called human experience.
2. People can express their feelings in different ways (both verbally and non-verbally).
3. Sometimes, to experience negative emotions, you need the help of friends, parents, teachers, and you need to be attentive to each other so as not to miss such moments.
4. It is not always possible for others to notice that you feel bad, so you need to communicate your feelings so that people can help.
Lesson number 2.
The purpose of the lesson: the formation of students' ideas about the uniqueness of each person living on Earth, the uniqueness of their own personality.
Required materials: 2 sheets of A3 format with the headings "I am unique", "My unique world", colored pencils, felt-tip pens.
Lesson progress:
1. Introduction (5 minutes).
Host: “Guys, today in our lesson we will talk about the fact that each person is unique: everyone has their own parents (or close people), their own habits, favorite activities, we have different hair color, eyes. There is no other person like you, that is, each of you is unique. Everyone has their own name. Maybe some of you know why he was called by this particular name? Now we are ready to listen to you. Tell me, do you like the name chosen for you by your parents?
2. The game "Change places those who ..." (15 minutes).
All children, except for one leader, sit in a circle, the leader becomes in the center. The facilitator names various signs - character traits, appearance, desires, tastes (for example, those who have blond hair, green eyes, black shoes, who like ice cream, etc.). Students whose characteristics have been named stand up and change places . At this time, the leader tries to take one of the vacant seats, after which the leader becomes the one who did not get the seat.
At the end of the game, the host must necessarily sum up: there are no two identical people - children, adults, despite the fact that we may have the same tastes and desires, interests, similar character traits. Due to the fact that it exists, each person is unique - he is unique and therefore his life is priceless. It is also necessary to treat other people with respect - not like us, but no less valuable for this.
3. Projective game "Me and my world" *.
Stage 1 - 10 minutes.
The facilitator distributes to the students a sheet with the heading “My unique world” and asks each child to draw “his inner world” - what is important to him, where he likes to spend time, what he likes to do, what kind of people there are in this world, who from those around him means to him more, etc.
Stage 2 - 10 minutes.
The facilitator asks the students to form groups of 4-5 people and show their drawings to each other. The facilitator makes sure that each child shows his drawing, receives recognition and approval from his peers.
* - during the exercise, the facilitator can, through the analysis of the submitted works of students, their activity in the process of performing this exercise, identify children who have signs of emotional distress (reduced activity, unwillingness to complete the task, absence or lack of significant people for the child, contacts, interests), etc. d.
4. The final part (5 minutes).
The facilitator asks the participants in a circle to name the positive quality of the neighbor on the right, while trying not to repeat himself and name the quality inherent in this particular person. For example, "you are kind, sympathetic, smart, etc."
At the end of two sessions, the facilitator necessarily sums up the overall result, in which he says the following points:
All people are different (unique) and therefore the life of any person is priceless;
Despite the fact that we differ from each other in hair color, skin color, language, tone of voice, nationality, etc., we all deserve respect and should also treat each other with respect;
Treating each other with respect is, among other things, the ability to understand and accept the feelings and emotions of other people;
There are moments in life when we are sad, we are upset about something. Others can guess about this (since we tell a lot about ourselves in gestures, facial expressions, and gait features), but it’s better, nevertheless, to be able to tell others about it so that people can help you overcome various troubles, and your experience of experiencing them can help some of your comrades.
Classes for students on the prevention of emotional distress among adolescents
Lesson 1.
The purpose of the lesson: prevention of emotional distress of students through a rethinking of life values.
Tasks: f
Diagnosis and correction of self-acceptance of students; organization of conditions conducive to the realization of one's life purpose;
Expansion of the repertoire of constructive ways of coping behavior of students in difficult life situations.
Lesson progress:
1. Psychotherapeutic fairy tale "Snag".
Objectives: diagnosis and correction of students' self-acceptance; organization of conditions conducive to the realization of one's life purpose.
Facilitator's task: Listen to the story with your eyes closed and come up with your own ending.
A long time ago, in a beautiful forest, among beautiful trees with dense crowns and slender trunks, lived a strange Snag. With her bizarre appearance, she caused general ridicule of her neighbors. A snag lay among these trees for a long time, bitterly thinking why she was not like everyone else. All the trees are like trees, handsome as a selection, but she is twisted, peeled, crooked - neither beauty nor use ... How insulting she was! (Metaphorical crisis: non-acceptance of one's uniqueness, as comparison goes with others; she suffers from this; Koryaga has no one to help accept her uniqueness)
One day lumberjacks came to the forest. They cut down the trees one by one, stacked them in a truck and took them to a furniture factory. “The lucky ones…”, thought Koryaga, envious of these trees, “They will make beautiful furniture that will delight people and benefit them, but nobody needs me like that. So I will rot in this forest, and no one will even know about my existence ... ". (Metaphorical crisis: resentment, envy, frustration)
One morning an old man wandered into the forest. He walked through the forest for a long time and gathered brushwood to heat his home. The snag, having already despaired of being useful to someone, lay among the thickets of grass and thought about something of its own. It was extremely unexpected for her that the old man paid attention to her. He lifted the Snag from the ground, tested its strength by slightly bending it, and placed it in his cart. She was to burn without a trace, except for the ashes, and even that would be swept away, thrown out and forgotten ... But, despite this, she was happy! (Metaphor: the metaphor of "necessity", which is that sometimes, out of a desire to be needed, we push ourselves "to suicide", we "burn out")
In the cart, Koryaga found herself in a large company of various sticks and logs, and, as always, both kind and envious people were immediately found. The majority turned out to be harmful, and they began to slander and giggle about her appearance. And so it hurt her for all these years of suffering and bullying ... (Unconscious processes)
On top of all the humiliation, the cart suddenly shook. The snag flew out, tumbled along the road and began to roll down the side of the mountain. Why live, if even the fire did not fit! Oh, how hard this descent went to her! Out of fear of what would happen to her in the end, she convulsively tried to cling to small trees, stones, grass, earth ... but nothing worked. In the end, poor Koryaga realized that she was flying off a cliff. Inside, everything shrank and it seemed that all the pictures from her life flashed before her (Long pause). (Metaphorical crisis: a chance to change lives)
Here, the participants of the lesson are given the opportunity to come up with a continuation, they can voice what they came up with. We discuss why the plot developed in this way, what it means for the students themselves.
Then we say that our story had the next continuation.
She fell into the sea. "What is this? Where did I get? What will happen to me? Koryaga thought. This element frightened with its unknown, incomprehensibility, unreality ... After a while, a storm began on the sea. Everything around darkened, the wind howled, huge clouds loomed over the sea. The snag was tossed from side to side, it was beating with cold waves. She then plunged into the depths of the sea, then floated to the surface, and thought that this nightmare would never end, that now it would definitely end for her ... But then the storm began to slowly subside ... the sun appeared in the sky ... Looking around, she saw a lot of interesting things: flocks of passing fish, coral reefs, a pelican hovering over the water in search of food, pleasantly and gently rustling waves ... Warm sea waves, like a beloved child, lulled Koryaga ... She saw this world differently: there were no there was no one to compare her with ... Here she was the only one ..., the only one ... And her soul became joyful and calm (Pause) (Metaphor: Water and storm are metaphorical symbols of the soul and crisis When a person changes his life, he falls into a crisis, i.e. he has the opportunity to experience this as a chance to change his worldview, a crisis changes a person, a storm changed Koryaga’s self-awareness, immersed her in herself, in her psyche, and she became calmer - exactly the crisis brought good phenomenon. The more we experience these storms in our lives, the less anxious expectations we have, the “healthier”, stronger we become. There are changes in the soul, awareness of oneself in a new quality.)
So she floated on the waves until she was thrown ashore. Hopelessness again - you will have to lie here until you rot and turn into dust. How meaningless was my life! Having warmed up in the sun, the snag somehow imperceptibly fell asleep under the uniform rustle of the waves. Sea salt came to the surface of her trunk, and gradually crystals sparkled in the rays of the sun ...
She woke up from the touch of someone's gentle hands that raised her. Snag saw the smiling face of a man who enthusiastically repeated: “This is just a miracle! A real miracle! No one looked at her with such love..., (Pause)...and she never heard such praise addressed to her..., (Pause) and no one held her in his hands so carefully and carefully (Long pause) . The man picked up the Snag, shook off the sand from the trunk, brought it home, sanded it and varnished it. (Metaphor: recognition of individuality; giving a "presentation")
The snag was completely at a loss, but she was deftly picked up and taken to where there were a lot of people and everyone admired her shape, her originality, her artistic value... (Long pause). The snag was placed on a stand with the inscription "Gift of the Sea" and was treated with great respect. She was repeatedly presented at various competitions, and she won a huge number of awards. Her sophistication and warmth, and a host of other amazing qualities, were noted all over the world. A special stand was made for Koryaga, on which she happily rested, watching joyfully smiling faces and listening to the enthusiastic praises of visitors who tried to casually touch her, just touch this wonderful creation of nature.
“How many disasters I have endured,” Koryaga thought, “and yet, at the end of the journey, my life has found meaning. Until what same me well and quietly. (Metaphor: triumph)
Next, the students' impressions are analyzed, the psychologist's comments on the metaphorical meaning of the tale.
Discussion in a circle: Which story resonated the most in your soul? What ending did you come up with? Why exactly like this?
Host: “This is a story about the discovery of the uniqueness of Koryagi. She teaches us self-acceptance. What is self-acceptance, in your opinion? (Answers of students with the subsequent generalization of the psychologist).
