Introduction

Chapter I. Theoretical analysis of the problem of the influence of psychological culture in the social microenvironment on the formation of the psychological culture of children

1.1 Correlation of the concepts "culture", "psychological culture", "children's subculture"

1.2 The society of peers and its influence on the formation of the psychological culture of children

1.3 The psychological culture of parents is a factor in the formation of the psychological culture of children

Literature

Introduction

At present, psychology is beginning to occupy an increasingly prominent place in the general culture of the country. The interaction between psychology and society is deepening. Scientific and practical psychology is represented in all areas of public life: political, economic, industrial, social, legal, in the field of education, arts and sports, the preservation of health and the defense of the country. All currently proclaimed moral values ​​- humanism, democracy, cooperation, tolerance, dialogue, etc. - are based on the psychological laws of communication and interaction between people.

Unfortunately, the lack of a psychological culture in our society hinders the full implementation in all areas of life, both of these principles and of the scientific achievements of psychology. The modern education system bears a certain responsibility for this. It seems that when determining promising ways of developing educational structures and programs, it is advisable to take into account their compliance with the social needs of their time. The need for psychological education from preschool age just follows directly from the needs of social life, meets the interests of both the entire modern society and each of its citizens.

Scientists, teachers and psychologists argued that psychology is necessary as a subject of general education, since it forms a holistic worldview of the child: it teaches him to interact not only with the surrounding reality, but also with people and with himself. . Psychological education should include not only psychological literacy, but also the education of their psychological culture, which is the basis and result of the psychological health of the country's young generation. It is no coincidence that D.S. Likhachev emphasized that culture is a huge whole phenomenon that makes people inhabiting a certain space, from just a population, into a people, a nation. It is in childhood that “the universal genetic program of development as perfection is hidden”. . Therefore, it is advisable to consider the problem of raising children again in the context of the development of their psychological culture as an important component of the general culture of a person.

The relevance of the study of the problem of psychological culture is due to the leading role of this quality in the processes of human life, his communication, social adaptation, productive personal development.

The purpose of the course work: to identify the influence of the psychological culture of a child of senior preschool age on his position in the peer group.

Tasks of theoretical research:

1. Conduct a theoretical analysis of the literature on the problem of the influence of the psychological culture of a child of senior preschool age on his position in the peer group.

2. Determine the main problems and directions in the study of the influence of the psychological culture of a child of senior preschool age on his position in the peer group.

Object of research: psychological culture of preschoolers.

Subject of study: the influence of the communicative component of the children's subculture on the position of the child in the peer group.

Hypotheses:

1. The psychological culture of a child of senior preschool age is a complex system that determines his position in a peer group in different ways.

2. Possession of certain elements of the children's subculture is a significant factor in the influence of the older preschooler on their peers.

3. The psychological culture of adults significant for the child (parents) has a significant impact on the psychological culture and interpersonal relationships of children.

Research methods:

1. Literature analysis

2. Generalization and systematization of the studied material

ChapterI. The influence of psychological culture in the social microenvironment on the formation of the psychological culture of children

1.1 Correlation of the concepts "culture", "psychological culture", "children's subculture"

The appeal of modern society to culture, man, his spiritual world becomes the dominant feature of social development. In education, as a phenomenon of civilization, there is also an orientation towards the individual, towards the development of the personality, which turns culture into the most important factor in the spiritual renewal of both society as a whole and the individual. The word "culture" comes from the Latin cultura (agri) and originally meant the cultivation of the land. Culture often means the improvement and refinement of human customs and ways of behaving, the upbringing of a person. This word usage is transferred from agriculture, but refers not to plants, but to people. Culture should be understood as everything that is created by purposeful thinking and people-specific ways (methods) of activity. These tools allow you to create both tangible and intangible, spiritual values. In this sense, every, even the simplest tool created by man, the most primitive inventory, any thought, idea that originated in the human mind belongs to culture. With the help of culture, people satisfy their needs (material and spiritual) and build relationships with each other.

Culture as a system of artificial means distinguishes man from animals. The concept of "culture" is ambiguous. It cannot be defined in two or three phrases. And the very first definition of the term (according to American anthropologists) was given by an English ethnographer (1832-1917). "Culture is a complex that includes knowledge, beliefs, art, morality, laws, customs, as well as other abilities and skills acquired by a person as a member of society." Alfred Kroeber and Clyde Kluckhohn, who wrote the book "Culture: A critical Review of concepts and Definitions" in 1952, were closely involved in this issue. (It was published in Russian in 1992 under the title "Culture: A Critical Analysis of Concepts and Definitions"). Scientists in their work collected 164 definitions of culture and over a hundred of its descriptions. They systematized the definitions by "emphasis" or "emphasis" (on continuity, on genesis, and so on). Here are some of the definitions: “Culture is a sociological designation for learned behavior, that is, behavior that is not given to a person from birth, not predetermined in his germ cells like wasps or social ants, but must be assimilated by each new generation anew through learning from adults people” (anthropologist R. Benedict).

“Culture is the norms of habitual behavior common to a group, community or society. It consists of material and non-material elements” (sociologist K. Young). “In the broadest sense of the word, culture means the totality of everything that is created or modified by the conscious or unconscious activity of two or more individuals interacting with each other or influencing each other's behavior” (sociologist P. Sorokin).

"Culture - strong beliefs, values ​​and norms of behavior that organize social ties and make possible a common interpretation of life experience" (W. Beckett).

Masters of Russian philosophy, psychology, pedagogy, cultural studies (M.M. Bakhtin, N.A. Berdyaev, L.S. Vygotsky, A.N. Leontiev, D.S. Likhachev, A.F. Losev, Yu.M. Lotman, K.D. Ushinsky and others) attached decisive importance to culture as a condition for human development. They argued that a person becomes a part of humanity, comprehending culture and creating it. At the same time, they emphasized the psychological context of this comprehension, since spiritual culture combines phenomena that are associated with consciousness, with the intellectual and emotional and mental activity of a person (language, knowledge, the level of intellectual, moral and aesthetic development, creativity, emotions, relationships, ways and forms of human communication).

Psychology brings into the general culture an understanding of the uniqueness, complexity and value of a person as such and his life. One of the specific features of psychological culture is that the individually unique in a person is recognized as a given. Without an initial idea of ​​the scale and vulnerability of the inner world of a person, it is impossible to fully explain any mental manifestation and real behavior of people.

The issues of the development of psychological health and psychological culture are increasingly raised in modern pedagogical and psychological literature. In the scientific community, the concept of psychological health has been formed and is actively used. The basis of psychological health is the normal development of subjective reality in the process of life, where the norm is understood not as the average that is, but as the best that is possible at a particular age for a particular person, and subjective reality is understood as “soul”, “inner world”, "individual spirit", "human in man". But following the concept of psychological health, by analogy with medicine, the concept of psychological hygiene arises, as well as a more general concept of psychological culture. Under the psychological culture should be understood not just knowledge of the causes of emerging psychological problems and the consequences of certain actions. Psychological culture is, first of all, the ability and readiness to solve the problems of interaction with the social environment and with oneself in such a way as not to slow down the process of personal development.

Scientists single out such a psychological property inherent in a person as intelligence. The property of intelligence, according to Yu.M. Lotman, is a certain cultural achievement of mankind and belongs to mankind as a whole. It can be assumed that intelligence is the highest form of manifestation of the essence of a person's psychological culture. The personal qualities of an intelligent person are a human attitude to the world and people, attachment to their people, to their homeland, to their culture and respect for the culture of other peoples; a developed sense of justice, honor, conscience, a sense of independence, in particular, a socially independent position and the ability to defend this position. In the view of A.F. Losev, the psychological property of intelligence is manifested in a thousand and thousand little things: in the desire not to offend a person, in the ability to argue respectfully, in the ability to quietly help another. D.S. Likhachev even expressed the idea that an educational institution loses its right to exist if it does not cultivate intelligence in its students. Education of the psychological culture of the individual is impossible without a certain level of psychological literacy. An important content aspect of psychological literacy, rightly notes E.A. Klimov, is actually scientific, albeit elementary, but true - awareness of the facts and patterns that characterize the subjective world of man.

The topic of psychological culture cannot be considered separately from psychological literacy. Psychological literacy as a set of elementary psychological knowledge and skills, it is the basics of psychological culture, from which its development begins, taking into account age, individual and other characteristics. Psychological literacy means the mastery of psychological knowledge (facts, ideas, concepts, laws, etc.), skills, symbols, traditions, rules and norms in the field of communication, behavior, mental activity, etc. Psychological literacy can manifest itself in the outlook, erudition, awareness of various phenomena of the psyche, both from the point of view of scientific knowledge and from the point of view of everyday experience, extracted from traditions, customs, direct communication of a person with other people, gleaned from the media, etc. Psychological literacy involves mastering the system of signs and their meanings, methods of activity, in particular, methods of psychological knowledge. Moreover, we are talking not only about knowledge, but also about their application, the implementation of norms and rules at the level of role behavior, social functions, and traditions. Following E. A. Klimov, B. S. Gershunsky, B. S. Yerasov, we understand literacy as the necessary minimum level of education, competence, and culture as a whole.

General psychological literacy is a stage in the assimilation of culture, accessible to every normally developing person.

But knowledge alone is not enough for the development of psychological culture. The culture of personality is always manifested in the relationships of people. We can say that the basis of the psychological culture of the individual is psychological knowledge, fertilized by universal, humanistic values. The implementation of such knowledge in society is carried out from the positions and in the context of respect, love, conscience, responsibility, respect for the sense of human dignity of both one's own and another person. Moral principles, nobility of feelings, which are expressed in a person's ability to subtle feelings, deep empathy, in the ability to act magnanimously, are the essence of the psychological (internal) culture of the individual. Janusz Korczak, who perfectly knew and understood the psychology of a child, wrote: “I often thought about what it means to be kind? It seems to me that a kind person is a person who has imagination and understands what it is like for another, who knows how to feel what the other feels.

Psychological culture is not born by itself, its development involves attention to the inner world of the child, to his feelings and experiences, hobbies and interests, abilities and knowledge, his attitude to himself, to peers, to the world around him, to ongoing family and social events, to life as such. Thus, in the science of the 20th century, some scientists drew attention to the existence of a special children's world, which has its own cultural system of ideas about the world and people, social norms and rules inherited from generation to generation of children of traditional forms of folklore texts. According to G. S. Vinogradov, the term "children's folklore" embraces the totality of different types of verbal works known to children and not included in the repertoire of adults.

Children's subculture (from Latin sub under and cultura - cultivation, upbringing, development) in a broad sense, everything that is created by human society for children and children; in a narrower semantic space of values, attitudes, modes of activity and forms of communication carried out in children's communities in a particular historical social situation of development. In the general human culture, the children's subculture occupies a subordinate place, and at the same time it has relative autonomy, since in any society children have their own language, various forms of interaction, their own moral regulators of behavior, which are very stable for each age level and develop largely independently of adults.

The emergence of a children's subculture as a holistic historical and cultural phenomenon is due to the age and gender stratification of society, which has its roots in ancient times, when members of the community who did not undergo initiation (a special rite of passage into adulthood) united to carry out joint forms of life activity identical to adults. With the development of human society, these forms became more and more autonomized, making the transition from direct imitation of labor, household and ritual actions of adults to play as a special unproductive form of activity, thanks to which the child’s own behavior is controlled, his orientation in the meanings of human activity and relationships.

This is the world that the children's community has created "for itself" throughout the sociogenesis, it is made up of:

Children's folklore (counting, teasers, incantations, fairy tales, horror stories, riddles);

· children's legal code (marks of property, debt collection, exchange, the right of precedence and guardianship in different age groups, the right to use a mushroom / berry place);

Children's humor (amusements, anecdotes, practical jokes, jokes);

Creative, biased processing of the cumulative experience of previous generations in the game is a condition for the autonomy of the world of childhood and the emergence of a wide range of phenomena of children's subculture, such as various genres of children's folklore for them.

By definition, M.V. Osorina, "children's folklore is one of the forms of collective creativity of children, realized and fixed in the system of stable oral texts, transmitted directly from generation to generation of children and of great importance in regulating their play and communicative activity" . The folklore tradition, which has absorbed the social and intellectual experience of many children's generations, provides a preschool child or a primary school student with ready-made ways to solve life's problems in the children's community, and in adolescence, the acquisition of psychological independence from adults and defending one's position.

An analysis of the aspects of children's cultural tradition shows that it has a variety of functions and satisfies the basic socio-psychological needs of children who are learning the rules of interpersonal communication. From the point of view of a psychologist, many traditional forms of children's behavior are a kind of psychological training of a child's communication skills. Gradually becoming more complex tasks of self-knowledge and self-regulation, awareness of the rules and norms of relationships between people and cooperation with others, he learns, actively living them in games and pranks, in situations of testing courage and teasing. And a child can always find support and a way out by turning to children's tradition and folklore, which literally serve all the most important areas of a child's life: attitude towards himself, communication with peers and the world of adults, with nature and the mysterious world of the supernatural.

1.2 The society of peers and its influence on the formation of the psychological culture of children

The interpersonal relationships of preschool children are quite complex and multifaceted and represent an integral system with its own internal structure and developmental dynamics. Interpersonal relationships of preschoolers are very complex, contradictory, and often difficult to interpret. They do not lie on the surface (like role-playing and business ones) and only partially manifest themselves in the communication and behavior of children, requiring special methods for detection. The question of the need to study these relationships has been repeatedly raised by various researchers, among them: Kolominsky Ya.L., Royak A.A., Repina T.A., Mukhina V.S., Arkin E.K., Usova A.P., Arzhanova A.I., Kulchitskaya E.I. According to scientists, early age has a special fertile susceptibility. Visual-figurative thinking and imagination are intensively formed in the child, speech develops, mental life is enriched with experience, the ability to perceive the world and act according to the idea arises.

J. Piaget ascribes egocentrism to a small child, as a result of which he cannot yet build joint activities with peers (therefore, Piaget believes that the society of children arises only in adolescence). In contrast, A.P. Usova, and after her, many domestic psychologists and teachers believe that the first children's society is formed in kindergarten. But at preschool age, against the backdrop of a favorable environment for upbringing in kindergarten, conditions can be created when the influence of the environment becomes “pathogenic” for the development of the individual, since it infringes on it.

Interpersonal relationships (relationships) are a diverse and relatively stable system of selective, conscious and emotionally experienced connections between members of the contact group. Despite the fact that interpersonal relations are actualized in communication and for the most part in the actions of people, the very reality of their existence is much wider. Speaking figuratively, interpersonal relationships can be likened to an iceberg, in which only its surface part appears in the behavioral aspects of the personality, and the other, underwater part, larger than the surface, remains hidden.