2. The game "Get out of the circle."
Purpose: to stimulate the ability to find a way out of difficult situations, the ability not to get lost in trials, to fight to the limit of mental strength and, on the other hand, to trust people.
The facilitator tells the group: “Love for people, including yourself, is a difficult job that requires courage and sometimes full dedication. You are offered a test game: do you know how to overcome obstacles, survive, how do you do it. So, everyone stand in a circle and hold hands. Those who wish enter the circle with the task of getting out of it - to break out in 2-3 minutes. Anyone who fails to do so is considered dead. The circle has no desire to release it, but if someone has such a desire, he can do it. The one who released, does not risk anything: the next one will enter the circle at will. The circle is not an iron cage, it gives everyone a chance to get out, but it will release only those who prove their desire to live.
The point here, of course, is not in the event itself - whether the participant “died” or not, but in what is behind it. Only those who truly love and respect themselves, know their worth and are ready to fight for it have a chance to leave the circle. And this circle is an excellent diagnostic of a person’s life style: someone breaks out of the circle with force, someone smiles in confusion for three minutes and pretends that nothing is happening, someone bribes, someone is cunning, and someone walks with an open heart. During the game, the facilitator can show the students that one of the best ways to get out is a sincere request personally to someone who can hear you, while you need to stand not between the hands, but in front of the person, close to him, putting his hands on his shoulders. Work with all your heart, with all your being! To do this, you must really trust yourself to the one who is in front of you.
Lesson 2.
Discussion on the topic "Crisis, suicide"
Objectives: to form students' conviction that suicide is not a constructive way out of a difficult life situation, informing about the "markers" of suicidal risk, the possibility of preventing suicidal attempts.
Presenter: “Our lesson today is devoted to a serious topic - the topic of difficult life situations that all people face. You can call these situations crisis. What words do you associate with the concept of "crisis"? (Catastrophe, stress, brought, etc.)
Question: "What crisis situations can be in the life of a teenager?"
Crisis situations - by such situations we mean not natural disasters, natural disasters, but problematic, difficult moments in life, difficulties, cases when there is a certain risk to health, emotional state of a person. A crisis can come after a catastrophe, physical abuse, separation from a loved one, death of loved ones, divorce of parents, etc. Often a series of life failures leads to a spiritual crisis.
Question: “What do you think, what feelings does a person in a state of crisis experience?” (anger, despair, disappointment, resentment, helplessness, loneliness, etc.)
“Unfortunately, in a crisis situation, a person can experience such strong negative experiences that often lead him to think about the hopelessness of the situation, the impossibility of changing his state in the ways that he knew and helped before. At this moment, a person, due to excessive experiences, can seriously think that life has failed, that there is no salvation, and decides that the only way to end suffering is to commit an act of suicide.
What can you say about such a terrible act as the voluntary deprivation of life, what feelings and emotions arise in you? Why do you think people choose such a desperate move that goes against our instinct for self-preservation? (students make their own suggestions)
How do you feel about such a choice of a person as suicide? (children respond differently - someone sharply denies such a decision, someone talks about suicides as heroes, romantics, etc.)
The facilitator invites discussion on the following questions:
1. "Is suicide a strength or a weakness?"
2. “What do you think a person who decides to die wants to prove to others? What kind of reaction do you expect from them?
3. What do you think people really experience after the person is no longer alive?
After discussing these issues, the facilitator sums up the intermediate result, stating the following facts:
Suicide is an unconstructive way out of a problem situation
Suicide is weakness
After a perfect attempt, there are people who will suffer
First, the man himself. The facilitator says that each person has something that helps to cope with difficulties (we call it resources), but often people do not realize and do not see their significance.
Question: “Who or what can be a resource for a person?” (discussion of possible resources)
Secondly, those around them, who may notice that a person who is nearby is feeling bad (classmates, teachers, friends).
Question: “By what signs can one notice that a person who is near bad is in danger? (discussion).
There are certain signs that indicate that trouble can happen to a person, these signals (there are several of them) are like a cry for help that needs to be seen in time:
- constantly depressed mood
Loss of interest in activities that used to be enjoyable
- expressing thoughts about unwillingness to live, despair, uselessness
- increased interest in the topic of death (listening to sad music, etc.)
- sleep disturbances, loss of appetite
- symbolic farewell, giving valuable things to a person
feeling of loneliness, loss of meaning in life
- no plans for the future
desire to retire and not talk to anyone
- frequent quarrels with parents, friends, classmates
absenteeism, poor performance
Each of the above signs can also manifest itself in well-off people - sometimes want to be alone, be in a bad mood, because something upset, quarrel with parents, etc. this case we are talking about the fact that danger can threaten a person when there are several of these signs at once (from three or more).
It is always necessary to remember that a person who finds himself in a difficult situation (and any person can find himself in such a situation - regardless of age, gender, level of well-being), when it seems that the world is collapsing and there is no one to help, an attentive attitude, a heart-to-heart conversation, acceptance and sympathy can have a decisive effect and warn against a fatal step.
It is also very important to remember that each of us should know the telephone numbers of crisis services (helplines), where you can get help from psychologists. Do you know what psychologists are? (definition of the term "psychologist").
So, summing up our lesson, it should be noted once again that despite the fact that troubles often happen in our life, numerous difficulties can seriously complicate our life and sometimes it seems that there is no way out, it is worth remembering that it is the living of difficult periods makes a person stronger, this is the ability that allowed our ancestors - those thanks to whom we live at the moment, to endure all life's trials.
The end of the lesson is a demonstration of a cartoon about a lamb from Pixar.
Lesson #3(duration of the lesson - 2 lessons).
The main goal of the last meeting will be to activate the internal resources of adolescents, increase self-esteem, and realize the value of life.
1. Exercise "About me" (10 min.).
Purpose: the exercise is aimed at ensuring that children can find out what good others see in them, for which they value, respect. It also contributes to the cohesion of the classroom team, sets up participants for active work during the lesson.
The course of the exercise: a piece of paper is attached to the back of each participant, students take pens. The guys walk around the room and write to each other what good things they can say about them, pointing to strengths person.
2. Exercise "Mirror" (35 min).
Purpose: activation of internal resources, increase of self-esteem.
This is a very effective exercise that helps teenagers see their inner resources, realize their strengths, and also find out how others perceive them.
As a rule, during this exercise, the guys will find out that they are treated much better than they thought. The opportunity to find out what strengths others see in them increases self-esteem, teaches them to be more attentive (to be aware) of their resources, which increases the adaptive abilities of students, motivates them to overcome failures and achieve success.
It is likely that during the exercise one of the guys will hear something about himself that is unpleasant for him (you are shy..., you are rude...). The facilitator should not leave these points unattended, offering to discuss what they heard in a group mode or individually (the psychologist discusses with the teenager whether this question can be put on general discussion or the teenager would like to talk individually). If the student decides to discuss this in a group mode, then this question is voiced in a circle, the leader asks everyone to speak in turn, reminding that our words should not offend another person. In addition, the facilitator shows an example of how to speak on this issue: “I hate that sometimes you can just come up and push. I would like no one to touch me without my permission. In fact, I would like to communicate with you, you are a very interesting young man.” The main point is to say how the act or behavior of this person affects you, and also to offer him an alternative to this behavior. Undoubtedly, adolescents can be sharper in their statements, smooth sharp corners- the leader's task. Everyone must speak, there is no need to come to any common decision, for all members of the group, this will be food for thought. An honest discussion will allow each member of the group to take responsibility for their own behavior.
Exercise progress:
The facilitator asks students to divide into 2 groups. Participants sit opposite each other, while one row will be constant, in the other row the guys constantly change, moving 1 chair to the right.
The task of the children is to speak to each other the answers to the following questions.
Who do I see in front of me? (this question is a training one, it helps children tune in to the exercise, teenagers should simply describe their neighbor: “I see a boy in front of me, with blue eyes, a brunette, he is stylishly dressed, smiling at me”, etc.);
What were you like as a kid? (answering this question, children fantasize about the past, imagine the life of their partner, which significantly brings them together, teaches empathy, acceptance);
I think that it seems to you that I think about you ... (with this answer, the guys talk about how they think their partner perceives them. This answer significantly increases the social literacy of children, it shows them what they were wrong about, what they were are right, and also helps to find ways to solve the problems that worry them in relationships.Even if the partners could get best friend, this is an unusual experience that students can use in the future);
your most strong point, in my opinion ... (the answer to this question activates internal resources, helps to learn to perceive oneself from a positive point of view, motivates to achieve success).
At the age of 30, you will be ... (when answering the question, a model of the future person is projected, he has the opportunity to look at the prospects that others see for him, evaluate his desires, his attitude towards them. In the future, a teenager will independently think about his future, will begin to plan the necessary actions to achieve a particular result).
3. Exercise "Collage" (40 min.)
Purpose: building a picture of the future, motivation for success.
During this exercise, students can visualize their desires and needs, which significantly affects the effectiveness of the actions taken.
For 20 minutes, the children make a collage of magazine clippings. The purpose of the task is as follows: "By the age of thirty, I have achieved, I could, I have ...". The guys make clippings from magazines, place them on A2 sheets, stick them on, come up with a name for their collage. Then everyone sits in a circle, the first person shows his collage. First, the group says what they think about the person who made this collage, what he is (they start only from the collage, and not from a particular teenager), what to strive for in life. Then, the host asks the author of the collage to tell what he wants from life. The main condition is to talk about your work in the past tense: "I'm thirty years old, I have this, that, that ...". The completed form of storytelling allows you to believe that the result is achievable.