For interpersonal communication in modern society, various situations are characteristic. Every adult is familiar with the state of awkwardness, confusion, a feeling of inferiority, when you don’t know how to console a person in grief, how to respond to a dismissive or defiant address, how to defend one’s innocence, how to cheer up a dejected campaign. All these problems are common for both adults and children. Children of different ages should be able to solve them on their own, as an adult may not be around. This requires not only understanding what is happening, but also mastering a certain communication technique. The specificity of this technique can be children's folklore as a way to resolve conflicts. Observations show that children often use folklore in various controversial situations. One of the most important features of the children's subculture is the presence of their own language of communication between children, which is distinguished by a special syntactic and lexical structure, figurativeness, and encryption. D.B. Elkonin, when studying the oral and written speech of students, discovered the originality of not only lexical meanings and grammatical forms, but also the syntax of the children's language, for example, when the grammatical and psychological subject do not match. In his word-creative experiments, the child fixes the reserve potential of the native language, the possibilities of its development, not knowing about it, which is why K.I. Chukovsky and R. Jacobson called children brilliant linguists. Another important feature of the children's subculture is the taboo of personal names in children's communities and the giving of nicknames and nicknames to peers. This side of the manifestation of the autonomization of the children's group, which is especially characteristic of the teenage and youthful environment, unfortunately, has not yet become the subject of researchers' attention. Meanwhile, it is the nicknames that are a kind of manifestation of the very content of the children's subculture and rich material for understanding the mechanisms of the functioning of children's communities in onto- and sociogenesis.

A variety of characters, situations, ambiguity of relationships, which are so difficult to understand on the go, make children feel the importance of rules not only for the game, but also in order to regulate communication, especially in difficult cases. In children's folklore, researchers have discovered a kind of children's legal code that regulates forms of behavior in difficult and conflict situations. These are norms enshrined in traditional verbal formulas that have specific power for children. Teasers against sneaks, greedy people, crybabies are a powerful means by which the norms of the collective life of children are affirmed and behavior that is undesirable for the group is suppressed. The transfer of all the richness of the content of the children's subculture occurs directly "by word of mouth" in the conditions of informal communication on playgrounds, in summer camps, sanatoriums, and hospitals. Only towards the end of the period of childhood, along with oral, written lyrics, songbooks, girlish albums, "fortune-tellers", collections of jokes appear. The effectiveness of this tool is quite high, because it is a product of children's communication.

At preschool age, the role-playing game is the leading activity, and communication becomes its part and condition. The game of preschoolers is a multifaceted, multilayered formation that generates different types of children's relationships: plot (or role-playing), real (or business) and interpersonal relationships. The first two types of children's relationships in play constitute its outer plane, since they are open to direct observation. From the point of view of D.B. Elkonin, “the game is social in its content, in its nature, in its origin, i.e. arises from the conditions of the child's life in society.

By the age of 3, the moment the child enters kindergarten, the leading activity of preschool children, the game, is just beginning to develop. It is still very primitive in content, just like the first social relations that take shape within it. At an older age, the experience gained is systematized and concretized, and, consequently, the games become more complicated. The vocabulary of the child is also enriched and the actual acquaintance with children's folklore takes place. Now it is increasingly possible to observe how children act in controversial situations and how they solve them with the help of folklore. And various counting rhymes, rhymes, teasers, etc. have become a tool for a peaceful way out of a controversial situation. This way of solving is a children's cultural norm consecrated by tradition. At four or five years old, it is adopted rather superficially from older children. After a year or two, the child begins to realize its deep meaning and with pathos asserts the fairness of the lot, carefully monitoring the observance of the randomness of the choice. For example, the texts of rhymes are lengthened so that it is impossible to guess in advance who the last word will fall on.

Thus, interpersonal relations born, mediated by the game, nevertheless, can exist independently of it, as well as from any other children's activity, in which they differ significantly from role-playing and business, completely "drowned" in the game. At the same time, they are closely intertwined and, being very emotional among preschoolers, they often "break into the game." Of particular importance for the development of the child's personality, for the assimilation of elementary moral norms by him, are relations about the game, since it is here that the learned norms and rules of behavior are formed and really manifest themselves, which form the basis of the moral development of a preschooler, form the ability to communicate in a group of peers.

Due to the special emotional richness, interpersonal relationships are much more “attached” to the personality of the child than others and can be very selective and stable. It is especially valuable here that these are not “rules of justice” imposed by adults that are violated as soon as children are left alone, but a norm of behavior, an inviolable law that exists in the children’s community itself, helping to find a peaceful, “cultural” way out of difficult situations typical of social life of younger children. The folklore texts of rhymes passed from generation to generation of children serve as a means of translating this law into practice.

With all the obvious importance of the child's relationship with peers, there is a clear underestimation of the role of the latter in shaping the child's personality. Relations with adults, in the process of communication with which children learn the most important socio-psychological experience, master patterns of behavior in a team, are a necessary condition for the formation and further development of a child's personality. But at preschool age, other children begin to occupy an increasing place in a child's life. If at the end of an early age the need for communication with peers is only taking shape, then in preschool it is already becoming one of the main ones. At 4-5 years old, the child already knows quite accurately that he needs other children, and clearly prefers the company of peers. Children show an active desire to communicate with their peers in various activities, as a result of which a "children's society" is formed. This creates certain prerequisites for the development of collective relationships. Meaningful communication with peers becomes an important factor in the full-fledged formation of the personality of an older preschooler. In collective activities (play, work, communication), children of 6-7 years old master the skills of collective planning, learn to coordinate their actions, fairly resolve disputes, and achieve common results. All this contributes to the accumulation of moral experience.

Each child occupies a certain position in the peer group, which is expressed in the way his peers treat him. The degree of popularity that a child enjoys depends on many reasons: his knowledge, mental development, behavioral characteristics, ability to establish contacts with other children, appearance, etc. Thus, the symptoms of children's troubles in the team were revealed. The data obtained as a result of studying the works of various authors indicate that at the first stages of the study of the children's group, the main symptoms of children's troubles are the child's low sociability or, conversely, openly conflicting behavior with peers. Low sociability is an objectively existing phenomenon. In such children, the main characteristics of communication are sharply reduced in comparison with other members of the group. Low sociability in most cases considered by various authors indicates the presence of conflicts between the child and peers, as evidenced by the narrowing of its sphere, the child's non-participation in stable play associations of children, and the lack of mutual sympathy between children. A symptom of lack of sociability, manifested outwardly in the same way, is a complex phenomenon.

Unsociable children occupy different positions in the sphere of evaluative and selective relations in the group. Conducted by A.A. The Royak study made it possible to divide uncommunicative children into three subgroups: 1) initially they strive for communication, later they move away from it due to the insufficiently friendly attitude of their peers; 2) initially strive for communication, but later move away from it, despite the friendly attitude of their peers; 3) from the moment of joining the group (meaning the middle group of d / s - from 4 to 5 years), mutually with peers do not seek to communicate. In addition to uncommunicative children, the attention of researchers was also attracted by children who openly conflict with their peers. There are also serious complications in their relationships with peers. As in the case of uncommunicative children, all openly conflicting children with their peers had complicated relations in the group.

Children openly in conflict with peers were divided into several groups: 1) children who actively seek contacts with peers, but the latter persistently do not want to accept them in the game; 2) children whose contacts with peers, despite mutual desire, are often accompanied by conflicts. The problems of children within each of the groups are caused by various psychological reasons.

So, low sociability can be caused by a child’s lack of sufficiently developed gaming skills and abilities: reduced mobility, which hinders the implementation of adequate ways of cooperation; the inability to realize individual needs not related to the game; .).

The problems of children who openly conflict with their peers are also caused by different reasons for their content: insufficient possession of playing skills, combined with the lack of developed ways of positive communication; incorrect formation of the need for a joint game, the predominance of selfish, authoritarian tendencies.

Thus, it becomes obvious that the child's personality must be studied in a group, in that specific group in which it is included at a given age stage of development, in interpersonal relations mediated by children's activities. The need to study these relationships becomes obvious. It is through this plane of relationships that the child most closely comes into contact with the world of experiences, because without the emotional "warmth" of interpersonal relationships, without someone's attachment in the group, he cannot be emotionally satisfied.

The study of children's subculture - games and favorite entertainment, jokes, pranks, etiquette and ways for children to resolve conflicts in various situations - makes it possible to most effectively carry out a holistic pedagogical process.

1.3 The psychological culture of parents is a factor in the formation of the psychological culture of children

The world of childhood is a special world. And not every adult is able to enter it. This is the world of a tender and quivering soul, but cruelty and rejection of what is very significant and important for adults often reign in it.

Learning to understand the state of the child's soul, to make sure that his development does not occur under compulsion (“he should know this at his age”), but in the process of joyful cooperation with an adult, is a great parental art.

A special role in the development of the child, his emotional and personal spheres, is traditionally assigned to the factor of interaction between parents and the child, both in the early and later stages of development. In the process of constant contact with the child, parents help regulate and streamline his affective relationships with the outside world, master a variety of psychotechnical methods of affective organization of his behavior, stabilization of affective processes. Due to its characteristics, the family as a small group creates for its members such conditions for emotional manifestations and satisfaction of emotional needs that help a person feel that he belongs to society, enhance his sense of security and peace, and cause a desire to help and support other people. Numerous psychological studies show that a child's communication with close adults is the main and decisive condition for the formation of all his mental abilities and qualities: thinking, speech, self-esteem, emotional sphere, imagination, etc.

D.B. Elkonin writes: “In the process of joint activity, adults gradually transfer the socially developed ways of consuming objects. In joint activities, adults organize the activities of the child, and then carry out the functions of encouraging and controlling the course of the formation of these actions ... ". In the process of close relationships with their relatives, the structure of his personality is formed in the child from the first days of life. He enters the world of his relatives, adopts their norms of behavior. Therefore, parents play a responsible role in the life of the child.

Communication with an adult is of exceptional importance for a child at all stages of childhood. But it is especially important in the first seven years of his life, when all the foundations of the personality and activity of a growing person are laid.

Preschool age is the subject of close attention of scientists and practitioners as an important and responsible period in a person's life, as the moment of birth of a personality. During this period, there is an accelerated development of mental processes, personality traits, a small person actively masters a wide range of different activities. At the stage of preschool childhood, self-consciousness develops, self-esteem is formed, a hierarchy of motives is built, and their subordination. And it is during this period that the most important is the influence of the family on the development of the personality of the child, the influence of the system of intra-family, as well as child-parent relations existing in it.

The first experimental research in the field of child-parent relations was launched in 1899, a questionnaire was developed that revealed the opinions of parents about the punishment of children. The 1930s saw a rapid growth in research on parental attitudes. To date, more than 800 studies on parent-child relationships have been published in foreign psychology.

In domestic psychology, the statistics are more modest, so there is a certain lack of information on this problem. As rightly pointed out by A.G. Leaders, O.A. Karabanova, A.S. Spivakovskaya and many other psychologists involved in the study of the psychological service of the family, and today there remains a certain need for methods for diagnosing parent-child relationships both on the part of parents and children.

The interest of many modern researchers in the field of child-parent relationships is explained by the importance of the role of an adult for child development, because it is the family that is the source and mediating link in the transfer of socio-historical experience and emotional and business relationships between people to the child. Given this, the family has always been, is and will be the most important institution for the upbringing and socialization of the child.

In older preschool age, a new need develops - the need for respect from an adult. The child is no longer enough just attention and joint games. He needs a serious, respectful attitude towards him, towards his questions, interests and actions. At the age of 5-7 years, the need for respect, for recognition by adults becomes the main need of the baby. In the behavior of children, this is expressed in the fact that they begin to take offense when an adult evaluates their actions negatively, scolds, and often makes comments. It is important for them that parents not only notice, but also be sure to praise their actions.

The parent is no longer an abstract source of attention and goodwill for the child, not only a partner in the game, but a concrete person with certain qualities (his position in society, age, profession, etc.). All these qualities are very important for an older preschooler.

Preschool age, as noted by A.A. Krylov, is the initial stage in the formation of the subject of cognitive and practical activity. This period of life is extremely important in terms of the genesis and formation of social forms of the psyche and moral behavior. By the end of preschool age, there is a transition from an emotional direct relationship to the outside world to relationships that are built on the basis of the assimilation of moral assessments, rules and norms of behavior. Thus, in communicating with adults, the child often learns moral concepts in a categorical form, gradually clarifying and filling them with specific content, which accelerates the process of their formation and at the same time creates the danger of their formal assimilation. Therefore, it is important that the child learns to apply them in life in relation to himself and others. This is essential, primarily for the formation of his personality traits. The family environment is a combination of the personal characteristics of the parents, the conditions in which the family lives, the style of education, etc. The style of life organization that prevails in the family has a significant impact on the formation of the child's personality. In the studies of Ya. L. Kolominsky, intra-family relations are considered as interpersonal relations in the process of communication. It is in the process of communication with adults that the child perceives the lifestyle of the family for its subsequent reproduction, and communication is one of the socio-psychological mechanisms of personality formation. The content and emotional and moral content of such relationships in each family are unique, as they depend on the individual characteristics and level of psychological culture of each family member. The living example of parents is a specific form of transferring the social and moral experience of the older generations to the younger ones. However, the impact of parental samples is not mechanical in nature, but is gradually absorbed and processed by the child. That is why children cannot exactly copy their parents and be their mirror image.

It is very important to understand how a child and an adult present themselves in the system of child-parent relationships. In the face of an adult, the child finds not so much a bearer of some personal experience as an exponent of the universal human principle, an plenipotentiary representative of culture. The adult is an intermediary between the child and culture and passes on to him for mastering the practical wealth that mankind has developed in the course of its history. The social norms and cultural patterns that exist in society set certain standards of ideas about how a husband and wife, father and mother in relation to children, son and daughter in relation to elderly parents should be. .

Smirnova E. O., Bykova M. V. note nine options for parental behavior: strict, explanatory, autonomous, compromising, facilitating, sympathetic, indulgent, situational, dependent and are of the opinion that in real life the variety of situations in which parents and children, excludes the possibility of implementing one style and involves the implementation of various options for parental behavior.

In modern psychology, styles of family education are conventionally divided into three main groups: permissive (liberal), authoritarian and democratic. The first of these manifests itself in the family as the absence of all sorts of relationships: the detachment and alienation of the members of the family union from each other, complete indifference to the affairs and feelings of the other. The other two - authoritarian and democratic - form a kind of scale. Rigid authoritarianism reigns at one pole of the scale: the peremptory and unceremonious attitude of family members, their cruelty, aggression, dictate, callousness and coldness towards each other, and at the other - collegial democracy, involving cooperation, mutual assistance, a developed culture of feelings and emotions, and also genuine and complete equality of all participants in the family process.

Furmanov I. A., Aladyin A. A., Furmanova N. V. Unfavorable styles of family education include indulgent hyperprotection, dominant hyperprotection, emotional rejection, increased moral responsibility, hyperprotection, as well as the type of “parent-boss” and “parent- comrade." The authors note that none of these roles allows parents to create an atmosphere of trust in the family.

Zakharov A. I. highlights such significant aspects of parental behavior as overprotectiveness, inconsistency and inconsistency in upbringing, characterized by a gap between the requirements for the child and control over him, the inconsistency of pedagogical actions that disorient the child, as well as the inflexibility of parents in relations with children, affectivity, anxiety and authoritarian family education.

An analysis of modern society and the modern family shows that parents are often unable to create favorable conditions for the effective socialization of the child, which leads to the aggravation of various social problems. Mistakes and miscalculations made by parents in the process of raising and developing a child may turn out to be irreparable and manifest themselves later in the antisocial behavior of the child, in the difficulties of his adaptation to life in society, in various deviations of mental and personal development.

Many social problems are often the result of the upbringing of children by parents with a low level of psychological and pedagogical culture, which manifests itself in an irresponsible attitude to the performance of their educational functions, a strong motivational limitation in solving the problems of family upbringing, unwillingness and unwillingness to change the prevailing stereotypes of upbringing.

The modern rhythm of life, the increase in the number of incomplete, conflict families, the employment of parents, along with the low level of their psychological and pedagogical culture, significantly distort the nature of parent-child relationships. This is manifested in the unification and formalization of contacts between parents and the child, the disappearance of joint forms of activity, in the lack of warmth and attentive attitude towards each other, which often leads to the formation of inadequate self-esteem in the child, self-doubt, negative forms of self-affirmation, and in extreme cases it is expressed in pedagogical neglect and mental retardation.

However, at present there is no unified system for the formation of the psychological culture of parents. There is no clear idea about the phenomenology of the psychological culture of parents, the forms and methods of its formation in modern conditions.

To characterize the psychological culture of parents, the following two parameters were identified:

1) methods and techniques of communication between parents and children in the course of educational influence: methods of verbal influence (inducement, persuasion, exhortation, coercion), methods of control, visual display, encouragement, punishment.

2) the style of interaction with the child, which synthesizes the entire nature of the competence of parents in the upbringing and development of children and gives an integral characteristic of a certain level of psychological culture of parents.

The criterion for a high level of psychological culture of the family is intra-family relations, primarily in relation to the parents to the child. It was found that the following features are characteristic of parents with a low level. In relation to the child, such parents perceive him as unlucky, unlucky, bad; feel annoyance, anger, irritation towards him. Such parents are not able to take the place of the child, to see the world through his eyes. They have practically no knowledge of the laws of the mental and personal development of the child and often do not want to rebuild the system of relations with the child in order to overcome the negative manifestations in age crises. Such parents are poorly versed in the strengths and weaknesses of their child, and sometimes their ideas are extremely inadequate to reality, so their requirements for the child diverge from his real capabilities. Often they have no idea about the ways and methods of organizing the child's activities, leaving him to develop on his own. When contacting a child, parents with a low level of psychological culture rarely praise him, more often negatively evaluate his activities, show an inadequate reaction to the child's success, or complete indifference. Very often, such parents, interacting with the child, show their rejection of his individual characteristics, combining them with harsh forms of punishment, authoritarianism, or they can emphatically ignore the child, giving him a feeling of uselessness, aggression.

Parents with an average level of psychological culture constantly feel anxiety for the child, try to protect him from the difficulties and troubles of life, the child always seems to them weak and defenseless. Such parents are characterized by a desire for constant self-control, they are quite responsible, often internally tense, they are characterized by a predominance of fatigue and concern. Their knowledge of the patterns of mental development and age-related crises is rather vague. Parents do not always have objective ideas about the strengths and weaknesses of their child's personality or see only the strengths or weaknesses of his personality, experience difficulties in predicting the further development of the child's personality, do not know how to organize the child's activities for his full development. Parents of this category either underestimate or overestimate the real possibilities of the child. Some of them are calm, others are indifferent, others show excessive excitement and anxiety for the success or failure of the child. Interacting with the child, they can follow a liberal style, giving the child freedom of choice, weakly controlling his activities, or, conversely, they seek to keep, bind the child to themselves, deprive him of independence.

Parents with a high level of psychological culture like the child as he is, they do not actively seek to "remake" him, respect his individuality, try to spend as much time as possible with the child, are interested in his affairs and plans, highly appreciate the intellectual and creative abilities of the child are well aware of them. Parents trust the child, encourage his independence. They are self-confident, reflect their own motives well, systematically implement their intentions, they have a developed sense of internal duty, activity and independence. Parents of this category predict well the further development of all aspects of the child's personality in accordance with his real capabilities and abilities. Interacting with the child, such parents often use a positive assessment, praise, approval of the child's activities, and are consistent in their requirements for him.

The criteria listed above are elements of the psychological culture of parents, they are formed in the form of prohibitions, advice and instructions. Each person has his own idea of ​​the development and upbringing of the child, and this or that psychological concept is also realized. An analysis of the processes taking place in the modern family indicates the dominance of one or another concept in relation to the child.

Thus, the nature of the family initially contains the inconsistency of parental orientations in relation to the child in the family. The difference between these orientations is found in the nature and content of the style of raising a child, which is one of the most significant indicators of the psychological culture of parents.

The main elements of the psychological culture of parents can determine the emotional well-being of the child in different ways, as well as his ideas about the variety of those psychological techniques that will later help him cope with various adverse environmental factors. Thus, adults, by their own example, should teach the child to be psychologically cultured and have a certain level of psychological knowledge and psychological activity.

The style of his relationship with his parents and the emotional tone of family relationships have a direct impact on the development of the child's personality. Communication between parents and children is a process of constant interaction. The totality of a child's psychological knowledge forms his psychological preformation. This kind of everyday knowledge allows children to build their own line of behavior and relationships with peers in the future.

Studies of domestic psychologists Alekseeva L. S., Bueva L. P., Zhiznevsky B. P., Kolominsky Ya. L., Panko E. A., Furmanova I. A. in the field of relationships between preschool children and parents showed that the overwhelming the majority of children whose family relationships are built on the basis of cooperation show a willingness to cooperate in the team of their peers. The psychological environment in such a family turns out to be more humane and positively emotional.

A family where parents use inadequate elements of upbringing of a spontaneous level, for example, emotional, physical or verbal influences on a child, becomes a traumatic factor for the child.

Thus, the psychological culture of parents is such a personal education, which is expressed in their value-target focus on the full upbringing and development of the child, the ability to reflect, self-control, regulate their behavior, in creative possession of psychological and pedagogical technologies, knowledge, humanistic style of interaction with baby. About the important condition for a full-fledged upbringing, N.K. Krupskaya: “If family members are sympathetic, sensitive people, if they have broad public interests, if labor unites the family into a friendly union, the family will have a good influence on the child.”

So, in the first seven years of life, the main types of the child's need for communication with other people consistently arise: the need for attention, cooperation, respect, empathy and mutual understanding. How and to what extent parents satisfy these needs depends not only on their relationship with the child, but also on the success of the development of the child himself, i.e. timely formation of his abilities and personal qualities.

findings

In the course of this work, a study of children's psychological subculture was carried out. The study of children's subculture - games and favorite entertainment, jokes, pranks, etiquette and ways to resolve conflicts in various situations by children - makes it possible to most effectively carry out a holistic pedagogical process, and is also of great importance for the development of the consciousness and personality of the child, children's community, peer group.

Children's subculture is a product of social interaction and collective creativity of children in free communication, games of cognitive activity in informal groups. At the same time, one of the most important functions of the children's subculture is to regulate the relationship between members of the children's gaming community and relations with the natural world and the world of adults. It is transmitted from child to child in direct communication and is characterized by the following features:

1. It is part or subsystem of the culture of the society to which the children belong, but always retains relative autonomy and independence.

2. Children's subculture is distinguished by conservatism, has a kind of "censorship filters" that do not allow to shake its foundations. At the same time, she reacts flexibly to the events of the surrounding world and assimilates new information, introducing it into traditional children's cultural structures.

The general psychological culture of the individual is an integral part of the basic culture of the individual, allowing him to effectively self-determine and fulfill himself in life, contributing to successful social adaptation, self-development and life satisfaction.

The task of adults in the family, school, society is to help the child master the means of understanding himself, self-acceptance and self-development in the context of humanistic interaction with the people around him and in the conditions of cultural, social, economic and environmental realities of the world around him. Psychological illiteracy, low psychological culture of society, lack of a culture of relationships in the living space in which many children live, create conditions under which a child often from the moment of birth falls into the “risk zone” - the risk of not becoming a person.

Children should be prepared to understand how to behave humanly in society, how to understand what is happening in this society, etc. Psychological education seems necessary and natural for the normal development of a modern growing person. Psychological culture is not only manifested in the interaction of people, but serves as a regulator of this interaction, implies and implements live communication, due to the mutual respect of the interlocutors. Psychological culture excludes the manipulation of consciousness, feelings, relationships of people. Mastery of culture begins from the moment a person is born. Remember, A.M. Gorky in the story "The Birth of Man" contains poignant lines: "A new inhabitant of the Russian land, a man of unknown fate, lying in my arms, sniffed solidly." And this fate is largely determined by the cultural environment that surrounds the child from the moment of birth. Everyone learns to be human, and this learning takes place in the context of culture and education.

Literature

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The methodological recommendations describe the system of work on the formation of the psychological culture of students. The system of work is based on personality-oriented and age-psychological approaches. The paper presents an approximate work planning, basic forms and methods of work. The recommendations are intended for psychologists and social teachers of secondary schools.

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"Formation of the psychological culture of students"

Compiler

Lazarenko N.N., teacher-psychologist

	Explanatory note. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Chapter 1.	Theoretical foundations of the formation of psychological culture among students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	The concept of psychological culture. . . . . . . . . . . . . . . . . . . . . . .
	Psychological diagnostics at school. . . . . . . . . . . . . . . . . . . . .
	Enlightenment of students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	Psychological counseling of students. . . . . . . . . . . . . . .
Chapter 2	Formation of the psychological culture of students. . . . . . . . .
	The system of work on the formation of the psychological culture of students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	Diagnostic direction: forms, methods and techniques of the psychologist's activity. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	Educational direction: forms, methods and techniques of the psychologist. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	The results of the formation of the psychological culture of students. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	Conclusion. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	Bibliography. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	Appendix 1 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	Annex 2. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
	Annex 3. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Explanatory note

The psychological service in education, and in general psychological centers, psychologists-consultants, appeared in Russia relatively recently. As a result, there are a number of difficulties in organizing the activities of the psychological service.

One of the serious problems, which is closely related to the relative youth of psychology and psychological services, is the lack of psychological culture. A psychologist is often confused with a psychiatrist, they do not know the list of the services that he provides, the categories of people with whom he can work, etc. In addition, many do not see the benefit of getting a psychological consultation (“if I go to a psychologist, will anything change”, “what can she do”, “my problem is not related to psychology at all”).

For the psychological service in education, this problem in general is often the key one. The work of a psychologist with a client begins with a request. A low psychological culture gives rise to the absence of such. Thus, the psychologist himself begins to search for other people's problems. This raises the question of the effectiveness of its activities without a client request?

Therefore, the formation of psychological culture becomes an important point in the implementation of psychological and pedagogical support. In the conditions of modernization of education, the object of psychological and pedagogical support is the educational process (educational process), the subject of activity is the situation of the development of the child as a system of relations between the child: with the world, with others (adults and peers), with himself). Psychological and pedagogical support of the child is considered as support for relationships: their development, correction, restoration. Thus, the child in psychological and pedagogical support acts as a subject. The student can only take this position if he is an active participant in the activity. And, consequently, the formation of the student's need for psychological support, for psychological and pedagogical support, is of great importance.

In the methodological recommendations on the psychological and pedagogical support of students in the educational process in the context of education modernization, it is emphasized that psychological and pedagogical support is not just the sum of various methods of correctional and developmental work with children, but acts as a complex technology, a special culture of support and assistance to the child in solving problems of development, training, education, socialization. Therefore, the development of technologies, support programs that would allow realizing the goal and objectives of psychological and pedagogical support at the present stage is becoming relevant.

This work is presented as methodological recommendations for the formation of the psychological culture of students.

main goal is the formation of the psychological culture of students. Realization of this goal implies a number of tasks:

The main areas of work that will solve these problems are: diagnostics and education. They are implemented through a variety of methods and techniques.

Chapter 1. Theoretical foundations for the formation of psychological culture among students

1. Characteristics of the basic concepts

I.A. Sakhovsky believes that the process of development of the human psyche is the process of "cultivating", "humanizing" his mental processes and activities. The term “mental culture” or “culture of mental activity” corresponds, in his opinion, to the process of “cultivation” described by L.S. Vygotsky in his cultural-historical theory of the development of higher mental functions. In his theory, the culture of society acts as the most important condition, means and factor in the development of the human psyche.

Culture is a way of human life in the world, a way of interacting with nature, as well as a way of people interacting with each other. The totality of all knowledge, all forms of thinking and the whole sphere of worldview includes spiritual culture.

Analyzing the content of cultural and psychological literature, Kolmagorova L.S. defines the psychological culture of a person as an integral part of the basic culture as a systemic characteristic of a person that allows him to effectively self-determine himself in society and fulfill himself in life, contributing to self-development, successful social adaptation and life satisfaction.

Self-determination is a conscious act of identifying and asserting one's own position in problem situations.

Self-actualization is a person's desire for the fullest possible identification and development of their personal capabilities.

Social adaptation is a constant process of active adaptation of an individual to the conditions of the social environment and the result of this process.

Psychological culture includes literacy and competence in the psychological aspect of understanding human essence, the inner world of a person and oneself, human relations and behavior, a humanistically oriented semantic sphere (aspirations, interests, worldview, value orientations), developed reflection, as well as creativity in the psychological aspect of human knowledge. and own life.

Socio-psychological competence is the ability of an individual to effectively interact with the people around him in the system of interpersonal relations. The composition of socio-psychological competence includes the ability to navigate in social situations, correctly determine the personal characteristics and emotional states of other people, choose adequate ways to deal with them and implement these methods in the process of interaction.

Sakhovsky I.A. believes that psychological culture should be considered as an educational guideline for adolescents' readiness for career planning, personal self-determination.

Psychological culture involves the possession of basic psychological knowledge and skills, their use, the ability to record and analyze one's actions, one's state (reflection). A person with a high level of psychological culture has a value attitude towards a person, self-development, creativity and knowledge.