Thus, all classes in the complex act to increase self-esteem, to focus the teenager on achieving success, which undoubtedly affects the increase in the adaptive abilities of the individual.
Emotional distress prevention classes
for 10th grade students
Lesson 1
The purpose of the lesson: the formation of life-affirming attitudes in high school students.
1. Motivating students to talk.
Presenter: “The period of growing up, youth is a serious stage in a person’s life. You have to choose a professional path. In others educational institutions, in your future job, in your future families that you will have waiting for you new team, new demands, new joys and new difficulties. Therefore, it is today that a serious conversation about the path of life, fate, failures and successes is needed and appropriate.
2. Using the Life Line Technique
Students are invited to draw a line and imagine that this is a symbolic drawing of their life path. It is necessary to note the main, in their opinion, events that have already happened to them, and the point of today. Next, it should be discussed whether all the events were joyful.
Summary: not everything is smooth in life. In addition to holidays, good luck and good days there are negative events. It is difficult to imagine a long life without crises, losses, losses and failures. Sometimes it seems that it will always be so hard, that this nightmare will never end and there is no hope, but ... The psychologist tells a parable and reads a story, then invites students to give an example from life when patience won.
Parable by L. Panteleev about a frog
Two frogs got into a jug of sour cream, they could not get out, no matter how hard they tried. One despaired, ceased to resist and went to the bottom.
And the second did not give up, continued to flounder and
tried to get outside. From her movements, sour cream gradually churned into butter, and after a while the frog jumped out of the jug.
Sailor's Tale
In ancient times in one country it was customary to take criminals sentenced to death by ship to a desert island, where all sources
the waters were poisoned, and people gradually died there a slow painful death. One sailor was sentenced to death for insolence, put on a ship and taken to the island. The journey to the island took four days. All the way the sailor, chained, sat on the deck and mentally said goodbye to life. He decided that he would not wait for a painful death on the island, but when there was not much left before the end of the journey, he would throw himself overboard. The ship had been on the road for three days when a terrible hurricane arose. The captain and crew desperately fought for the survivability of the ship, but the ocean won. The captain ordered the prisoner to be unchained, and since he was a very experienced sailor, his skillful actions actually saved the ship and the crew. The grateful captain delivered the sailor to the port of another country and gave him a purse with gold coins.
3. Group discussion of the topic "Life success"
Host: “Sometimes they say: “lucky”, “lucky”, “born in a shirt”.
Drawing up a group portrait of a successful person.
Where do successful people come from? What helps them become successful? Nature? Fate? Blessing from above? Or is it the result of human effort?
During the discussion, it is necessary to listen carefully to teenagers, to lead the process of conversation, to give examples of “lucky ones” who suffered a collapse in life, as well as successful people who were treated cruelly by fate.
Possible examples: deaf-blind-mute Olga Skorokhodova, Valentin Dikul, Theodore Roosevelt, Milton Erickson, Viktor Frankl, and others. How did they manage to achieve success in defiance of fate?
Illustrations: films "Life is beautiful", "Giant", a book about the fate of Alexander Maresyev "The Tale of a Real Man", etc.
Conclusion: at every stage of life there will be certain difficulties, and the one who manages to overcome them wins in life.
4. Discussion "Difficulties that may come my way in life"
Moderator: How do you envision your future? What difficulties may come your way? Do you at least sometimes think about how you will deal with them?
To further stimulate students to talk, it should be noted that a person who does not see difficulties is still immature and immature. If a person, when asked about his problems, answers that he does not have them, it means that he does not seriously think about life and, having encountered difficulties, will not be able to solve them constructively, since he does not have experience in analyzing problems. Some guys, when they think about their future, imagine it in the form of a sunny green lawn with flowers, on which it is never cloudy. But after all, just as flowers do not grow without rain, so a person’s life is not without problems.
5. Conclusion
In conclusion, it is concluded that any difficulties and crises in our life are not accidental and are given to us for personal growth. Of everything a man can
learn a lesson and become better, stronger, wiser.
Lesson 2
The purpose of the lesson: to promote the formation of students' ability to cope with difficulties
1. Motivate students to work together
Host: “Raise your hand, those who have never faced difficulties in their lives? Who has no problems in life? That's right, absolutely everyone is mentally normal people there are problems that they solve, but they solve different ways. It is these ways of solving problems and overcoming difficulties that distinguish the "lucky" from the "unlucky". Do you want to be considered "lucky"? Do you want to learn how to overcome difficulties? This activity is for you.
2. Algorithm for solving a problem situation (a poster is posted on the board.)
1) Critical assessment of the situation.
2) Constructive conclusions.
3) Actions to overcome the problem.
3. Reading by roles. Analysis of the problem situation "Lucky"
Author: “Two friends, Denis and Anton, eighteen years old, students of the Polytechnic College, worked on Putin in the summer. With the money they earned, the guys bought used cars for themselves and were happy. The school year began, and the guys went to school in their cars. Has come late fall, charged the rains, and one night it snowed. In the morning the streets turned into an ice skating rink, but the guys were too lazy to change their summer tires for winter ones, and “at random” went to a technical school. Both had an accident along the way. Luckily no one was hurt, but the cars were smashed."
Anton: “I crashed the car because I was too lazy to change tires or take the bus, I showed laziness and irresponsibility.”
Psychologist: “Does Anton critically assess the situation? Does he justify himself? Is he right or not? Maybe he was just unlucky and the accident was an accident? (Discussion.)
Anton: “I will never again drive on ice on summer tires in my life, it’s better to go on foot.”
Psychologist: “Does Anton draw constructive conclusions? What would you conclude? Do you agree with Anton? (Discussion.)
Author: " More Anton The topic of a broken car was not discussed. The next day, he invited a body repairman. He named the amount of repairs, it turned out to be very high. On the day off, Anton gathered friends, asked his father for help, they dismantled the car and set aside undamaged parts suitable for sale. Anton compiled a list of them and advertised in the newspaper for the sale of spare parts. In the evenings he sat on the phone and within two weeks he sold out almost all the parts. He took the remaining unsold ones to an auto shop, where they accepted used spare parts for sale. Anton put the proceeds in the bank on a card, got a job as a courier to the post office, and on weekends he worked as a loader in the market. He put all the money he earned on the card, and by the summer he had accumulated an amount almost equal to the cost of the car. In the summer, Anton again went on the way, and on September 1 he arrived at the technical school in a new car. All the guys envied Anton, he heard remarks: “He’s lucky ... he’s already driving a new car.”
Psychologist: “Did Anton take action to overcome the problem? What action would you take?" (Discussion.)
Denis: “I crashed the car because I was unlucky. A lot of people left in the morning on summer tires, my neighbor Petka, for example, and nothing. If not for that man in a white minibus, not for that aunt in a red Skoda (I wouldn’t give aunts the right to drive at all, they don’t know how to drive), nothing would have happened. He just cut me off, and she slowed down at the wrong time, freaks like that drive on the roads.
Psychologist: “How does Denis assess the situation? Do you agree with him? (Discussion.)
Denis: "I was just unlucky."
Psychologist: “Who else makes such a conclusion? Is this a constructive conclusion? How will this conclusion affect
What are Denis' next steps? How will events develop? (Discussion.)
Author: “The next day Denis went to his neighbor Petka and told him about what had happened. Petka sympathized with him and took out a bottle of beer for consolation. They drank, during the conversation Petka spoke about an accident, the victim of which was the unlucky Denis. Denis spent the evening with Petka, and it seemed as if his soul felt better. The next day, he met his comrades from the technical school in the store and talked about the broken car. The guys sympathized, complained about the bad luck and offered to “retreat” with a cocktail. A day later, Denis himself took a couple of "one and a half" beers and went to Petka for a return visit. So a week or two passed ... And the car was in the garage and covered with a layer of dust. All this time, Denis felt like the most unlucky person.
Psychologist: “Are actions taken to overcome the problem? Can Denis's actions be called constructive (leading to the solution of the problem)? Which position do you prefer? Do you think that the way a person overcomes the difficulties and adversities of life determines his luck and success in life? (Discussion)
Conclusion. For those who are not sailing anywhere, there is no tailwind. If a person tries to actively solve a problem, he is lucky.
4. Self-diagnosis "How do you cope with difficulties?"
(method: Schwarzlander motor test)
Instructions: “On the sheets in the box, draw 4 tablets measuring 18 x 8 cells and draw them in the form of grids with squares measuring 2 x 2 cells.
Number the resulting meshes No. 1, 2, 3, 4. Think about which maximum amount you can close the squares in grid No 1 in 10 seconds, and write this number next to it - this will be your level of claims (PL). For example, UE No 1 = 7.
Let's start working with grid No 1. In 10 seconds, cover with crosses the maximum number of cells in grid No 1, and the crosses should completely cover the cell. Write the resulting figure next to the grid No 1 - this will be your level of achievement (LE) No 1. For example, LE No 1 = 9. Thus, you marked your expected and actual results.
Then, taking into account your experience, set yourself a task again and write down the expected result near grid No 2: UP No 2 = ... Then again, in 10 seconds, fill in the maximum number of cells in grid No2 with crosses and write down the result: UD No 2 = ... C taking into account your new experience, set yourself a task again, and write down the expected result near grid No 3: UP No 3 =... Then, in 10 seconds, fill in the maximum number of cells in grid No 3 with crosses and write down the result: UD No 3 =...( When working with grid No. 3, the instruction remains unchanged, but the teacher gives only 8 seconds to complete the task instead of 10, and the students artificially find themselves in a situation of failure.The guys are usually discouraged by low results, but some notice that the time was given less.The teacher does not react in any way to the children's comments and quickly switches their attention to the next part of the task.)
Then, taking into account your very extensive experience, you again set yourself a task, and write down the expected result near grid No 4: UP No 4 =... Then again in 10 seconds fill in the maximum number of cells in grid No 4 with crosses and write down the result: UD No 4 =
Analysis. The results of UE No 1, 2, 3, 4 are compared and analyzed taking into account the LD. Students should, depending on the result obtained, adjust their PM, raise the desired bar by 1–2 units. If a student raises LE by 5 or more units when LE is low, one can speak of an unrealistically high LE. The most indicative is the comparison of UE No 4 and No 3, after the student has got into a situation of failure, it is here that the model of his behavior is checked when faced with difficulties. If a teenager had high enough successes, his PM increased depending on his achievements, and failure caused a feeling of healthy anger, a surge of energy, a desire to win; if UE No 4 was not lower than UE No 2 and LE No 1 and 2, and maybe even 1–2 units higher, then we can say that this student has high self-confidence, does not give in to difficulties and actively overcomes them.
If a teenager with high AP, getting into a situation of failure, sharply reduced his BP (below the previously achieved one), then this signals unconstructive behavior when faced with difficulties, self-doubt. If the student puts the level of claims lower than the level of achievement, then this indicates that he is afraid of a situation of success, such a situation causes him anxiety and uncertainty.
The psychologist during the lesson explains the general positions of the analysis, and each of the teenagers can consult individually after the lesson regarding their results. The teenager needs not only to be informed, but also to give him recommendations. Student failure should not be the subject of general discussion.
Note. This graphic technique It has been repeatedly used in work with adolescents and has always aroused the keen interest of the children. It is easy to use and time saving.
5. Exercise "Bank"
Invite the children to anonymously write down their "difficulties" and hand over to the teacher the sheets that are placed in the jar. Then take out one note from the jar and discuss the situation. Invite students to write as many ways out of each difficult situation and solutions to this problem as possible. Note that the one who offers more options wins. He will win here, in the classroom, and, of course, in life.
Examples of difficult situations for a given age: unhappy love, rejection by a group, conflicts with parents, quarrels with teachers, shame, “showdowns”, loneliness, etc.
A discussion should be held for each proposed situation. When discussing any situation and ways to resolve it, the key should be the idea that life is the highest value, that as long as we are alive, everything can be corrected and overcome.
Lesson #3
Discussion on the topic "Crisis situations"
The purpose of the lesson: the formation of students' conviction that suicide is not a constructive way out of a difficult life situation, informing about the "markers" of suicidal risk, the possibility of preventing suicidal attempts.
Lesson progress:
Moderator: “Hello, dear members of the group! Today in our lesson we will talk about such moments of our life, which are called crisis states. Each person during his life experiences a lot of different situations, both pleasant and very painful.
Guys, by what signs can others guess that a person is currently in a difficult life situation, is going through a crisis? (Student answers).
During a crisis, several reactions can be observed (one or in combination): anxiety, decreased clarity of thought due to absent-mindedness and loss of the ability to concentrate, fear, avoidance or absorption, depression, anger, guilt, shame.
Guys, please remember the ways out of people you know or don't know from various crisis situations (Answers of students).
We all know that in a special exceptional moment of life, when black waves flood the soul and every ray of hope is lost, some people, unfortunately, resort to suicide (suicide), i.e. to the deliberate taking of one's own life.
Now I offer you a discussion on the Jeff method, during which we will discuss our attitude to life's difficulties.
Discussion on Jeff's method.
Students are read various statements and are invited to indicate their point of view on each of them by standing under the “FOR” sign in one corner of the class, or under the “AGAINST” sign in the other corner. Statements:
1. Fate is definitely not fair to me;
2. It is better not to live at all than to live badly;
3. If a person has made some kind of mistake in society, then everyone will always remember this;
4. If my relatives do not try to understand and accept me, I can punish them by committing suicide - let them know!
5. Suicide is the best way to quickly and permanently get rid of accumulated problems.
In the process of performing the exercise, the facilitator contributes to the discussion and analysis of the various opinions of the children on each statement and finding real life, literary examples. At the same time, the principle of non-judgmental statements is strictly observed.
Moderator: Why do you think people take this step? What are their motives? (Reflections and responses of students)
Host: “There is a psychology of suicide: first of all, the psychology of hopelessness, resentment, resentment against life, against other people, against the whole world; the psychology of man's closure in himself, in his own darkness.
There are many reasons for suicide. People kill themselves because of unhappy love, from a strong passion or not formed family life; from powerlessness and shame, dishonor; from loss of fortune and want; they kill to avoid treason and betrayal; from a hopeless illness and fear, excruciating suffering. The psychology of suicide is so strange that there have been cases when people killed themselves out of fear of contracting cholera. In this case, they wanted to stop the unbearable feeling of fear, which is worse than death. Suicide can be committed for aesthetic reasons, from the desire to die beautifully (here you can discuss with students whether it is really beautiful and romantic), to die young, to arouse special sympathy for yourself.
Sometimes suicide can give the impression of strength. It is not easy to commit suicide, it takes insane determination. But in reality, suicide is not a manifestation of the strength of the human personality, it is committed by a non-human force that performs this monstrous act for a person. Believers believe that suicide is cowardice, a refusal to show spiritual strength, it is a betrayal of life and its Creator.
Thus, summing up a small theoretical block, we can say that suicide is also a way out of a crisis, but what kind of way out? Certainly not constructive. And since crisis conditions are one of the life stages, we need to develop ways to overcome it (experience).
Exercise "Problem resolution".
Objectives: To analyze constructive and non-constructive ways out of difficult situations; to update the active position of the participants in solving problems in constructive ways and to give a certain algorithm that can help in building a strategy for resolving a problem situation; developing skills to help yourself and others in difficult situations.
Moderator: “There are many ways to behave in crisis situations. It is not easy to immediately understand how effective this or that way of behavior is. In order to navigate and choose the most effective way of behavior, you are given the opportunity to undergo some training in the "field conditions".
Brainstorm. What life difficulties, problematic, critical situations can occur in the life of young people, people of your age? What are the typical ways people behave in these situations? (Leader's notes on the board).
How do I usually behave in a critical situation? (Question for introspection).
Consequences of non-constructive methods (alcohol use, psychoactive substances, suicide): tension persists and accumulates; there is a way out of the problem, but there is no solution, negative consequences may arise; the use of surfactants is a swamp from which one cannot get out; self-destruction does not lead to a solution to the problem. Let's see how events develop in this case.
Exercise "Problem 1".
All participants stand behind the backs of their chairs. The host invites one participant (A), asks to come up with a name for himself and imagine a problem situation - this situation is indicated by a chair that is placed in front of A. Then this situation is played out: a certain acquaintance B (the second participant) offers A a drug as a way to forget the problem. He agrees - the problem moves away a little (the host pushes the chair-problem a little). The leader then talks about that A may have other problems - with the police, with his parents, at school. These problems are indicated by the chairs that surround A (participants standing outside the circle move their chairs to the center of the circle, while talking about any related problems). At the end, the facilitator says that the first situation has also worsened (the chair moves closer).
Discussion: What feelings arose during the course of the situation, its aggravation (question A)? Questions to the group about the situation that has arisen.
Bottom line: the situation is not resolved with the help of non-constructive methods (in this case, a drug), but can only move away for a while, but then other problems will definitely join it.
Host: “In any problem situation, negative feelings, emotions, tension arise. It is important not to push them away, but to work out, express, give them an outlet in a certain way, using constructive methods that allow you not to harm yourself and another person. What could be the ways? (Answer options are recorded).
Exercise "Problem 2".
The work is going on in parallel in several groups. Each team chooses a problem that is relevant to it. In 3 minutes you need to come up with a scene. The sketch should reflect the essence of the influence of a problem situation on a person's life. Teams show sketches.
1. Passive position: “I was forced; it happened; everyone went and I went; he said and I did; everyone got me."
2. An active position, taking responsibility in relation to the problem contribute to its solution. It is important to assess your own resources, take responsibility for yourself, reformulate the cause of what happened in the context of answering the question: “What can I do to resolve the situation?”.
problem orientation.
Knowing exactly what the problem is.
Understanding that problems in life are normal and inevitable.
Build confidence that there are effective ways problem solving.
Understanding the problem not as threatening, but as a normal situation that brings change.
Definition and formulation of the problem.
Search for all available information about the problem, separating information into objective and subjective / unverified information.
Identification of factors and circumstances that make the situation problematic, that is, hinder the achievement of goals.
Setting a realistic goal for solving the problem, describing the details of the desired outcome.
Formulation of various options for solving the problem - it is important to formulate as many as possible alternatives(brainstorming on ways to solve the selected problem).
Decision making - analysis of the available options for resolving the problem, choosing from them the most effective, leading to a complete resolution of the problem and positive consequences (short-term - long-term, directed at oneself - directed at others), the choice of solutions from the proposed ones, analysis of the expected consequences.
Implementation of the decision and verification - studying the consequences of the decision, evaluating the effectiveness of the decision, self-reward.
Moderator: “The crisis affects not only the emotional sphere, but also the usual way of life and introduces uncertainty into the future. Therefore, to overcome the crisis, you need:
1) overcome negative feelings;
2) overcome the problems it led to.