Zabrodin Yu.M., Popova M.V. believe that the development of culture by the student, the formation of appropriate norms in him is of great value, but it is also important to teach the student at each new segment of his life to solve his problems better than before. Then psychological knowledge will give the child greater stability in adulthood. Therefore, the tasks and teachers of psychology are somewhat different. He must, firstly, teach how to live in the system of human relations, and secondly, organize psychological assistance to the student in the process of classes in such a way that he himself can influence the process of developing his personality as he masters the structure of knowledge. If the psychologist is not a simple translator of knowledge, but an organizer of a joint search, the audience will perceive learning activities in the classroom as a natural part of life.

Zabrodin Yu.M., Popova M.V. seeing the meaning of the formation of psychological knowledge in students in that they make it possible to overcome the limitations of life experience. The individual experience of each person is limited, as is the experience of solving life problems, like his whole life. Therefore, the desire to master psychology as the sum of knowledge of life, expanding the graduate's ability to solve his problems with greater efficiency.

An analysis of the psychological literature shows that the psychological culture of schoolchildren is formed through almost all the variety of psychologist's activities. But primarily through counseling and education.

1. Psychological diagnostics at school

Psychodiagnostics is the process of identifying various qualities, mental and psychophysiological characteristics, personality traits through the methods of psychodiagnostic tools.

Any psychodiagnostic research has its stages. J. Shvantsara divides the process of psychodiagnostics into the following stages.

1. Formulation of the problem based on the study of all information about the individual (history, special medical reports, information about the individual in terms of his performance in an educational institution, etc.).
2. Formulation of hypotheses and choice of diagnostic methods.
3. Testing; analysis of the received data.
4. Formulation of conclusions (for example, about the level of mental development).
5. Answers to the questions posed at the first stage.
6. Formulating activities that are desirable on the basis of psychological judgment.

At the stage of preliminary work with the customer, the ethics of a psychologist requires a clear definition of the goals and objectives of psychodiagnostics, that is, placing an order. A clear definition of what the customer wants is necessary in order not to provide unnecessary information about the person (which does not answer the customer's questions). It is best to answer the customer's questions in the form of a conversation, which must be pre-thought out by the psychologist. If the customer requires a psychologist's response in the form of a psychological conclusion, then the latter must meet certain requirements.

Requirements for a psychological report

1. The psychological conclusion should correspond to the purpose of the order, as well as the level of preparation of the customer to receive this kind of information.
2. The content of the conclusion should follow from the goals of the diagnosis.
3. The content of the conclusion should include specific recommendations, depending on the nature of the data obtained, if any were required by the customer.
4. The conclusion should include a brief description of the process of psychodiagnostics, that is, the methods used, the data obtained with their help, the interpretation of the data, and the conclusions.
5. In conclusion, it is necessary to indicate the presence of situational variables during the study, such as:

• the state of the respondent;
• the nature of the contact of the subject with the psychologist;
• non-standard testing conditions, etc.

The set psychodiagnostic tasks can be solved in several ways.

1. Long-term observation of the subject in real conditions. This requires setting the goal of the study, as well as knowledge of the property that is observed.
2. Creation by a psychologist of situations in which the respondent would appear according to the purpose of the study.
3. Application of methods of psychodiagnostics (tests, self-reports, projective techniques, etc.).

When conducting a psychodiagnostic examination, a psychologist must comply with a number of basic ethical principles associated with this type of activity:

1. The principle of responsibility
2. The principle of competence
3. The principle of taking into account moral and legal standards
4. Principle of confidentiality
5. The principle of objectivity.

The content of diagnostic activity in a psychologist in an educational institution consists in identifying individual characteristics, the level of development, determining the causes of violations that lead to a decrease in results in training, upbringing, development and socialization through the psychological, medical and pedagogical study of the child throughout the entire period of preschool and school childhood.

M.R. Bityanova points out that the diagnostic work of a psychologist at school solves such problems as:

• drawing up a socio-psychological portrait of a student;
• determination of ways and forms of assistance to children experiencing difficulties in learning, communication and mental well-being;
• choice of means and forms of psychological support for schoolchildren in accordance with their inherent characteristics of learning and communication.

In various reference books for psychologists working at school, a diagnostic minimum is indicated. This is the volume of diagnostics that the psychologist conducts according to plan. The data obtained allow the psychologist to differentiate students according to the trait being studied.

As the indicators studied, school adaptation (grades 1, 5, 10), monitoring of cognitive functions, intellectual abilities during schooling, the study of personal characteristics (self-esteem, temperament, character traits, learning motives), sociometric status, emotional state, state of comfort at school. Separately, there is diagnostics associated with pre-profile and profile training. It includes not only the study of mental abilities and personal characteristics of students, but also professional inclinations, interests, etc.

1. Student education

Enlightenment - the formation of a psychological culture, attitudes towards a healthy lifestyle among teachers, parents, students (pupils).

Psychological education is the formation among students and their parents (legal representatives), among teachers and leaders of the need for psychological knowledge, the desire to use it in the interests of their own development; creation of conditions for full-fledged personal development and self-determination of students at each age stage, as well as in the timely prevention of possible violations in the formation of personality and development of intelligence.

Bityanova M.R. calls enlightenment the safest type of psychological work at school both for the specialist himself and for his audience. Enlightenment gives listeners a passive position, and in this situation, new knowledge, if it comes into conflict with a person's ideas or involves changing them, can easily be rejected, forgotten.

Bityanova M.R. raises the question of the effectiveness of education. From the point of view of the tasks of support, the inclusion of psychological education in the process of subject education is not effective. Because the result of the enlightenment of M.R. Bityanova considers the appropriation by schoolchildren of psychological knowledge and skills that would help them successfully learn and develop in various areas of school life. And in order for the acquired knowledge to be actively used by schoolchildren, it must be alive, active. That is, the socio-psychological knowledge acquired by the child should not be a dead weight in his intellectual piggy bank, as is the case with most of the subject knowledge acquired at school. However, if they are presented in approximately the same form, a similar fate awaits them, and even worse, since the teaching of psychology does not imply strict forms of accountability - tests, exams, tests, etc.

In order for the knowledge transferred to schoolchildren to be actively involved in the process of personal development, to act as a kind of catalyst for internal processes, it is necessary to take a very serious approach both to the selection of content and to the choice of forms of work. When selecting content, it is important to take into account not only the age needs and values ​​of schoolchildren, the level of their real development, their readiness to master certain knowledge, but also the real group situation in a particular class or parallel, existing actual problems.

Educational work can be organized in response to an urgent request from schoolchildren for certain knowledge. For example, such a request regarding the psychological requirements for certain professions may come from high school students. For adolescents, socio-psychological knowledge can become extremely relevant after a severe intra-group conflict. The psychologist should be ready in such situations to offer students real scientific information that allows them to look at the situation differently.

According to Bityanova M.R., such an approach to psychological education contributes to the formation of a need for socio-psychological knowledge in adolescents and high school students, a culture of consumption of certain scientific information. At the same time, she points out that a psychologist can not only use actual requests for psychological knowledge, but also specifically form them.

As the main principle of effective educational work with schoolchildren, according to Bityanova M.R., is the inclusion of the situation of assimilation of socio-psychological knowledge in forms of activity that are attractive and relevant for schoolchildren of a given age or a given subculture. These can be traditional forms of school work - KVN, olympiads, theme evenings and meetings like “What? Where? When? ”, there may be specially designed scenarios such as the “Flower Day of the School”.

Thus it is Bityanova M.R. draws the following conclusions. Psychological education of schoolchildren is focused on creating conditions for the active appropriation and use of socio-psychological knowledge by schoolchildren in the learning process. Communication and personal development. Its effectiveness is determined by the extent to which the proposed knowledge is currently significant, relevant for an individual student or student group, and how attractive and familiar to them is the form of knowledge transfer chosen by the psychologist.

One of the forms of psychological education of schoolchildren is the leadership of a circle or an elective in psychology. A lesson in psychology combines both the information part and the training part, etc. Istratova O.N., Exakusto T.V. believe that the relevance of this kind of work with students is due to the increased interest of society in psychology, in improving the psychological culture of the population - on the one hand, the age characteristics of adolescents and young men (development of reflection, self-awareness, increased desire for self-knowledge) - on the other.

Psychological education at school in the psychological literature is considered together with psychological counseling, since the latter direction of the work of a psychologist also solves the problems of forming psychological competence and contributes to the formation of psychological knowledge.

1. Psychological counseling at school

Counseling is the process of providing targeted psychological assistance to a client in solving psychological problems.

The process of counseling is difficult to fit into the framework of any model or algorithm. R. Kociunas believes that the allocation of its stages is always conditional, since in practical work some stages merge with others and their interdependence is more complicated than can be represented in the diagram.

Aleshina Yu.E., quite conventionally, the conversation between a consultant and a client can be divided into four stages: 1) getting to know the client and starting the conversation; 2) questioning the client, formulating and testing advisory hypotheses; 3) corrective action; 4) end the conversation.

The duration of the reception, during which the conversation actually takes place, varies significantly depending on the goals and objectives of counseling, the organizational forms in which it is carried out, as well as the theoretical orientation of the consultant. But still, in most cases, the reception time is about an hour.

In the course of any psychological counseling, the psychologist implements a number of principles that ensure the effectiveness of the consultation. These include a benevolent and nonjudgmental attitude towards the client, orientation to the norms and values ​​of the client, confidentiality, differentiation of personal and professional relations, the client's involvement in the counseling process, the client's taking responsibility for the course of counseling, the ban on "ready-made" advice and recommendations.

Advisory activity is the provision of assistance to students, their parents (legal representatives), teachers and other participants in the educational process in matters of development, education and training through psychological counseling.

A feature of the counseling work of a psychologist at school is that often the direct “recipient” of psychological assistance (client) is not its final addressee - a child, but an adult (parent, teacher) who seeks advice. However, in contrast to a similar situation in primary school, a teenager or a high school student himself can apply for psychological help in secondary school. In this regard, a school psychologist in his practice should be able to organically combine various types of counseling (family, developmental psychological, etc.).

In his consultative practice, a school psychologist can implement the principles of counseling a variety of psychological areas (diagnostic, existential, humanistic, behavioral and other approaches). However, in working with children, whose personality and psyche in general are still at the stage of their formation, taking into account age characteristics is an indispensable condition for the advisory work of a psychologist at school.

In addition, Samoukina N.V. points out such specific principles for counseling at school. This is the principle of neutrality and openness. Preparing for the planned consultation and collecting socio-psychological information about his client at school, the psychologist must develop a neutral open attitude towards him. Participants in counseling (student, parents, teachers) must resolve the difficulties themselves, come to an agreement among themselves, and understand each other. The psychologist is only the organizer of this process. Also the principle of personification, according to which the forms and methods of consultation depend on the client. The importance of this principle lies in the fact that a school psychologist deals with different categories of both people (students of different ages, parents, teachers) and problems (learning difficulties, parent-child relationships, etc.).

Counseling adolescents and young men has its own specifics. The number of cases of seeking psychological help at this age increases dramatically. At the same time, the range of customer requests also increases sharply. This period of a child’s life is even more distinguished from the point of view of the peculiarities of psychological counseling by the fact that now, unlike younger schoolchildren and 4-5 graders, the teenager himself for the first time becomes a client - the subject of contacting psychological counseling, putting, and sometimes not putting about this to the knowledge of their parents. Counseling of schoolchildren can be carried out at the request of the student himself, or at the request of a teacher, parent.

Counseling can have a different content, relate to both the problems of the student's personal or professional self-determination, and various aspects of his relationship with other people.

Bityanova M.R. considers counseling as a multifunctional type of individual work of a psychologist with schoolchildren, within which the following tasks can be solved:

• providing assistance to adolescents and high school students who experience difficulties in learning, communication and mental well-being;
• teaching adolescents and high school students the skills of self-knowledge, self-disclosure and self-analysis, the use of their psychological characteristics and opportunities for successful learning and development;
• providing psychological assistance and support to schoolchildren who are in a state of actual stress, conflict, strong emotional experience.

Chapter 2. Formation of the psychological culture of students

2.1 The system of work on the formation of the psychological culture of students

The system of work on the formation of the psychological culture of students implies the implementation of a number of tasks:

1. To form psychological ideas and knowledge in students.
2. Formation of students' knowledge and skills that contribute to social adaptation and personal growth.
3. To develop reflection in students, to promote the expansion of self-awareness.
4. Contribute to the development of the emotional sphere, self-regulation skills.

The achievement of these tasks is carried out through the diagnostic and educational activities of the psychologist. Moreover, diagnostics and education have points of contact.

The system of work is built in accordance with the goals and objectives of the psychological and pedagogical support of students in the educational process.

Each age stage has its own tasks and their corresponding content blocks. In general, their content is similar. Thus, work is systematically carried out to form ideas and knowledge about the cognitive, emotional spheres, human personality, and communication features. But at each stage, the stages of learning, this knowledge expands and deepens. The content for each section is selected in accordance with the age needs of students. And also taking into account the leading educational activities, the sensitivity of a certain age, neoplasms.

Thus, content of psychological knowledge and skillsselected according to the following principles:

1. Accounting for age needs.
2. Accounting for age characteristics, crises, neoplasms.
3. The principle of leading activity.

Those. the age-psychological approach is being implemented.

Junior school age- adaptation to school, leading activity - educational. The junior student masters general educational skills and knowledge. The most important new formations of the crisis of 7 years are conceptual thinking, reflection, arbitrariness. Knowledge is the basic need. Emotions of younger schoolchildren are unstable, but, as a rule, positive ones prevail. Relations in the class are also still unstable (especially in grades 1-2), communication is businesslike.

The interests of younger students related to psychology are as follows:

• Listen to an interesting psychological conversation.
• Play interesting psychological games.
• Get emotional support.

2. Acquaintance with cognitive functions.

3. Development of the emotional sphere: acquaintance with emotions, ways of expressing them, teaching elementary methods of relieving stress (especially, associated with school).

4. Acquaintance with the concept of "communication".

5. Formation of attitudes towards a healthy lifestyle (psychological aspect).

adolescenceis determined by the period of human life from 11-12 to 14-15 years. This is one of the most critical age periods associated with the rapid development of all the leading components of the personality and physiological changes due to puberty. Adolescence is traditionally divided into two phases: negative (actually critical), and positive - older adolescence (13-15 years).

According to external signs, the social situation of development in adolescence is no different from that in childhood. The social status of a teenager remains the same. All teenagers continue to study at school and are dependent on their parents or the state. The differences are reflected in the internal content. Emphasis is placed differently: family, school and peers acquire new meanings and meanings.

Neoplasms: arbitrariness, awareness and intellectualization of all cognitive functions, their internal mediation; the emergence of a “sense of adulthood”, the formation of a “I-concept”.

Characteristic features: Leading activity - communication (intimate-personal). The reference group is peers. The emotional sphere is characterized by increased sensitivity, emotions are extremely unstable. Characterized by feelings of loneliness. Reflection develops, the content of self-assessment changes. Interests develop. They are still unstable and diverse. Striving for new sensations.

Basic needs: a physiological need that gives impetus to the physical and sexual activity of adolescents; the need for security that adolescents find in belonging to a group; the need for independence and emancipation from the family; the need for affection; the need for success, for testing one's capabilities; the need for self-realization and self-development.

1. Creation of favorable conditions for adaptation.

2. Formation of knowledge about the features of communication.

3. Formation of knowledge about the emotional sphere.

4. Formation of ideas about a person's personality.

5. Formation of more in-depth knowledge about the cognitive sphere.

6. Formation of ideas about a healthy lifestyle (psychological aspect), about psychological health (stress).

1. Help in self-knowledge. Development of self-image.

2. Formation of knowledge about the personality (I-concept).

3. Formation of knowledge about the features of communication.

4. Deepening knowledge about the cognitive sphere.

5. Acquaintance with the world of professions, the requirements for them.

6. Deepening knowledge about the emotional sphere.

7. Formation of knowledge and skills of a healthy lifestyle.

adolescenceperiod of life from adolescence to adulthood. Early youth has its own situation of development. First of all, this is a serious task of choosing a future life path. A focus on the future is characteristic. There is a special interest in communicating with adults. The development of cognitive processes reaches the level of an adult. General and special abilities continue to develop. Emotions are highly selective. The mood is more stable and conscious.

Basic needs: the need for professional self-determination, the need for the choice of life values, the need for self-knowledge and self-determination, the need for affection.

1. Formation of a holistic understanding of the human psyche.

2. Assistance in professional and personal self-determination.

4. Formation of goal-setting and planning skills.

5. Deepening the knowledge and skills of a healthy lifestyle.

The appendix presents an approximate planning of the psychologist's activities as part of the work on the formation of psychological culture. It includes the specific content of knowledge and skills that students should receive. As well as exemplary topics, forms and methods of work. This planning is exemplary, since the psychologist himself chooses the forms and methods of work through which he will present knowledge and skills.

The system of work on the formation of psychological culture is also built on the basis of a personality-oriented approach. A student-oriented approach is a consistent attitude of the teacher to the pupil as a person, as a conscious responsible subject of educational interaction. It is implemented through taking into account the characteristics and interests of specific students. Content representation in planning is a mandatory minimum. It can be adjusted depending on the characteristics of the class, as well as on incoming student requests.

The frequency of diagnostic events - at least 1-2 times a year, educational - 1-2 times a quarter in parallel. Approximate work planning is presented in Annex 1.

2.2 Diagnostic direction: forms, methods and techniques of a psychologist

The diagnostic direction in the work of a psychologist involves the identification of individual characteristics, the level of development, the determination of the causes of violations that lead to a decrease in results in training, education, development and socialization. Psychological diagnostics in the work of a school psychologist is more a means than an end in itself.

As part of the formation of the psychological culture of students, diagnostics has two main goals:

1. Attracting students' interest in their own personality and the work of a psychologist.
2. Development of self-awareness, reflection, the need for self-knowledge.

Also, diagnostics performs an auxiliary function. On the basis of the results obtained, one can also judge the effectiveness of the work of a psychologist in the formation of psychological culture.

The first goal is realized by the fact that the psychologist, regardless of the goals of the diagnostics he conducts, offers students of any age to individually familiarize themselves with its results if they wish. Thus, the psychologist makes the diagnostic results available to the subjects themselves.

Basically, this task is realized through the use of such a form of organizing diagnostic work as a comprehensive psychological and pedagogical examination of all schoolchildren of a certain parallel (“frontal”, planned). This form is a primary diagnosis, the results of which make it possible to identify "prosperous", "unfavorable" children in relation to the measured characteristics. This form is planned and is carried out in accordance with the psychologist's work schedule. Through this form of diagnostics, a diagnostic minimum is realized in the system of work on the formation of psychological culture among students.

Consultation on the results of diagnostics with each applicant is carried out individually. The client is informed in an accessible and understandable form. In the course of reporting the results, the psychologist asks questions about them, notes any identified problems or difficulties. If any problems are revealed, a small conversation is held or it is proposed to come again for advice. When organizing a consultation based on the results of diagnostics, it is important to follow the client. That is, at the request of the consulted person, it can be just a message of the results, or it can be a message with elements of a consultation.

In addition, students are informed that they can apply for diagnostics themselves. In this case, the order is formulated by the client himself. Such diagnostics are carried out both individually and in a group (depending on the number of applicants). Its tasks and content are determined by the customer's order. By means of diagnostics on the order of the student, the second goal is realized, because here the client consciously and purposefully shows interest in his personality, cognizes himself. In addition, the client learns to formulate an order, to specify their expectations from working with a psychologist.

The diagnostic direction can be implemented through such methods of psychodiagnostics as objective tests (there are correct answers), standardized self-reports (test questionnaires, open questionnaires; scale techniques; individually oriented techniques such as role-playing repertoire grids), projective techniques, dialogic techniques (conversations, interviews, dialogue games). The choice of methods depends on the tasks that the psychologist is guided by, or on the order of the student.

Diagnostics acts as a passive method of cognition, since often the client answers the questions of the questionnaire, or performs a drawing test, and during the consultation on the results of the diagnostics, he passively listens to them. Self-knowledge will be more active through consultations at the request of the client (on any problem or question) or training. Starting with diagnostics, seeing the interest, the psychologist can offer these forms of work.

Thus, diagnostics contributes to the development of interest in psychology, self-knowledge, the development of self-awareness and reflection.

The most relevant diagnostics for the purpose of self-knowledge becomes in adolescence. But this does not mean that this work should be carried out only with this category. It is effective to start the formation of interest in one's personality from the primary school age, especially since reflection is a neoplasm of the crisis of 7 years. In elementary school, in diagnostic work, the study of cognitive processes comes to the fore. At this stage, the psychologist more often, on his own initiative, informs the students of the results of the tests. In middle and high school, the main areas are the study of character traits, interpersonal relationships, abilities, interests, etc.

Diagnostics is carried out taking into account the diagnostic minimum of psychological and pedagogical support recommended by the MOU DPO "NMC" in Kemerovo.

2.3 Educational direction: forms, methods and techniques of a psychologist

The most important condition for the educational work of a psychologist in order to form the psychological culture of students is the motivational readiness of students. Motivational readiness here means the interest of students in psychological knowledge and skills, the desire to use them in their lives, as well as the value attitude to this knowledge and skills and to the personality of a person in general. Motivational readiness is formed by the fact that the psychologist systematically, when conducting various types of psychological and pedagogical support, and especially education, informs students of the goals and objectives of the ongoing educational work, as well as the practical significance of the psychological knowledge and skills that they will receive. At the same time, it is important that those around the student also see the value of psychological knowledge and skills. Therefore, it is important to inform teachers and parents about the knowledge and skills that students receive, and to form their psychological culture.

In the work on the formation of psychological knowledge, it is effective to use a variety of forms, methods and techniques of work.

The educational direction of the psychologist's activity in the formation of the psychological culture of students is mainly carried out through classes, trainings, seminars, big games. The application of forms depends on the creativity of the psychologist himself. These can be thematic days, weeks, conferences, KVN, various competitions, etc. Here you can also design stands, and together with students, publish a newspaper, etc.

Educational activities are also carried out by the psychologist on a planned basis and at the request of students. In the latter case, individual and group consultations, as well as trainings and classes, etc. can serve as possible forms.

The forms and methods of work specified in the planning are not mandatory. The psychologist himself can choose those through which, in his opinion, the tasks and content will be most effectively implemented. The main requirement for the choice of forms and methods of educational work is the active position of the student in the assimilation of psychological knowledge and skills. Since the effectiveness of this type of activity of a psychologist depends on it. The activity of the student allows you to update his experience and expand it.

Also, the choice of forms and methods depends on the age of the students. In the lower grades, classes will be more effective, using games, travel classes. In the middle and older, training and psychological exercises are more productive. In addition, for older people, group consultations related to professional self-determination are of interest.

Still, the main forms of psychological education in order to form the psychological culture of students are classes and training. The priority of these forms lies in their versatility. They allow solving various problems, not only education, but also development, self-knowledge, etc.

Consider the features of the structure of educational activities. Their main content is a theoretical block, games and psychotechnical exercises aimed at consolidating knowledge, their applications, and developing skills. The theoretical block includes a list of knowledge that students must learn. Theoretical information is not communicated to students in finished form. Active methods are also used here: conversation, discussion, problem situations, etc.

Training is a psychological impact based on active methods of group work. This is a form of specially organized communication, during which the issues of personality development, the formation of communication skills, the provision of psychological assistance and support are resolved. In addition, training can also pursue such goals as:

• increasing the socio-psychological competence of participants, developing their ability to effectively interact with others;
• formation of an active social position of schoolchildren;
• raising the level of psychological culture.

The main methods of training work are:

• Group discussion
• Game Methods
• Methods aimed at developing social perception
• Methods of body-oriented psychotherapy
• Meditative Techniques.

A group discussion in psychological training is a joint discussion of a controversial issue that allows you to clarify (possibly change) the opinions, positions and attitudes of group members in the process of direct communication. The use of training for educational purposes involves the use of thematic discussions.

Game methods include situational role-playing, didactic, creative, organizational and activity, simulation, business games.

The next block of basic methods includes methods aimed at developing social perception. Group members develop the ability to perceive, understand and evaluate other people, themselves, their group. During training sessions, with the help of specially designed exercises, participants receive verbal and non-verbal information about how other people perceive them, how accurate their own self-perception is. They acquire the skills of deep reflection, semantic and evaluative interpretation of the object of perception.

Somewhat apart are the methods of body-oriented psychotherapy, the founder of which is W. Reich. Three main subgroups of techniques are distinguished here: work on the structure of the body (Alexander technique, Feldenkrais method), sensory awareness and neuromuscular relaxation, oriental methods (hatha yoga, tai chi, aikido).

Meditative techniques, according to I. Vachkov, should also be classified as training methods, since their usefulness and effectiveness in the process of group work is high. Most often, these techniques are used to teach physical and sensual relaxation, the ability to get rid of excessive mental stress, stressful conditions and, as a result, come down to developing autosuggestion skills and strengthening self-regulation methods.

The last three groups of methods become especially relevant for adolescence, as they contribute to the realization of their basic needs.

2.4 The results of the formation of the psychological culture of students

The result of the formation of psychological culture are the following:

1. Interest in psychology.
2. The need for psychological support, professional help.
3. The desire for self-knowledge, self-realization.
4. Formation of basic psychological ideas and knowledge, socio-psychological skills.
5. Favorable emotional state, formation of self-regulation skills.
6. Development of skills of reflection, goal-setting, planning.
7. Positive self-image.

As a parameter that determines the effectiveness of the work on the formation of the psychological culture of students, the frequency of students turning to a psychologist for various types of assistance was chosen.

So, in the first year of my work at school No. 4, 24 students applied to the psychological service of the school, and 26 events were held. In the second year of work, I began to actively implement the diagnostic and educational areas of work, based on the above approaches and principles. In the 2005-2006 academic year, the number of requests to the psychological service increased significantly (45 people, 53 events). In the 2006-2007 academic year, the number of applicants was 47 people, and the number of events - 75. In the first half of the current academic year (2007-2008 academic year), 26 people have already applied, 47 events have been held.

Diagram 1. General data on students' requests for psychological help

Diagram 1 shows an increase in both the number of applied students and the number of events held. Data for comparison are presented in quantitative terms, and not in percentage terms, because The number of children in school is decreasing every year.

An analysis of the diagram shows that the number of repeated requests of students for psychological help and support is increasing. So, if in the first year there is practically no difference between the number of people and the number of events, then in 2006-2007 it is already noticeable (equal to 23). Thus, the psychological service has regular customers.

We also note that this year a little more people applied for two quarters than in 2004-2005. And events were held almost twice as many.

Thus, students feel the need to receive psychological help and support, they are interested in psychological knowledge, etc.

The types of work that were carried out by order of students were also analyzed. In general, growth is observed in all types of activities. The analysis shows that initially the students applied for diagnostics and consultation based on the results of the diagnostics (carried out both by order and as planned). In 2006-2007 and the current academic year, there has been an increase in the development activities carried out. Over the past four years, there has also been a gradual increase in requests for consultations on problems. However, most of all, students are interested in diagnostics and counseling based on its results.

Diagram 2. Data on activities carried out at the request of students

Thus, the statistics of the psychological service shows the productivity of the system of work of the psychologist in the formation of psychological culture.

Conclusion

The psychological culture of a person is an integral part of the basic culture as a systemic characteristic of a person, allowing him to effectively self-determine himself in society and fulfill himself in life, contributing to self-development, successful social adaptation and life satisfaction.

Psychological culture includes literacy and competence in the psychological aspect of understanding human essence, the inner world of a person and oneself, human relations and behavior, a humanistically oriented semantic sphere (aspirations, interests, worldview, value orientations), developed reflection, as well as creativity in the psychological aspect of human knowledge. and own life

The formation of psychological culture helps the student to expand his life experience, learn to solve life problems.

The formation of psychological culture is carried out through the diagnostic and educational direction of the psychologist's work. It is built on a personality-oriented and individual-age approach. Its effectiveness will depend on how the psychologist will be able to organize an active process of learning psychological knowledge and skills.

Compliance with certain principles and conditions when conducting diagnostic and educational work allows students to form an interest in psychological knowledge, a need for psychological help and support, a need for self-knowledge and self-development.