1. Overcoming negative feelings. In a crisis, two vicious circles are formed, each of which feeds itself. The first is "anxiety - panic", the second - "depression - despair". Therefore, to overcome the crisis, first of all, these negative emotional states must be overcome.
The main thing in overcoming emotional anxiety is not to hold back the feelings that arose about what happened. These can be: sadness, sadness, repetitive, forcibly introduced into consciousness, memories of the event, flashes of memories, nightmares, avoidance of reminders of the event, indifference, fatigue.
These feelings are an obligatory study by your consciousness and unconscious of what happened to you, adaptation to them. This is all natural, but, unfortunately, does not mean painless. The main thing in overcoming feelings is talking with someone you like or trust about what happened to you. If you are an introvert (a person turned inward) and it is difficult for you to tell someone, write what you experienced. This is especially true of the crisis associated with the severance of relationships with loved ones. Written then can be burned, but you can not burn. So, for example, Goethe, after parting with his girlfriend, described his feelings in the novel The Suffering of Young Werther. After the girl refused to marry him, Hans Christian Andersen wrote the fairy tales The Ugly Duckling and The Snow Queen.
Often a person, feeling guilty, wants to wishful thinking (“if I had done this and that, then what happened would not have happened”; “if I had not left, he would be alive”; “if I were such and such, she would not leave me. This will not lead to a decrease in negative feelings, because the event has already happened, nothing can be returned. This is a fait accompli.
Sometimes a traumatic event can be so strong that a person avoids talking about it, pushes it into the subconscious and forgets about it. However, trauma makes itself felt in the most unexpected cases, and no one knows when it will surface. In such cases, the work of a specialist (psychologist or psychotherapist) is required.
When the peak of negative experiences begins to subside, looking at yourself from the outside will help you overcome feelings. To do this, think about how someone you admire or respect would act in this situation. Or imagine that you want to help a person in a similar situation. What would you advise him? What qualities does he need to possess in order to survive and survive?
2. Overcoming problems. Overcoming the problems generated by the crisis is possible only from an active position, from a change in one's own behavior. This is difficult to do because the same thing is scrolling all the time, i.e. the problem is seen very narrowly, as if you are looking at it from a tunnel. This "tunnel effect" must be overcome by "expanding its boundaries". To do this, find information about how other people with similar problems got out of such crises, remember how you yourself got out of similar situations before. Collecting information will help you find new ways to solve a problem that you may not have even suspected. Also, make a plan in writing of what needs to be done to get out of the crisis. Gathering information and planning gives a sense of control over the situation and reduces uncertainty.
Being in a problem situation, a person experiences stress. Even if negative emotions splashed out, he still may not feel quite comfortable. The need for security is not fully satisfied, it is difficult to achieve peace and harmony. In this case, you can use certain relaxing techniques that open up to each person his inner resource of resistance to stress and tense situations, allowing him to find the strength to solve the problem.
Reflection of the lesson: students express their opinion about the lesson. Host: “There is a parable about a man who went on a trip around the world. During the cruise, he never went to a restaurant to eat, and when the trip was over, the captain asked him:
Why have you never dined with us?
The fact is that I gave all the money for a ticket for the steamer, and I had nothing to buy food, - the passenger answered.
But the food was included in the price of your ticket ... - the captain told him. What is this parable about? (student answers). Each of you saw its own meaning in it, but one of them is this: the “cost” of our life already includes joy and love, self-realization and freedom of choice, and only personal limitations prevent us from understanding this and living happily.” It is very important for a person to be able to find something valuable in any situation, in his experience of experiencing, interaction, and to take the best from this experience for development. The art of the sage is the art of setting life goals for oneself, charting the path to move forward, assessing obstacles and looking for resources to overcome them.
Elena Kusakina
Lesson with elements of training on smoking prevention
Lesson with elements of training on smoking prevention
Target: smoking prevention, the formation of a healthy lifestyle.
Tasks:
1. Activate teen thinking about harm smoking and its effects;
2. Contribute to the formation of an attitude towards a healthy lifestyle and the rejection of smoking.
1. Exercise "Warm-up"
Target: Cohesion working group, practical processing of skills of understanding a person at a non-verbal level.
Discussion: to make it hard in this exercise, how important it is to understand the other person.
Presenter's explanation:
“You and your friends are traveling by public transport in opposite sides. Both buses stopped at the traffic lights. You saw each other, but there is glass between you, and you do not hear each other. You can't go out, and you have to make an appointment."
One participant is trying to set up a meeting, and the other is trying to figure out where, when and what time the meeting is scheduled. Then the participants switch roles.
Situation examples:
1. At 20.00 in a pizzeria;
2. At 15.00 in the cinema;
3. At 14.00 near the bus stop;
4. At 12.00 in the dining room.
2. Discussion:
Today I invite you to discuss topic: Smoking as a threat ... Of course, the choice is always with the person, whether to smoke or not, make friends or not, study or work, drink or lead a healthy lifestyle. But first, each person and you, too, must have information about the various consequences, negative manifestations, form an attitude towards social phenomena such as alcoholism, smoking, etc.. n. Responsible behavior, self-respect, self-worth allows a person to reasonably refuse actions that are dangerous to health and life (smoking, alcohol, drugs). Is our activity is aimed at so that you all see in yourself the resources for maintaining health. I propose to continue the discussion.
3. Exercise "My opinion"
Target: revealing the relationship to smoking, motives that encourage smoking.
Time: 5 minutes.
materials: cards with incomplete sentences
Presenter's explanation:
Participants select cards with unfinished sentences that they need to continue.
List of unfinished sentences
People smoke because...
In order to quit smoking, you need to...
You can stay away from cigarettes if...
The smell of cigarettes makes me...
A person who smokes is like...
more dangerous smoking can be...
Dependence smoking can be beaten, If…
People start smoking when...
You can quit smoking if...
4. Ten steps and quit smoking.
When a person quits smoking and fails to do so, others say that he has no willpower. But it's not. He also manages to fall in love with the girl he likes, start a family or get a well-paid job. All this can be done, but what is missing to quit smoking?
The point is that in the process smoking physical and psychological nicotine addiction is formed, and it has a truly "bulldog grip", which suppresses willpower even in the most persistent personality. How to help a person to quit this addiction. One way is to create an anti-nicotine program for yourself, which you can call So: "Eight steps and quit smoking".
Step 1 is to find an incentive.
You need to find what is very important for you in life, what you would like most of all. Make a list of it and write it down on a piece of paper. At the slightest desire to smoke, you need to look at the sheet and ask yourself “Is a cigarette more important than what I most want?”.
Step 2 - set a date for cancellation smoking.
You can not postpone the date, if you are determined to quit smoking, you need to set the very soonest. Write receipt: I will quit smoking (date, time, signature.
Step 3 - change your attitude to the problem
We know that our country has introduced a law prohibiting smoking V in public places and areas of children's institutions. But we know that "the Forbidden fruit is sweet", this tempts us even more. But if we decide to leave smoking we need to look at this problem in a different way. “I do not forbid myself to smoke, I just get rid of the nicotine trap and gain freedom and independence.” Helped many people get rid of smoking book by alain carr"The easy way to quit smoking".
Step 4 - break the rituals.
You need to get rid of this dependency.
Step 5 - find a replacement for a cigarette.
Step 6 - Think about financial savings.
Let's calculate how much money you spend on cigarettes per day, week, year.
Step 7 - believe in success.
Step 8 - If you stumble, start over.
5. Summing up. Reflection classes.
Related publications:
Round table with elements of the training "Emotional communication with a child" Purpose: education of parents on the issues of harmonization of parent-child relations. Tasks: A) Psychological education - to give to parents.
"Parental Attitudes and Their Influence on the Formation of Self-Esteem of Future First Graders". Lesson with elements of training Purpose: The training participants' awareness of the role of parental attitudes in the upbringing of a child Game exercise. Parents are offered a choice.
Purpose: to help parents realize the importance of the age period from 2 to 3 years for the development of independence of children and their further success.
Methodological development of training on the prevention of professional burnout for teachers "Don't forget about yourself beloved" 1. Business card 2. Presentation of the name. 3. Cartoon "Cloudy, with clearings" - a conversation. We are teachers, we work with different children and things happen.
The training was conducted with the aim of building effective team interaction, team building and disclosure creativity teachers.
Lesson on the prevention of healthy lifestyle for children 10-14 years old "Childhood without alcohol"
Target:Help children develop the desire to acquire good habits and avoid bad ones;
To give an idea of the change in the appearance and behavior of a person under the influence of alcohol.
Tasks:
To acquaint children with the concept of "bad habits" and give an idea of the adverse consequences for a person;
Formation of the ability to express one's own thoughts;
· development of skills of work in small groups;
the ability to visualize the appearance of a person in a state of alcoholic intoxication and form a negative emotional attitude to the appearance of a person who is in a state of alcoholic intoxication;
Developing the ability to establish cause-and-effect relationships.
Required material:
Paper, Whatman paper, pencils, felt-tip pens, handouts - Habits and Consequences cards, handouts - a constructor for creating an identikit of the appearance of a drunk person.
Lesson progress:
Leading:“We love a lot in our lives: we love our loved ones, friends, we strive to spend as much time as possible with them and make sure that they are also interested in communicating with us. Man is a social being. Society is the people who surround us. We like to go in for sports, learn something new every day, get excellent grades. However, there is a condition under which all of the above is possible - this is health. If a person is healthy, he will always be active, energetic, and will be able to overcome difficulties on his way.There are many ways in the world to preserve and strengthen human health, but there are also things that can destroy it, harm health.”