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APPENDIX 1

Approximate planning of the content of the psychologist's work on the formation of psychological culture

Class	Goals and objectives	(knowledge, skills)	Forms of work, topics	Methods and techniques
Class		Summarizing the knowledge of first-graders about the status of the student, about the features of the organization of life at school.	Lessons "I am a student" "Rules at school"	Conversation, introduction of a fairy-tale hero, games, exercises, contests
	2. Introduction to cognitive functions	An elementary idea of ​​attention, memory, thinking. To give an elementary idea of ​​sensations, perception, imagination.	Lessons "My helpers: attention, memory, thinking"	Conversation Games Exercises Painting
	3. Acquaintance with the emotional sphere	Acquaintance with the names of the main emotions, means of expressing emotions. Techniques for relieving stress through drawing	Lessons "The world of my emotions" "How do I deal with anxiety"	Conversation Games Exercises Art therapy techniques
	4. Acquaintance with the concept of "communication"	Basic concept of communication.	training "I am among others"	Familiarity and interaction exercises.
	5. Formation of attitudes towards a healthy lifestyle	Acquaintance with the main regime moments of the student of the school	Class "Daily regime"
Grade 2		Deepening knowledge about memory, thinking: concept, types, operations. Acquaintance with the ways of developing memory by some mnemonics.	Lessons "The Gift of Mnemosyne: Ways to Effectively Memorize" "Thinking: ways of developing logical thinking"	Conversation Games Exercises mnemonics
		Consolidation of knowledge about basic emotions. Mood. Emotions and feelings. Fear. Anxiety. Anger. Ways to deal with them.	"The world of my emotions" "Lords of Emotions"	Games Exercises Big game "Emotions. Colour. Motion" Art therapy techniques
		Consolidation of the concept of "communication". Introduction to the means of communication.	training "How I Communicate"	Games Exercises Technique "I-statement"
		Effective organization of homework. Performance and fatigue	A lesson in diagnostics "How to do lessons"	Conversation Diagnostics "Tapping test"
3rd grade	1. Introduction to cognitive functions	Consolidation of knowledge about memory and thinking, their relationship, ways of development The concept of imagination: types, ways of creating a new	Classes with diagnostics "Memory and Thinking" "Imagination. Fantasy world"	Diagnostics of memory and thinking Conversation Exercises
	2. Acquaintance with the emotional sphere	Deepening knowledge about emotions: mood, shades of emotions. The connection of emotions with color. Emotions and feelings. Joy and sadness. How to improve your mood Ability to use "I-statement", to talk about their feelings	Classes with elements of training "Emotional palette. Feelings" "My mood: how to manage it"	Conversation Exercises Games Art therapy techniques
	3. Acquaintance with the concept of "communication"	Introduction of the concept of interaction. Strengthening the ability to express their feelings.	training "Solving Problems Together"	Discussion Games Exercises
	4. Formation of attitudes towards a healthy lifestyle	Relationship between emotions and health. Stress Relief Techniques	Class "Emotions and Health"	Relaxation. Visualization.
4th grade	1. Introduction to cognitive functions	The concept of speech. The connection between speech and thought. The development of speech.	"Thinking and Speech"	Speech diagnostics Conversation Exercises
	2. Acquaintance with the emotional sphere	Consolidation of knowledge about emotions and feelings. Introduction of the concept of "empathy"	KVN "Connoisseurs of emotions and feelings"	Games
	3. Acquaintance with the concept of "communication"	Introduction to the concept of communication. Types of communicative communication. Verbal means of communication. Communication barriers	Trainings "Verbal Communication" "Hear and Listen"	Discussion Conversation Games Exercises
5th grade	1. Creation of favorable conditions for adaptation	Reflection of the changes that have occurred during the transition from the initial to the middle link. Requirements for a 5th grader	Big game (or competition, training, etc.) "First Time in Fifth Grade"	Games Conversation Exercises
	2. Formation of knowledge about the features of communication	Deepening the concept of communication Types of communication. Friendship.	training "My classmates are my friends"	Games Exercises
	3. Formation of ideas about the personality of a person	Introduction to the concepts of temperament, character. temperament types.	Lessons "Temperament" "Character" Diagnosis of the type of temperament.	Conversation Games Exercises Eysenck method.
	4. Formation of knowledge about the emotional sphere	Relationship of emotions with intelligence.	Class "Emotions and Intelligence"	Conversation Exercises
	5. Formation of more in-depth knowledge about the cognitive sphere	The concept of intelligence. Intelligence and thinking. Intellectualization of cognitive functions.	Class "Intelligence" Diagnostics	Conversation Raven's Progressive Matrices
	6. Formation of ideas about a healthy lifestyle, about mental health	Introduction to the concept of stress. Ways to overcome	"Stress"	Exercises and methods of body-oriented therapy. Relaxation. Visualization.
6th grade		Non-verbal means of communication Conflicts. Ways to resolve conflicts	training "Non-verbal language of communication" training "Conflict - good or bad"	Methods of body-oriented therapy. Conversation Games Exercises
		Deepening knowledge about character. Accentuations.	Training "My character" Diagnostics	Games Exercises Leonhard's Questionnaire
		Generalization of knowledge about the emotional sphere. The meaning of emotions. Features of the emotional state of adolescents Ways of self-regulation.	Conference "Emotions as value" Class "I own myself"	Conversation Speeches Wall newspaper design Conversation Self-regulation techniques
		Patterns of memorization Perceptual Properties	Lessons "Secrets of Memory" "Magic of Perception"	Conversation Exercises Problem situations
	5. Formation of ideas about a healthy lifestyle, about mental health	Ways to relieve emotional and muscle tension	Lessons	Exercises and methods of body-oriented therapy. Relaxation. Visualization.
7th grade	1. Formation of knowledge about the features of communication	Strengthening ways to resolve conflicts. Team interaction. Algorithm for effective interaction.	Trainings "Negotiation" Big game "Desert Island"	Conversation Games Exercises Ways to resolve conflicts
	2. Formation of ideas about personality	Formation of ideas about the self-concept. Self-esteem.	Trainings "What am I" "Confidence" Diagnostics	Games Exercises SAN methodology
	3. Formation of knowledge about the emotional sphere	Feelings of loneliness in adolescence. The concept of depression. Ways to deal with it.	Trainings "Tree in the Desert" "If the world is black..."	Conversation Discussion Meditative Techniques Fairy tale therapy techniques
	4. Formation of more in-depth knowledge about the cognitive sphere	The process of cognition	Round table "How do I know the world"	Discussion Problem situations
8th grade		Deepening knowledge about the "I-concept" Formation of reflection.	Personal Growth Training "My light, mirror, tell me"	Games Exercises
		Formation of ideas about the motivational sphere of the individual: motives, interests, values Introduction to the concept of ability. Creativity	Lessons Motives, Interests, Values. "I can"	Conversation Exercises
		The concept of social perception. Effects of social perception	Class "How I Perceive Others"	Discussion Exercises
		Occupational classifications	"World of Professions"	Lecture Conversation Games
			training "I feel, I feel, I think"
Grade 9	1. Help in self-knowledge. Development of self-image	Expanding knowledge about abilities, creativity.	training "Seeing the extraordinary in the ordinary"	Discussion Games Exercises
	2. Formation of knowledge about personality	Introduction of the concepts of consciousness and self-consciousness. Deepening knowledge about the "I-concept"	Personal Growth Training	Conversations Games Exercises
	3. Formation of knowledge about the features of communication	Deepening the concept of social perception	Conference	Speeches Stand design
	4. Introduction to the world of professions	Requirements for various professions	Class	Conversations Games Exercises
	5. Deepening knowledge about emotions	Positive and negative emotions. Feelings, emotions, thoughts.	training Harmonious personality	Methods of body-oriented therapy.
	6. Formation of a healthy lifestyle		Class "If tomorrow is an exam"	Mini lectures Exercises Conversation
Grade 10		Introduction to the concept of the psyche. The evolution of the psyche. Introduction of the concepts of individual, personality, individuality.	Lessons "Psyche as a property of the brain" “Personality. Individual. Individuality"	Conversations Games Exercises Problem situations
		Expansion of ideas and knowledge about yourself. The world of professions. Landmarks in the choice of professions Deepening the concept of "value"	Group consultations Psychological action "Poll"	Activating Questionnaires Games Mini lectures
	3. Development of self-presentation skills, formation and deepening of knowledge about social perception.	Introduction to the concept of self-presentation. Methods and techniques of self-presentation.	training "Self-presentation"	Games Mini lectures Problem situations
		How to be successful	Trainings "How to be successful"	NLP Techniques
Grade 11	1. Formation of a holistic understanding of the human psyche and personality	Personality as an integrative system. The connection of the cognitive sphere, emotional, individual-typological properties.	Class "Multifaceted Personality"	Mini lectures Problem situations
	2. Assistance in professional and personal self-determination	Deepening knowledge about professions	Group consultations	Activating Questionnaires Games Mini lectures
	3. Development of self-presentation skills, formation and deepening of knowledge about social perception.	Deepening knowledge about social perception. The concept of attraction. Effects of social perception.	training	Games Mini lectures Problem situations
	4. Formation of goal-setting and planning skills	Concepts of goal-setting, planning. Ways to achieve the goal	"How to do business"	Discussion Games Exercises
	5. Formation of a healthy lifestyle	Prevention of fatigue, mental stress before exams	Class "If tomorrow is an exam"	Mini lectures Exercises Conversation

APPENDIX 2

Development of a lesson for grade 1 on the topic "My helpers"

Target:to acquaint with cognitive functions (attention, memory, thinking).

Tasks:

1. To form an idea of ​​attention, memory, thinking.
2. Explain the significance of these functions for learning activities.
3. Develop attention, memory thinking.

Equipment:little men with the names of cognitive functions, riddles, pictures "Exclusion of superfluous", pictures for memorization.

Lesson progress

1. Communication of the topic and objectives of the lesson

Guys, not so long ago you came to school to study. What have you already learned?

What helps you learn?

Today I will talk about your assistants. And they are called attention, memory, thinking (little men are hung out).

2. Main part

What is attention? This is concentration on any subject, activity. Why do you need attention in the classroom? How does it help?

Now we will play games and see who is the most attentive.

Game "Four Elements"

The purpose of the game: the development of attention associated with the coordination of auditory and motor analyzers.

Game procedure:

Children sit on chairs in a circle. At the command of the leader, the children perform a certain movement with their hands.

Team	Hand movement
"Earth"	Children put their hands down
"Water"	Children stretch their arms forward
"Air"	Children raise their hands
"Fire"	Children rotate their arms in the elbow and wrist joints

The next helper is memory. What is it? This is the memorization, storage and recall of information. Why do you need memory in class?

In order for memory to be better, it needs to be trained. Now we will play games that train memory.

Game "Remember the movement"

The purpose of the game: the development of motor-auditory memory.

Game procedure:

The facilitator shows the children movements consisting of 3-4 actions. Children must repeat these actions, first in the order in which the leader showed, and then in reverse order.

Movement 1. Sit down - stand up - raise your hands - lower your hands.

Movement 2. Raise your hands with your palms up (“collecting rain”), turn your palms down - lower your arms along the body - raise your arms at your sides in different directions.

Movement 3. Put the right foot to the right - put the right foot - put the left foot - put the left foot.

Movement 4. Sit down - stand up - turn your head to the right - turn your head straight.

Game "Remember the sequence"

Children are shown a sequence of seven figures for 15 seconds. Then they draw from memory. After that, the correctness of execution is checked.

And finally, another assistant is thinking. What is it? This is the ability to reflect, analyze, compare, generalize, solve problems.

There are several tasks for the development of thinking.

1. Pictures are shown to children, you need to name what is depicted in a common word.
2. Guessing riddles on a school theme.

3. Final part

What assistants did you meet today? Why do you need them?

APPENDIX 3

Development of a lesson for the second grade on the topic "Thinking"

Target:expansion of knowledge about thinking.

Tasks:

1. Reinforce the concept of "thinking".
2. Consider the types of thinking.
3. Develop mental operations.

Lesson progress

1. Communication of the topic and objectives of the lesson

Last year you got acquainted with cognitive functions, your assistants. Today we will continue to study them and consider thinking. Thinking helps you learn, reflect. And how this happens, you will find out today.

2. Main body

Practical work

Now we will do a little practical work that will allow you to determine the features of your thinking.

Listen to the Arnheim problem you need to solve:

“It is now 3 hours 40 minutes; what time will it be in half an hour?

The students answer the question.

Now tell me how did you solve the problem?

Those who imagined the clock face and mentally moved the hands used visual-figurative thinking, which is the most developed in him.

For those who used arithmetic operations to solve the problem, i.e. added half an hour to 3 hours 40 minutes, verbal-logical thinking is characteristic.

Very often, people with a visual-figurative type of thinking are said to be "artists" - people who have abilities associated with art. And people with a conceptual type of thinking are “thinkers”, logicians.

The problem could be solved in another way. What? Take the clock and move the hands on them, half an hour ahead, and see how much it will be. What kind of thinking is this? Visually effective.

So, there are such types of thinking as visual-effective, visual-figurative and verbal-logical.

How do we solve problems?

Mental operations are mental actions with the help of which the process of thinking is carried out.

The following mental operations are distinguished:

Analysis

Synthesis

Comparison

Generalization

Classification

Systematization

abstraction

Specification

Analysis is the process of dividing the whole into parts, highlighting individual features, sides of the whole.

Practical task.How many triangles are in this figure?

The mental operation opposite to analysis is synthesis.Synthesis is the process of combining individual elements, parts into a single whole, which were identified during the analysis.

Practical task.Make sentences with these words:

• wind, cabbage, aspen;
• vase, cup, bread, sun;
• glasses, lemon, book, call, warmth.

Mental operations analysis and synthesis always accompany each other. There is no such mental activity that was carried out only through synthesis or only through analysis. For example, describe how you perceive the painting. So, first we perceive the picture as a whole - the synthesis operation, then we consider: what details the artist drew, what colors he used, etc. - analysis operation. But we do not have the impression of the picture as a series of details, objects, colors, and, consequently, in our minds it again becomes a single, holistic way - the operation of synthesis.

Now I will show you the painting “Moscow Courtyard” by Polenov. Describe it (3-4 students answer). Each of you described the picture in different ways, but some of you paid more attention to details, some particular strokes, while others described it in general. This speaks of the peculiarities of mental activity.

For some, in a single analytical-synthetic activity, the dominance of analysis is characteristic, which is manifested in detailed descriptions and narratives, in highlighting details. This is an analytical type of thinking.

For others, synthesis prevails in a single analytical and synthetic activity, which is expressed in a more particular construction of generalized conclusions and provisions. This is a synthesizing type of thinking.

For the third, mental work is most often performed in a harmonious unity of analysis and synthesis, while there is a consistent construction of narratives and generalizations, descriptions and conclusions. This is an analytical-synthetic type of thinking.

The next operation of thinking is comparison.Comparison is a comparison of things, phenomena, their properties, in order to identify identity (similarity) and difference.

Practical task.

Compare pairs of words, finding as many similarities and differences as possible.

What was easier to highlight similarities or differences? Why?

What determines the productivity of comparison? (From the ability to analyze).

The next mental operation is generalization. This is the process of combining objects or phenomena according to their essential features and properties, as well as a form of reflection of common features and qualities of phenomena of reality.

Practical task.

Name it in one common word.

1. Lion, crocodile, bull.
2. Lily of the valley, snowdrop, rose.
3. Raspberry, victoria, blackberry.
4. Snow, rain, hail.
5. Sweet, bitter, pungent.

Generalization operation is based on analysis, synthesis and comparison. Signs of objects and phenomena are distinguished, analyzed, compared, essential ones are selected, combined. The result is a generalization.

4. Final part

- Tell me guys, how and where do you use mental operations?

- What new things have you learned for yourself?