Task for the group:
The participants are divided into two groups. The first group needs to write what, according to the participants, is useful for a person, the second - what is harmful. After completing the task, each group reads out their answers, the facilitator helps the guys to summarize the material.
Leading:“Many people think that if a person gets used to doing something in childhood, he will do it all the time. There is a proverb: "Sow a habit - you reap a character, sow a character - you reap a destiny." Which of you can tell me what a habit is?"
Children's answers. The leader's information can be summarized as follows. A habit is something that we do almost without thinking, acting as if automatically. To form a habit, it is necessary to repeat some action many times, and then the person will begin to perform it without thinking.
A game:
Children stand in a circle and, if the leader’s command begins with the word “Please”, perform various actions (“Please sit down, turn around, raise your hand, etc.”). There should be enough such commands for the group members to get used to following them.
At a certain moment, the leader does not say the word “Please” in front of the team, and then the group should not follow his instructions.
After the game, it is necessary to discuss it and say that, having become accustomed to executing commands, many could not immediately switch and executed the command when they should not have executed it. Habits are formed in us according to the same principle: as soon as we begin to repeat this or that action many times, it becomes fixed in the mind in the form of a habit.
Leading: “As a rule, a person has many different habits. Habits can be useful, for example, they help to conveniently and comfortably organize one's life or keep one's health, so they are called useful.
But there are also habits that harm people's health - these are bad habits. And if they appeared in a person, sometimes it is very difficult to refuse them.
Children are divided into two or three subgroups. Each subgroup is given cards on which bad and good habits and their consequences are drawn.
Exercise:
For each picture depicting a habit, select a picture with a consequence of this habit. It is necessary to prepare a response explaining the consequences that this or that habit leads to.
Habits:
boy brushing his teeth
The boy does not want to wash and wash
A group of guys doing exercises
A girl and her father do housekeeping and clean their clothes
Student biting his nails in class
Student is late for class
A group of guys are smoking
two adults drinking
Consequences:
Healthy beautiful smile
Nobody wants to talk to a dirty teenager
In competitions, the guys easily overcome the distance
Family members enjoy being in a clean room
The doctor treats the boy with sore fingers
Mom scolds her son when she sees a deuce in the diary
At the competition, the guys, out of breath, ran to the finish line with difficulty.
An alcoholic is dozing on a bench, imagining that he is Napoleon.
Leading:“Among the bad habits that people have, there is one that often becomes one of the most detrimental to health. This habit is the consumption of alcoholic beverages. Having formed, it negatively affects not only the body, but also the behavior of a person, his ideas about the world and about himself in this world, will affect work, family and relationships with others.
But what is alcohol? Let's try to figure it out!"
The facilitator's information may include the following:
Regardless of whether a person drinks champagne, beer, vodka or other alcoholic beverages, he introduces ethyl alcohol or ethanol into his body. This substance causes a strong physical and psychological dependence - alcoholism. Excessive alcohol consumption leads not only to food poisoning. Regular consumption of alcohol in large quantities almost all organs and systems of the body are destroyed. Prolonged oxygen starvation, caused by addiction to strong drinks, leads to the death of brain cells and personality degradation. In the initial stages of addiction, memory weakens. Then there are diseases of the liver, kidneys, stomach and intestines. The end result is the deformation of the psyche.
Exercise:
Leading:“A person who is in a state of alcoholic intoxication undergoes changes in his appearance, according to characteristics appearance, others can understand that a person has consumed alcohol.
The group is divided into 2-3 subgroups and they are given a constructor with the image of individual elements of the appearance of four different people. By combining individual elements, the subgroup needs to draw up a portrait of a person who is in a state of intoxication (according to the principle of compiling an identikit).
The use of psychoactive substances is the most acute problem in the world. Russian society at the turn of the millennium faced a new reality, when dangerous addictions, primarily affecting the young population of the country, began to progress rapidly.
Prevention is an effective means of combating the spread of drug contamination.
It has been established that the earlier the introduction to PAS, the faster drug addiction is formed, the more severe the course of drug addiction as a disease.
Due to this modern approach To solve the problem of substance abuse involves the priority of preventive work with children and adolescents.
This lesson is designed for children of middle and senior school age, aimed at developing students' negative attitudes towards the use of drugs.
Requirements for the organization of the lesson.
The lesson is successfully implemented in the structure of extracurricular activities of the school team.
For the lesson, a regular class is used, tables and desks must be moved to the walls, freeing up space in the center, since during the lesson there are placements in a circle.
Target: formation of students' value attitude to their health, sustainable rejection of psychoactive substances.
- Create a favorable psychological atmosphere in the group;
- Help participants become aware of problems related to drug use;
- Reduce the likelihood of students engaging in experimentation with psychoactive substances.
Lesson progress
Hello! Do you know what "Hello" means? This means that the person who greets you wishes you good health.
1. Greeting
Let's all say hello together! (At the end of each phrase you say "Hi")
When we meet the dawn, we say to him: "Hi"
With a smile, the sun gives light to us, sending its own: "Hi"
When you meet after many years, you will shout to your friends: "Hello"
And they will smile at you in response to the good word: "Hi"
And you will remember the advice, give all your friends: "Hi"
Let's all say in response to each other: "Hi"
- So we said hello, and now let's get to know each other. My name is... And you?
- On the count of 3-4, we will all pronounce our names together. 3-4!
- Oh-oh-oh, great, I remember you all
2. Game "Introduction"
Well, now let's get to know each other! I will name a personal quality or I will describe a situation, and you will perform this action if the condition applies to you. So:
- the one who has a brother, snap your fingers, like this ...
- who has brown eyes, wink three times
- whose height exceeds 1 m 70 cm, let him shout loudly "I am King Kong!"
- the one who had a good breakfast today, stroke your stomach
- who loves dogs, should twice taf-taf
- the one who has a beloved or beloved, let him turn to the neighbor on the left and say that this does not concern him
- those who have blue details of clothing should tell the neighbor on the right that they would never do their hair like his
- who has a cat at home - meow
who loves ice cream should look under his chair
- whoever tried smoking at least once in his life should shout "It's dangerous!"
- the one who was forced to get up early today should stamp his feet on the floor and shout: “I will not allow myself to be forced!”
- who is glad that he got here should shout "Yes!"
- whoever thinks that the game lasts a long time should cross his arms over his chest and shout loudly: “Enough!”
Guys, our society today is struggling with a lot of problems that threaten our health - this is pollution. environment, substandard products, crime, AIDS, cancer, drug addiction, bad habits.
All of you have the most valuable things on earth. We have: youth, energy, health.
The topic of our lesson is “Protect Yourself”. Let's talk about drug addiction.
Drug addiction is a morbid attraction or addiction to narcotic substances used in various ways (swallowing, inhaling, internal injection) in order to achieve an intoxicating state or relieve pain. According to the results of the public opinion poll, drug addiction is the second most important problem in the public opinion poll, drug addiction is the second most important problem in Russia (the first, of course, is crime). Indeed, in Russia the number of drug addicts is increasing at a catastrophic rate. The number of people who use drugs exceeds 2 million, and according to some sources, reaches 3 million. The number of registered, officially registered drug addicts, according to the Russian Ministry of Health, has increased 7.5 times over the past 10 years and exceeded 200,000 people in 1999. According to experts, their number is actually 2-3 times higher.
3. Thematic exercise "Drugs: should they be trusted?"
Material: word cards (conscience, curiosity, self-love, parental care, responsibility, gullibility, free upbringing, respect for loved ones, desire to stand out, passive behavior, disorganization, social environment, interpersonal environment).
Read what is written on the cards and divide them into two groups as follows:
Group 1 - factors that contribute to the spread of drugs among adolescents;
Group 2 - factors that deter adolescents from using drugs.
Fix all the cards on the board in groups.
During the distribution of cards, each factor is discussed and a common decision is made on which group to attribute it to.
After the discussion, the facilitator asks the following questions:
1. Do you think it is possible to place a factor from one group in another?
2. Does each situation have a single correct solution? Why?
3. Do people always do what they want?
The facilitator then draws a conclusion from what has been said
4. Exercise "Living with the disease"
Materials: small sheets of paper, pens for each participant.
Instruction. The facilitator gives each participant 12 sheets of paper (5 by 5 cm in size) and asks to write: on 4 sheets - the names of your favorite dishes; on 4 - the names of favorite activities, hobbies; 4 - the names of loved ones or loved ones.
When all participants are ready, the facilitator says:
“Let's put ourselves in the place of a person who has become addicted to drugs in order to better understand what can happen in his life. So, the person has chosen the pleasure that he gets from the drug. For any pleasure you have to pay ... and not just money. Therefore, I will ask you to give one card with your favorite dish, occupation, loved one. Further, the addiction requires the following victims, and the participants give 3 more leaves.
After that, the host himself goes around the circle and takes, without looking, 1 sheet from each participant, this symbolizes that the drug user cannot control the situation. All the participants were left with was a possible version of what drug addiction could do to a person's life.
Discussion
How did the participants feel during the game?
How do you feel now?
What or who was the most difficult to part with?
After the game, emotional unloading is necessarily carried out in order to bring the participants out of game situation. Her text might be: “What happened now was just a game. I hope this never affects you and your loved ones. I hope none of you will face such a situation in your life. It was all just a game. And it ended with the game...etc.” After that, the participants share their experiences.
Ritual of "deroling" (remove playing roles from participants). Each one, as it were, shakes off the role with his hands, calling himself by name (“I am no longer a drug addict, I am Anya”, “I am Vasya”).
5. Legend
“In one village there lived two smart person, one was kind and fair, and he was respected, they went to him for advice and conflict resolution, the other was cunning, angry and prudent, people, despite his intelligence, did not go to him for help. The evil old man decided to prove to everyone the imperfection of the good sage in this way: he caught a butterfly, gathered the inhabitants, called the sage and asked what he was holding in his hands. The good old man replied: - a butterfly. Is she alive or dead? Was next question? And the elder answered: “Now everything depends only on you: if you want, open your palms, and she will fly away alive, but if you want, squeeze, and she will die. All in your hands! The moral is this: Your life and your health is in your hands. Teachers, doctors, parents can influence, help with information, but the decision is up to you. And I hope that it will be correct.”
6. Exercise "Protect Yourself"
Sit comfortably, as much as possible at the moment.
Close your eyes. Imagine yourself as a small child of 4-5 years old. Perhaps you have a photograph of this age, remember it.
Look into the eyes of this child.
Approach him.
Pat him on the head…..
Feel his soft, gentle hair.
Sit on your knees in front of him.
Hug, he has been waiting for this for a very long time.
Tell him that you love him very, very much.
Take in your palms, his small, warm hands.
Say that you will always be together now.
That you will protect him, no matter what happens.
Reduce the image to the size of a pea.
Take it to heart.
Feel the warmth disperse in orange throughout the body, smoothly moving into the arms and legs.
Feel the pleasant smell for you.
Perhaps it will be the smell of the forest, flowers.
This child will always be with you.
He feels protected there, and will warm you with his warmth.
You can open your eyes.
Sherring.
Did you manage to see the child?
– what did you feel?
Our life is unpredictable, and I would really like, if suddenly someday you are offered to try a drug, what would you remember, the eyes of this child, who was promised now, so that it does not happen to protect him!
Literature used:
- Prevention of drug addiction among children and adolescents: Methodological guide. Composer authors: Vodovozov M.Yu. Gubina K.V., Prokopenko G.V. Branch of the GUTO "Narcological Rehabilitation Center", 2003-30s.
- Guidelines on the organization of preventive work with children and adolescents during the summer health campaign within the framework of the project "Summer is the time for discoveries, not losses!" The team of authors Andreeva O.S., Ph.D., Associate Professor Tyum. GU. Startseva N.G., Ph.D., director of GAU TO "OTsPR". Mariinskikh N.V., teacher-psychologist of the highest category. Kardashova G.P., head. branch educational work Education Committee of Tobolsk., Tyumen 2009, 93p.
Annotation for the lesson
Since 2003, there has been a draft federal industry standard for primary prevention of substance abuse in the educational environment. Therefore, work with minors to prevent substance abuse remains especially important and necessary in the work of a teacher-psychologist. educational institution. I bring to your attention a lesson for students in grades 5-9 on the prevention of surfactants.
The main expected results from conducting classes on the prevention of substance abuse are the formation of socio-psychological competence, value orientations and attitudes that exclude the use of alcohol, minimize the use of other psychoactive substances, mastering the basic life skills necessary for successful self-realization and resisting possible pressure from the side of substance users.
"On the dangers of smoking and drinking alcohol"
Target : to give students knowledge about the harmful effects of alcohol abuse and the harmful effects of nicotine on the human body.
Tasks:
Consider the stages of formation of addictive behavior
Analyze and compare the body of a smoker and a non-smoker
Build a healthy lifestyle
Play the situation of choice, compare the methods of persuasion in terms of their effectiveness.
Lesson progress
Today we will talk about the dangers of smoking and alcohol abuse, the impact of alcohol on human life.
I don't think this is the first time you've started talking about this topic. The media, parents and teachers talk about the harmful effects of smoking, alcohol, drugs. What do adults usually say about this? Why do some of your peers ignore their warnings?
Deceiving adults is not so difficult. No matter how much they control you, warn you, you circumvent their prohibitions. You deceive them, but can you deceive your body? You know about the consequences, but you continue to believe that nothing bad will happen to you.
I suggest you now take the test "What do I know about smoking?"
(Correct answers are in brackets: R-correct answer, N-wrong answer)
One of the reasons teenagers smoke is because they want to be on par with other smoking peers (P)
Passive smoking causes non-smokers to suffer from respiratory diseases (P)
Smoking helps in cases where people are worried for some reason (N. Nicotine is a drug. It affects brain function, impairing the ability to control one's behavior).
The lungs of a person who smokes a pack of cigarettes a day for a whole year contain one liter of precipitated tar (P).
Physical exercise leads to the elimination of the negative effects of smoking (N).
Most smokers enjoy smoking and have no intention of quitting (N- most heavy smokers dream of quitting but are unable to do so).
Cigarette smoking is one of the main causes of heart disease (P).
You can quit smoking as soon as you feel like it (N-nicotine is an addictive drug and one of the fastest acting drugs, its effect is 0.5 seconds).
You can try to play with cigarettes if they quit smoking before it becomes a habit (H).
Guys, why do young people start smoking?
Let's discuss the reasons why your peers smoke/don't smoke. Divide a sheet of paper into two parts, label one half "Reasons to smoke" and the other "Reasons not to smoke."
Reasons not to smoke :
I don't like smoking;
Smoking is harmful to health;
I don't want to have bad habits;
It looks unpleasant;
It's too expensive;
This is a challenge to others - to show that I do not smoke;
None of my friends smoke;
It will hurt my sports achievements;
My parents don't approve of smoking.
Reasons to smoke :
I like to smoke;
Smoking relieves irritation
Relaxes me;
It is a habit;
Everyone around me is smoking;
Smoking makes you look and feel older;
Smoking stimulates me, improves tone;
Smoking gives me a chance to keep my hands busy;
This will help me lose weight;
Smoking allows me to distract myself when I'm bored or in a bad mood;
Smoking makes me feel independent;
Smoking allows you to pass the time while waiting for something.
Guys, do you think smoking affects the appearance of a person?
Now you are young and beautiful. But physical youth is given to each person only for a certain time, and each person determines for himself how long it lasts. What does age reveal? That's right, eyes and skin. If a girl wants to please a boy, a twinkle should play in her eyes. And eyes that are always watery from smoke can burn. Well, the skin ... What color will it be for a smoker? Earthy. In addition, due to smoking, the pores of the skin of the face expand, and it becomes like an orange peel. Cigarettes contain a sticky substance called tar. It is similar to the resin used to pave the streets. So, it is she who leads to the appearance of stains on the teeth. Well, of course, you all know what color the teeth of smokers are. Like? If you smoke, you have every chance to get the same "portrait".
Now you are all beautiful because you are young. But some of you at the age of 23 will be given 25 years, and some - 28 years, and you only need to be offended by yourself that you failed to properly manage your health, your beauty.
Imagine that normal vessels look something like the one in the picture.
Our blood travels through our vessels, which enriches our body with everything it needs. But under the influence of nicotine, the vessels narrow, the pores become clogged, and our body does not get what it needs. This will affect how you feel and how you look.
It's just we discussed the immediate prospects, but do not forget about heart disease. Nicotine constricts blood vessels, forcing the heart to contract an extra 20,000 to 25,000 times a day due to the fact that it is more difficult for the heart to pump blood, and as a result, the heart expands and becomes damaged. Due to poor blood supply to tissues, the risk of tissue necrosis increases, up to amputation of limbs.
Smoking has a particularly strong effect on the respiratory system. Look at the lungs of a smoker. How can such lungs even function?
Tobacco toxins damage almost all human organs and tissues.
Do you know how to provide first aid for nicotine poisoning? The first thing to do is to give the victim water to drink, tilting the upper body forward. Then induce vomiting (to remove poisons from the body) by irritating the palate with a finger or a teaspoon. Then give an activated charcoal tablet (to bind the poison remaining in the body).
Let's look at the myths about smoking.
Myth1. Tobacco relaxes, relieves tension and stress . There are no substances in the cigarette that promote relaxation and relieve tension, on the contrary, due to the effect of nicotine, addiction appears, 30 minutes after smoking a cigarette, the nicotine content in the smoker's blood decreases by 2-3 times, at this moment tension occurs, the body again requires the drug, and not receiving it, a person feels an acute desire to smoke a cigarette in order to relieve that very tension. It turns out that the cigarette itself both generates tension and removes it itself, but only for a time of only 30 minutes, and when they expire, everything returns again, this is a vicious circle from which the smoker cannot escape. The smoker is afraid of the very thought that he can be left without cigarettes ...
Myth 2. "Light" cigarettes are less harmful to health than "strong" ones. This myth is quite beneficial to the tobacco industry, because it allows you to sell cigarettes at higher prices. In fact, the concentration of harmful substances in tobacco smoke increases compared to that indicated on the pack due to the fact that while smoking, the smoker blocks the microscopic holes made by the laser in the filter with his fingers and lips. Despite this, many smokers still believe that if they smoke so-called "light" cigarettes, then the harm will be less. For passive smokers who are not protected by a filter and other tricks, inhaling the smoke of any cigarette is equally harmful.
Myth 3. Everyone around smokes. At first glance, it seems that the majority of people who smoke. The reason for the discrepancy between the subjective impression and the real figures is that smokers are usually more conspicuous and behave more defiantly.
Myth 4. A person who does not smoke is weak and out of date. This statement in itself already seems absurd.
Myth 5. If a person has not smoked, then he will definitely want to do it. The sooner you get acquainted with smoking and start smoking, the faster you get used to it, and in the future it will be very difficult to quit smoking.