Extra-curricular event (lesson-lesson) on multicultural education. Abstract

Topic: We are different - this is our wealth, we are together - this is our strength.

Goloborodko Elena Evgenievna, 4th year student of the Institute of Science and Technology of the North Caucasus Federal University

Target: formation of a comprehensive and harmoniously developed personality capable of creative self-development and carrying out ethno-cultural and civil self-determination on the basis of national and family traditions, cultural values; creation of conditions for the development of tolerant consciousness of students.
Tasks:
1. To master the basics of national culture and introduce students to the history of different peoples, whose representatives study in the classroom.
2. To instill in students an understanding of the identity of the culture of peoples, respect for national values, ethnic characteristics.
3. Show students that they are completely different and unlike each other, but each of them is a person; to help students realize their uniqueness.
4. Give each student the opportunity to think about their behavior in the classroom, in the family, among friends and evaluate the behavior of others; help students understand that discrimination in any form contributes to exclusion.
5. Expand the horizons of pupils.
Planned results:
Personal:
1. Positive attitude towards the culture of all peoples.
2. The desire to acquire new multicultural knowledge, skills, improve existing ones.
3. Be aware of your difficulties and strive to overcome them, mastering new types of multicultural activities.
Metasubject:
Regulatory UUD
1. Independently determine the purpose of extracurricular activities, correlate their actions with the goal.
2. Make a plan for completing extracurricular activities under the guidance of a teacher.
3. Correct the execution of the task in accordance with the plan, the conditions for execution, the result of the action at a certain stage.
4. To carry out a selection of literature for a specific task.
5. Evaluate your own success in completing tasks.
Cognitive UUD:
1. Independently assume what additional information will be needed to study unfamiliar material; select the necessary sources of information in the framework of project activities.
2. Extract information presented in different forms.
3. Present the results of work, including with the help of ICT.
4. Actively participate in the discussion of tasks, offer different ways to complete tasks, justify the choice of the most effective method of action.
Communicative UUD:
1. Observe the norms of speech etiquette and the rules of oral communication in everyday life.
2. Read aloud and to yourself the texts of fiction and popular science books, understand what is read, ask questions, clarifying what is not clear.
3. Participate in dialogue, listen and understand others, express your point of view, understand the need to argue your opinion.
4. Participate in the work of the group in the course of project activities, distribute roles, negotiate with each other, taking into account the ultimate goal.
5. Provide mutual assistance and mutual control when working in a group.
Equipment: multimedia projector, PowerPoint presentations; music of the peoples represented, costumes, cards with the names of countries, a candle.
Members: elementary school students (grades 4-7), teachers and parents.
Epigraph
(Written on the board or poster)

“Our school is our common home,
Our common happiness
We are looking forward to meeting her.
To get together
Sons of different peoples -
Here we are like one family.
We are different, but equal
Whether it's you or me..."
Event progress:
I. Organizational moment
Student activities: To the music, children enter the hall and sit on pre-set chairs in front of the projector, greet guests who come to the event.
Greetings:
Teacher: Hello dear guests and dear friends! We welcome our guests to our open event.
Video - (what is tolerance, how this word is translated, what it means; how to become tolerant)
Introductory word:
We are all different, and yet we have a lot in common. At the school, as elsewhere, there are small, big, thin, overweight, disabled, foreigners, gypsies, girls, boys. We are all different. Why do we sometimes reject some, make fun of them? Because we are afraid of them, do not want to share with them, or we are not confident in ourselves. Of course, we don't have to love everyone! However, all people, even if they are poor, old or sick, have the same right to live with dignity on our planet and not suffer from contempt or insults. Despite our differences, we all belong to the human race, and each of us, whether man, woman or child, is unique and significant.
People of different nationalities live on our planet. Between them there is something similar, but there are also differences. Today, on the eve of the day of tolerance, we will talk on the topic: "We are different - this is our wealth, we are together - this is our strength."
Exercise "The most important person".
Teacher: I suggest you get acquainted with the most important person, whose portrait is in the "magic chest".
(Children look into the boxes and see their reflection in the mirror.)
Conclusion - the most important person on earth is themselves.
Teacher: Who you are?
Children: Son, daughter, brother, sister, resident of Russia, grandson, granddaughter, student (ca) ...
Next, the teacher asks questions: Guys, ...
1. Raise your hands - who was born in winter ..., spring, etc.
2. Stand up those with blue eyes ..., brown ..., green ...
3. Line up in order of height (smallest to tallest), hair color (darkest to lightest).
Teacher: See how different you are. What unites you?
Students:- we learn in the same class
- We live in the same city
- the same age, etc.
Teacher: You are united by a team, certain rules that operate in society.
1. Exercise-greeting.
Target:
to facilitate the establishment of contact between group members and the mood to work in the group.
get to know the greetings of different peoples.
Teacher: distributes cards with country names and students greet each other using greeting rituals adopted in different cultures (country name sheets are offered to choose from)
- a hug and a triple kiss alternately on both cheeks (Russia);
- a slight bow with arms crossed on the chest (China);
- handshake and kiss on both cheeks (France);
- slight bow, palms folded in front of the forehead (India);
- slight bow, arms and palms extended at the sides (Japan);
- a kiss on the cheeks, the palms lie on the partner's forearms (Spain);
- a simple handshake and eye contact (Germany);
- soft handshake with both hands, touching with fingertips only (Malaysia);
- to rub each other's noses (Eskimo tradition).
Now you have become a little closer to each other, felt the energy of another person, support, and this is sometimes so necessary in our life.

2.Teacher: Our country is very huge and multinational, rich and amazing. In it coexist different religions and different nationalities. They live, make friends, help each other for many centuries.
Guys, name the nationalities known to you living on the planet.
Students name nationalities they know
Teacher: look at the board (presentation about people of different nationalities - pictures of people in national costumes and music). How do nationalities differ from each other?
Students name the differences.

3.Teacher: And now I will read you a poem by A. Usachev, and you imagine the main character.
There was an amazing house by the river,
An amazing gnome lived in the house,
His beard grew to the floor,
And in that beard lived the Star.
This Dwarf knew neither worries nor anxieties.
The star lit up the whole house
And she stoked the stove, and cooked porridge,
And she told him stories before going to bed ...
And the Dwarf scratched his beard with admiration,
Which, of course, pleased the Star.
She fed only on bread crumbs,
And at night I flew to the sky for a walk.
So the years and centuries went by slowly...
But one day the flour ended in the house.
And the Dwarf, having said goodbye to the familiar stove,
At dawn I went to the city across the river.
And in that city they did not wear beards.
"Ha-ha, hee-hee-hee" - the people began to laugh.
"Here's a scarecrow" - everyone told him.
And the Dwarf was frightened, and shaved off his beard.
And his beard fell to the floor,
And then his star went down.
The river now has an ordinary house,
The most ordinary Dwarf lives in this house.
He grew his beard again
But the Star never returned to him.

Teacher: Why did people treat him this way and not otherwise?
How would you act in such a situation?
The teacher listens to the answers of the students and draws conclusions that the children write in a notebook: each person is one and only, each person is a person who has rights and obligations to himself and other people.
4.Teacher: Guys, now let's think about the Golden Rule - "Do to other people as you would like them to do to you."

Can you answer why people should follow this rule and take care of others?
Students: That's what parents and teachers advise you to do. If you behave differently, you can get into trouble.
If you take care of others, they are more likely to take care of you.
- if you are a kind and honest person, others will think well of you.
- Other answers are possible.
Teacher: Let's say that you represent a society where cruelty and oppression already reign, your own behavior must comply with the established rules. Does this mean that you should behave badly towards others?
Students: No, people have the right to be treated with respect. Other people have the same rights as you.
This conclusion is recorded in a notebook.
5.Teacher: Let's all together try to guess the riddles of different peoples of the world.

Mysteries of the peoples of the world
No one offends, but everyone pushes her (Kazakh). - a door
Flying all day
Everyone gets bored
The night will come
Then it will stop (Belarusian). - fly
Four guys wear one hat (bashk.) - table
Wooden neck, iron beak, shouting: "Knock-knock-knock!" (nan.) - hammer
Teacher: People of different nationalities live on our planet. Each nation glorifies and honors its traditions, customs, holidays, each nation has its own national costumes, dishes, folk poets and artists, each nationality has its own language and even a president, coat of arms, flag and anthem. Between them there is something similar, but there are also differences. We live in a large, large territory, which is correctly called the Russian Federation, in which many people with different nationalities live. Our class is also multinational and today the guys have prepared for you interesting information about their nations.
Then the students of the class speak, each tells about his nationality. (Popular music plays in the background)
Teacher: And now let's play.
6. The game "What makes us different?"
Target: awareness of the individuality of people around
If there are few guys, you can work together, if there are more than 15 people, you can divide them into two teams and hold a competition between them.
Tasks:
line up by the first letter of your name (as a check on the completion of the task, we ask the guys to give their full name);
line up by hair color: from the lightest, blondes, to the darkest, brunettes;
line up according to the color of the eyes: from light blue to dark brown (this task usually causes violent emotions, because, having studied together for ten years, many do not know what color the eyes of his classmate are).
Variations of tasks are possible at the discretion of the teacher and students, you can invite the children to come up with tasks of this type.
Conclusion: what makes us different? (children's answers):
Growth
Hair and eye color
clothing
Knowledge
Name
Nationality
Figure
Age
Character
Culture…
We are all so different: blondes and brunettes, good and evil, plump and thin, bald and with pigtails, sad and funny ...
What unites us is that we are all human.
We live in the same country, on the same planet
We live in the same city, republic
We study in the same school, in the same class
We do one thing and so on.
S.Ya Marshak's poem "The World Round Dance" - read by children.

1 student:
Poems for children of all peoples and countries:
For the Abyssinians and the British,
For Spanish children and for Russians,
Swedish, Turkish, German, French.
2 student:
Negroes, whose homeland is the coast of Africa;
For the redskins of the Americas.
For the yellowskins who get up
Needed when we go to bed.
3 student:
For the Eskimos, that in the cold and snow
They climb into a fur bag for the night.
From tropical countries where in the trees
Do not count the monkeys;
4 student:
For children dressed and naked.
Those who live in cities and villages.
All this noisy, perky people
Let them gather in one round dance.
Let the north of the planet meet with the south,
West with East
And the kids are with each other.
Teacher: What is this poem about?
Children: Children of different skin colors should be friends with each other
Teacher: Why should they live together?
Children: So that there is no war.
7. Exercise "Tree of qualities of our class"

Purpose: awareness of the value and uniqueness of one's own personality and the personality of other people and the presence of a unifying principle in spite of all differences.
So, we are talking about the fact that each person is unique, but at the same time there is something that can unite us, so different. Now each of you will receive two small leaves of different colors - green and orange. Explain the meaning of each color:
green - "like everyone else";
orange - "like no one else."
Each student is invited to write about himself, about his own properties and traits on pieces of paper of the corresponding color. Wherein
on a piece of paper “like everyone else” there should be a quality that is really inherent in this person and unites him (as it seems to him) with all other members of the group.
on a piece of paper “like no one else” write your unique character traits, which are either not characteristic of the rest at all, or are much more pronounced in you.
Draw a trunk on a magnetic board with a marker. The tree can be called
“Qualities of our class” After filling in the leaflets by all participants, we ask everyone to stick two leaflets on the tree and voice both qualities. As a result, a tree with a lush crown consisting of multi-colored foliage is obtained on the board: green leaves (similarities), which are as many as orange ones (differences).
Conclusion: everyone was able to make sure that there are people in the class who have similar characteristics, on the one hand, and that these properties are not inherent in everyone, on the other.
The exercise is quite lyrical and sincere. It allows participants to see themselves as a kind of “unity of difference”, helps everyone to find support and at the same time emphasize their individuality.
9. Exercise "Let's dream up ..."
Imagine that there will come a time when all people on Earth will become exactly the same (height, hair and eye color, clothing, amount of knowledge, etc.)
1. What will this world be like? How will people live in it?
2. Is it good or bad that we are all different?
3. How to live in a world where there are so many different people?
The facilitator concludes: Differences complement and enrich society. To live in peace, people need to learn how to live by solving problems and tasks on the basis of cooperation.
Do not judge people, but appreciate!

Reflection. "Problem on the palm."
Candle - a symbol of the hearth is passed in a circle. Everyone talks about what they learned, what they understood in class.
Final word from the teacher: Once Antoine de Saint-Exupery said: “If I don’t look like you in some way, I don’t offend you at all, but, on the contrary, I bestow.” His words are not only a lesson to us living in the 21st century, but also a confirmation that the world, like nature, is diverse and that is why it is beautiful. Its beauty lies in the fact that peoples and nations live on Earth, unique in their culture, traditions and customs. And the continuation of this beauty is that we are the people of this planet. Each of us must remember - "We are different - this is our wealth, we are together - this is our strength"!!! “The key word in this phrase is “we”, it is it that unites us, Russians who are so different, but living together!
Social video - We are all different.

Abstract of a class hour in grade 9

Topic: "Psychological culture of personality"

Foreword

Traditionally, adolescence is considered the age of self-determination of the individual. Self-determination is inextricably linked with understanding oneself, one's capabilities and aspirations. Meanwhile, many ninth-graders do not know what they want, they cannot clearly formulate their goals, principles, they do not have a moral ideal, they cannot adequately assess themselves and their capabilities. The proposed class hour is an hour of communication on the topics of psychology and morality (culture, self-knowledge, self-esteem, ideals, goals, principles). The scenario uses a variety of methods: interactive conversation, problem situation, questioning (self-characterization), group form of work, game situations. At the end of the class hour, each student must make a self-characteristic (on the questionnaire).

Purpose of class consists offormation and expansion of children's ideas about psychology, psychological culture, self-knowledge, self-development, self-esteem, self-determination.

Tasks:

1) the formation of a positive moral assessment of such qualities as personality culture, purposefulness, will, perseverance, desire to work on oneself;

2) contributing to the formation of adequate self-esteem; encouraging children to analyze their actions, thoughts, feelings, to self-observation, self-knowledge, self-improvement.

Conduct form: hour of active communication.

Equipment: multimedia presentation, questionnaires for self-characteristics, tables, memos.

How to properly evaluate yourself?

1. Judge yourself by your deeds.

2. Compare yourself to those who are better than you.

3. The one who criticizes you is sometimes your friend.

- Criticizes one - think about it.

- Criticize two - analyze your behavior.

- Criticize three - remake yourself.

4. Be strict with yourself and be gentle with others.

class plan

I. Opening remarks "What do we know about culture and psychology?"

II. Narrative conversation-presentation "What do we know about culture and psychology?"

III. Interactive conversation on the topic "Why do we need a psychological culture?"

IV. Work in groups on the topic"Determining the level of self-esteem".

v.Problematic situation "How to evaluate yourself?"