Remember that smoking causes such harm to the body that the life expectancy of smokers is reduced by about 8 years.
Let's analyze what you know and what you don't know about alcohol. Write down on the sheet vertically the numbers from 1 to 9. Now I will read aloud some judgments. If you think the statement is correct, then write the word “true” next to its serial number, if it is false, “false”.
Alcohol is a drug.
Most alcoholics are lost and lazy people.
You can become an alcoholic by drinking only one beer.
Black coffee and cold showers are very good at sobering up a person.
All people react the same way to the same amount of alcohol.
Alcoholics drink daily.
If parents don't drink, their children won't drink either.
Alcohol does not raise body temperature.
Alcohol is a stimulant, an aphrodisiac.
Now compare your answers with the correct ones:
right. The systematic use of alcohol leads to physical and mental dependence on it.
wrong. About 95-98% of alcoholics - ordinary people who work, have families.
right. It doesn't matter what type of alcohol a person consumes. The predisposition to become an alcoholic is personal. Beer contains ethyl alcohol, but in a smaller amount compared to wine or vodka. Therefore, people who drink beer must drink more of it to get drunk.
wrong. The only thing that can sober up a person is time. It takes the liver approximately one hour of work to rid the body of 30 g of alcohol.
wrong. The reaction to alcohol is very individual. It depends on many factors, including general health, body weight, age, tolerance (tolerance), etc.
wrong. Some alcoholics drink only on weekends, some don't drink (abstain) for months. But it often happens that once an alcoholic has drunk, he can no longer stop.
wrong. Young people make their own decisions based on what they have learned in the family, on the street and at school.
right. Alcohol lowers body temperature, it makes drinkers feel warm as blood rushes to the surface of the skin. When this happens, the body temperature drops as heat from the surface of the body is easily lost.
wrong. Alcohol is a depressant. It negatively affects judgment and self-control.
What do you think an alcoholic person would say if they were asked if they wanted to become addicted to alcohol? Of course not. But he has become. Here the picture is the same as with smoking: everyone understands that it is unhealthy, but still continue to harm their health.
Let's try to figure out together why people do this.
(The board is divided in half: on the right side, the advantages obtained from drinking alcohol, on the left side: cons.
Table 1
Emancipation.You can say and do things that you would never dare to do while sober.
Loss of control.
You can be so liberated that tomorrow it will be a shame to look into the eyes of those with whom you were the day before.
Feeling mature.
Adults with sparkling water do not celebrate holidays. And you, as you think, are also an absolutely adult person.
Conflict with parents.
They will tell you how unbearable you have become lately
Trouble avoidance.
As they say, "get drunk and forget"
Increasing problems.
The next day, you can find out that you have done something, committed an offense, in addition, “unimportant” well-being
The threat of alcoholism.
In the end, dependence on alcohol develops, and then it is already a disease that is very difficult to get rid of.
I think it's not full list the pros and cons of drinking alcohol.
You've probably heard the saying that alcohol in small doses is harmless in any amount. This is of course not true. The threat of alcoholism can be a reality. And do not think that only those who drink strong alcohol become addicted to alcohol, you can also become addicted to beer.
Also, you have heard that the formation of alcohol dependence in women is faster than in men. Addiction also depends on the age of the person. In order to become a real alcoholic at 25, a person will need about 5-6 years, and by the age of 30 he is ready. It takes about 1.5 years for a sixteen-year-old young man to become addicted to alcohol. Think!
Information for reflection
Alcoholism is a severe chronic disease, most of which is intractable. For a person addicted to alcohol, intoxication seems to be the best mental state.In small doses, alcohol improves mood, reduces the speed of reaction.
With a mild or weak state of intoxication, first of all, the stimulating effect of alcohol, increased talkativeness, increased aggressiveness and decreased sexual restraint, as well as increased self-esteem (“Do you respect me?”) Are noted. After that, alcohol dulls all functions, there is a decrease in the speed of reaction. The threshold for pain perception is raised. Further, the heartbeat and blood circulation increase, there is a feeling of warmth (due to vasodilation), salivation and urination increase. The state of severe intoxication is characterized by: partial memory impairment for recent events, imbalance. Further signs: slowing down of speech, loss of self-control, unreasonable fear, excitement, deterioration in the functions of the heart and blood vessels, increased secretion of saliva and pancreatic juice.
As you can see, there are many consequences, all of which can be detrimental.
Prolonged alcohol consumption leads to changes internal organs, impaired brain function, impaired memory and ability to concentrate, a person ceases to strive for something, his interests narrow down to a bottle of vodka.
Alcohol poisoning in childhood can be fatal or have health consequences, including brain damage. Women who drink alcohol during pregnancy can give birth to a child with alcohol syndrome, they have fatal physical deformities and mental disability.
An addicted person directs all his energy, means and thoughts to obtaining alcohol (other psychoactive substances), regardless of the real situation (availability of money in the family, the need to go to work, etc.). Once drunk, he tends to get drunk to complete intoxication, to unconsciousness. A person constantly thinks about alcohol, it seems to him that he has not drunk enough, he drinks "for the future", he develops a greed for alcohol. However, he retains the consciousness of his guilt, avoids talking about his craving for wine.
critical phase. Loss of control over oneself after the first sip of vodka. Desire to find an excuse for his drinking, resistance to all attempts to prevent his desire to drink. A person develops arrogance, aggressiveness. He blames others for his troubles. He begins drinking binges, random drinking companions become his friends. He is forced to leave his permanent job, loses interest in everything that has nothing to do with wine and vodka.
chronic phase. Daily hangover. Personality breakdown. Blurred memory. Confusion of thought. A person drinks alcohol substitutes, technical liquids, cologne. He develops baseless fears, delirium tremens, and other alcoholic psychoses.
Life shows that in a state of intoxication, deterrent factors are eliminated: it is drunk people who commit the vast majority of especially cruel crimes.
A person must be responsible for his actions, even if he is very drunk. Of course, in a state of intoxication, he loses self-control, but this does not relieve him of responsibility for what he did. Russian legislation determines that a person who has committed a crime in a state of intoxication is not exempted from criminal liability.
Often drinking alcohol begins "for the company." At your age, it seems to many that smoking, drinking is a sign of adulthood. In addition, if in a company that you value, they drink alcohol or smoke, then the fear of being branded as a weak person often prevents you from refusing.
Very often, even those who are well aware of the dangers of alcohol, drugs and smoking, often do not know how to say “no”, succumb to persuasion.The ability to say "no" when you are forced or persuaded to do something that you know you shouldn't do is a very important skill and should be learned.
I propose now to perform the exercise “Black and White Angels”.
Purpose of the exercise - play the situation of choice, compare the methods of persuasion in terms of their effectiveness. One person from the group plays the role of a "black angel" and persuades the other to start taking drugs. The other - the "white angel" - dissuades. The "teenager" listens to them in turn and each time takes a step towards the one whose argument seems to him more convincing. The rest are watching.
How do you think,What methods of persuasion are more effective? Why?
Tell me, does the person who puts cheese in a mousetrap love mice? Why is he wasting cheese on them? Put the cheese next to the mink, and leave the mice alone! But he puts the cheese inside the mousetrap. The mouse begins to feast on them already inside, when the mousetrap slams shut. And what they do with the mice they get is well known.
Remember : Puppeteers - manipulators fool and draw into the alcohol and drug networks of those who are afraid to look like a weak person.
How to behave when they try to “take you on“ weakly ”?It’s very simple to answer: “Yes, it’s weak for me!”. They will start making fun of you: “You can still see a sissy!” Answer: "Yes, I'm still a mother's and father's son." And so on. And soon it will be noticeable how the ardor of the "puppeteer" cools down.
You must firmly refuse.
Don't come up with "good" reasons.
Try to get a reprieve (say "I'm busy right now" or "I have to go")
Move to attack (“why are you pushing me?”)
Think about whether you need such a relationship where you are forced, forced.
And now I suggest you play the following exercise “Know how to say “No”! The work is done in pairs. One of you offers to try alcohol, the other refuses. Refusal should be tactful, but firm. Then the pair change roles. The time allotted for work in pairs is 5 minutes.
Questions to those who were "paired" with another person:
Is it easy to pick up decent rejections?
How did the participants feel in the roles of persuading and refusing?
Options for waiving surfactants can be as follows:
“Thanks, no. I know it's dangerous for me"
“Thanks, no. I've already tried it and I didn't like it."
“Thanks, no. I don’t want conflicts with parents, teachers”
“Thanks, no. I need to workout"
We already know which actions are good and which are not. Answer me these questions:
Would you trust your money to a person who drinks alcohol?
Would you leave younger brother or a sister visiting a man who smokes a lot?
Would you go along with a person who is drunk?
Would you like to be around a person who is not responsible for himself?
Would you ask advice from a man who does not understand what he himself is doing?
Would you share your joys or sorrows with a person who does not remember anything?
We come to the conclusion: “People who use PAS cannot be fully responsible for themselves and for their actions. The people around them cannot trust them and do not want to communicate with them.”
Remember, people always have problems, and turning to alcohol does not solve them, but rather creates new ones. It is not the use of alcohol (other psychoactive substances) that solves problems, but people!Guys, take care of your health from a young age!
Bibliography
Istratova O.N. Big Book adolescent psychologist. Rostov -on the Don"Phoenix", 2008.
Ponomarenko L.P. Psychology for high school students. Part 1.2. "Vlados", 2001.
Tatarnikova L.G. Valeology is the basis for the safety of a child's life. St. Petersburg, 1997.