VI. Compilation of self-characteristics.

VII. Compliment game.

VIII. Summing up (reflection).

IX. Final word.

Class hour progress

I. Opening remarks

As you know, 2014 was declared the "Year of Culture" in Russia. During this year, many aspects, types and facets of culture were considered at lessons and class hours held in various formats throughout our country, including at your school. But, perhaps, the most inconspicuous at first glance type of culture, but playing a very important role in the life of an individual and society as a whole, has not been given sufficient attention. I am talking about the psychological culture of the individual.

Very soon you will finish 9 classes and you will have to choose your future path: tenth grade, work and evening school, school, college, technical school. Someone will make this choice consciously and independently. Some people don't even know what they want yet. Ninth-graders know many formulas, theorems, rules, laws, they can solve difficult problems and evaluate literary characters, but not everyone can answer simple questions: who am I? what am I? what do i want to be? How cultured am I in my behavior and communication? what do others think of me? Today we will try to learn how to answer these questions.

I I . Narrative (cognitive) conversation-presentation "What do we know about culture and psychology?"

Let's start by discussing the question "What do we know about culture and psychology?"

So, which of you can tell me about culture: give a definition, list its main types?

culture (from culture , from the verbcolo , colere - cultivation, later - upbringing, education, development, veneration) - a concept that has a huge number of meanings in various areas of human life.

Culture is the subject of study , , , , , , , , , , and etc.

Basically, culture is understood as human activity in its most diverse manifestations, including all forms and methods of human self-expression and self-knowledge, the accumulation of skills and abilities by a person and society as a whole.

Culture is also a manifestation of human subjectivity and objectivity ( , , , and ).

Culture is a set of sustainable forms of human activity, without which it cannot be reproduced, and therefore cannot exist.

Types of culture

As a rule, culture is classified based on its structure:

1) material (work culture; culture of everyday life - the material side of human life; culture of a topos or place of settlement);

2) spiritual (religious culture; moral culture; legal culture; political culture; pedagogical culture - ideals and practice of education and upbringing; intellectual culture);

3) art (applied art or design, has more than 400 types: cooking, cosmetics, hairdressing, floristry, lighting, etc.; “pure” or “fine” art (traditionally there are 7 types: architecture, fine arts, music , literature, dance, theater, cinematography);

4) physical culture (culture of physical development - from general health-improving physical education to professional sports).

Now let's talk about psychology. What do you know about her?

So here it ispsychology (from ψυχή - « »; λόγος - , ) , which studies structures and processes inaccessible to external observation in order to explain and , as well as the behavior of individuals, groups and collectives.

Modern psychology has more than 50 areas, including pedagogical psychology, labor psychology, family psychology, psychological diagnostics, psychological counseling, psychology of communication, management, and many others. Psychological phenomena include: mental processes, properties and states.

I I I. Interactive conversation on the topic "Why do we need a psychological culture?"

The great German poet I.V. Goethe said: "An intelligent person is not one who knows a lot, but who knows himself."

(Children answer)

So what is "Psychological culture" anyway?

When we say about someone that he is a cultured person, then, as a matter of course, we mean his psychological culture. It, like the legal, political, economic culture of a person, is one of the most important and necessary elements of a common culture. Do I need to explain how important psychological culture is?

Evolving to dateinformation and computer civilization needs people with a special type of psyche that would meet the needs of modern life. A person today constantly finds himself in situations where it is highly desirable for him to show initiative and enterprise, the ability to correlate his intentions and goals with the aspirations of other people. Here you need the ability to understand not only your own, but also someone else's personal world and psychological experiences.

In its most general form, psychological culture concerns the sphere of a person’s mental life: his thoughts, feelings, states, interpersonal interaction, in a word, everything that is commonly calledpsychological reality.

Exactly skill to distinguish their psychological component in the integral phenomena of the surrounding world, or at least to be aware of its presence, should be considered the most important moment of the psychological culture of a person. Let's call this skillknowledge. A psychologically cultured person is not the one who has read many books on psychology and flaunts a scattering of words obscure to others, but one for whom the non-obvious, as a rule, psychological reality is as significant (and sometimes more) and understandable as the presence of material objects.

At the same time, one can imagine a person who knows about psychological reality, but is unable to use this knowledge in his activities. Aggression, lack of restraint, lack of concentration are often characteristic even of highly educated people. It is easy to imagine a person who painfully perceives any, even the most benevolent criticism. Meanwhile, such a person can be quite clearly aware of his own state and the consequences of this absurd behavior, but he cannot cope with himself. If such "breakdowns" are quite frequent, then, most likely, such a person cannot be considered fully psychologically cultured.

Thus, psychological culture - This is the ability of a person to isolate psychological reality from the phenomena of life around him, to gain knowledge about it, to influence his inner life and, accordingly, behavior with the help of this knowledge. True, in this case one should remember the conditionality of “extracting” psychological culture from the general culture of a person. In reality, it is quite difficult to “separate” psychological culture from its moral, aesthetic components.

The psychological culture of a person is always considered and manifested in its three relatively independent aspects:activities, communication, experience of self-organization.

Guys, what can you find out (or do you already know) about yourself?

Sample responses from children:

Your physical abilities, health status.

Your talents, abilities (mental, creative).

Your character, temperament, will.

Your tastes and habits.

Your strengths and weaknesses.

You need to know yourself in order to objectively assess your abilities and capabilities. And what will it give? Why do you need proper self-assessment at all?

Sample responses from children:

Learn a calling, choose a profession.

Avoid mistakes and disappointments.

Behave properly with others.

Do not take on impossible tasks.

Correctly define the purpose in life.

Indeed, a person who objectively evaluates his abilities and capabilities will be able to accurately choose his vocation, determine the goal in life. It is easier for such a person to avoid the collapse of life plans, disappointments, and mistakes. And if troubles arise, he will look for the cause not in others, but in himself.

I V . Group work on the topic "Determining the level of self-esteem"

But how can you recognize a person with the right self-esteem?

I compiled a table of signs of people with different self-esteem. But the signs in it are mixed up in places. How to properly place words in columns? I propose to discuss this issue in groups (in rows, you can unite in 2 pairs). It is necessary to collect 4 signs of people with different self-esteem. The first group - with overestimated, the second - with understated and the third - with an objective self-esteem. You must write down the selected signs on pieces of paper. We will see the correct answers in the next slides of the presentation. An additional condition is to justify your choice.

(For 3 minutes the children work)

Time is up, listen to the opinions of the groups.

(Children raise their hands, answer, justify their choice. The correct answers are attached with adhesive tape to the corresponding columns of the table).

Notes on leaflets

Overstated: arrogance, self-confidence, impudence, irascibility.

Underestimated: passivity, resentment, suggestibility, cowardice.

Objective: poise, self-confidence, modesty, self-esteem.

What can you advise a person with high self-esteem? (Be more self-critical, learn to see your weaknesses, not consider yourself superior to others, etc.)

What advice would you give to a person with low self-esteem? (Go in for sports, overcome your cowardice, learn to say "no", etc.)

What can you advise a person with an objective self-esteem? (Do not lose confidence in yourself, continue to work on your shortcomings, do not brag about your virtues, etc.)

V. Problem situation "How to evaluate yourself?"

From the outside it is easy to determine what kind of self-esteem a person has, but it is more difficult to evaluate oneself. Please listen to the story about the problems of a ninth grader Natasha.

Grandmother and mother believe that Natasha is the smartest and most beautiful girl in school. But all the teachers constantly find fault with her and put triples, like her friends Svetka and Galka, whom Natasha considers much more stupid than herself.

Svetka and Galka, however, do not think so, and even told Natasha that she thought too highly of herself. The same was said by Natasha's former friend Sergei, with whom she had a fight. Natasha now does not talk to all of them. She thinks everyone is just jealous of her. But when she becomes a world-famous fashion model, then she will prove to everyone that they are no match for her!

Unfortunately, the heroine of the story is not familiar with the rules of good manners and the concept of psychological culture.

Did Natasha evaluate herself correctly?

What mistakes did she make in evaluating herself?

Sample responses from children:

She judged herself according to her mother and grandmother.

She explained academic failures as nit-picking teachers.

I compared myself not with the stronger, but with the weaker.

Demandingly treated others, to herself - indulgently.

She did not listen to criticism, three people told her the same thing, but she did not draw conclusions.

Quarreled with friends who talked about her shortcomings.

I set myself unrealistic goals.

VI. Drawing up a self-characteristic (depending on time)

Guys, you know that after the end of the 9th grade, the school often gives characteristics to graduates. These characteristics are made by the class teacher. I decided to turn to your help for compiling a self-characteristic. To do this, I ask you to answer the questions of the questionnaire.

(The teacher reads the questions of the questionnaire (from additional materials to the script), explains their meaning, the children give answers).

Who wants to, can leave the questionnaire at home. I hope it helps you in your self-esteem.

(those who wish to submit questionnaires)

VII. Game "Compliment"

Sociability provides opportunities - both for self-realization and for seeking outside support. This is also one of the elements of human psychological culture. I offer you a very simple exercise that will show our condition with you, the level of comfort that we now experience when communicating with each other, our attitude towards each other. This exercise is "Compliment". Let's stand in a circle, join hands and say nice words to each other, referring to a neighbor by name.

Thank you! Take your seats.

VIII. Summing up (reflection)

Did you feel comfortable in class today?

What gave you today's class hour?

Did you manage to learn something new about yourself and others?

IX. Final word

As you know, all people are unique, but many cannot or do not want to realize this uniqueness. And for this you just need to know yourself, your inner world, give yourself an objective assessment. It turns out it's not easy at all. And even to make an objective description at the end of the 9th grade, few succeed. Everyone has their own, individual, unique process of knowing oneself. It will last a lifetime. From the knowledge of oneself begins the knowledge of other people, and the knowledge of the world, and the knowledge of the meaning of life. And from the psychological culture of a person begins his productive communication with other people, gaining a circle of friends, comrades, and later family. I sincerely wish you all the best in your search and realization of yourself and in life in general. I really hope that our today's communication will be at least a little useful for you.

Additional material

Questionnaire "Self-characterization"

1. Your appearance. (Are you satisfied with your appearance?)

2. Beliefs and ideals. (Do you have principles? What do you strive for in life?)

3. Abilities and interests. (What interests you most, what do you do best, what books do you read?)

4. Attitude towards work. (What kind of work do you do with pleasure, and what do you do reluctantly? Do you have work responsibilities in the family?)

5. Moral-volitional qualities. (What human qualities do you consider the most valuable; what are the most disgusting? Who is your favorite hero? Who and in what would you like to imitate?)

Send your good work in the knowledge base is simple. Use the form below

Students, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you.

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Non-state educational institution

higher professional education

"Siberian Institute of Business, Management and Psychology"

Test

Methods of teaching psychology

"Lessons of psychological culture at school"

Completed:

Yu. S. Matrosova,

student gr. 251 - n

Checked:

M.A. Domnina

Krasnoyarsk 2014

Introduction

The main goal of psychology lessons is the formation of a humanistic worldview and psychological culture of students, sustainable skills of constructive communication, development of social competence. "Lessons of psychological culture" are taught in 6 classes of a comprehensive school, once a week.

Course objectives: psychological culture extracurricular course

1. Formation in children of a positive I - concept and stable self-esteem, reducing the level of school anxiety.

2. Increasing the level of psychological readiness for learning, the formation of learning skills.

3. Development of social and communication skills necessary to establish interpersonal relationships with each other, with new teachers and other school staff.

4. Pedagogical motivation for self-knowledge, the formation of the motive of self-knowledge.

5. Formation of adequate self-esteem, i.e. right attitude towards yourself.

Psychology lessons provide an opportunity to get closer to understanding the phenomenon of man, the uniqueness of his inner world and his inextricable connection with the outside world and with other people. The lessons of psychological culture reveal and develop abilities, contribute to mastering the skills of introspection, understanding the feelings and motives of other people's behavior, constructive everyday and business communication, learning self-regulation techniques in stressful situations, and the ability to overcome conflicts. The children learn to model their future, make decisions, make choices and take responsibility for it, defend their rights, respecting the interests of other people.

Thematic plan

	Lesson topic	Number of hours	Total hours
		Classroom forms of work	Independent forms of work
			Vnek. lessons
	Introduction
	Creation of a group, basic rules
	Group cohesion. Fixing the rules
	Hello 6th grade!
	Finding friends
	We and our loved ones
	We and our mood
	What am I afraid of?
	How to overcome self-doubt
	You will succeed!
	Our aggressiveness
	Dealing with negative experiences
	What will help me learn?
	Is it easy to be a student?
	Learning to plan
	How to prepare homework

Topic №1 "Introduction". Features of the process of adaptation of sixth grade students. Development of intra-group relations; diagnostics of the ability to work in groups, on assignment. Help in understanding their own individual characteristics and characteristics of classmates.

Topic №2 "Creating a group, setting rules." Formation of ideas or updating of existing knowledge about psychological training.

Theme №3 "Group cohesion, basic rules". Fixing the rules for regulating work in the classroom. Development of cohesion of the group of participants.

Theme number 4 "Hello, class!". Developing the ability to support yourself and others. Formation in children of a positive attitude towards their abilities.

Topic number 5 "Finding friends." Promoting the formation of interaction skills in the group. Increasing the self-esteem of children.

Theme №6 "We and our loved ones". The development of participants' ideas about the role of loved ones in a person's life.

Theme number 7 "We and our mood." Actualization of ideas about the factors influencing the mood of people. Help in understanding the acquired experience.

Topic №8 "What am I afraid of?" Teaching children to recognize their school fears, helping them find ways to overcome them.

Topic №9 "How to overcome self-doubt". Formation in children of a positive I - concept and sustainable self-esteem, reducing the level of school anxiety.

Topic №10 "You will succeed!" Formation of the right, adequate attitude towards oneself.

Topic №11 "Our aggressiveness". Updating the positive experience of the participants.

Topic №12 "Working with negative experiences." Increasing the emotional stability of children. Formation of skills for accepting one's own negative emotions.

Topic №13 "What will help me learn?" Help group members to understand the rules of work in the lesson.

Topic №14 "Is it easy to be a student?" Helping children to recognize the qualities needed to be a good student.

Topic №15 "Learning to plan." Disclosure of the importance of rational organization of time to achieve results.

Topic number 16 "Preparing homework." Increasing the level of psychological readiness for learning, the formation of learning skills. Awareness by students of the importance of proper preparation of homework.

Theme number 5 "Finding friends." Helping children recognize the qualities that are important in friendship.

Purpose: the formation of the concept of "friendship", the ability to find friends, to form ideas about the qualities necessary in friendship;

1. Development of social perception skills;

2. Development of self-confidence; self-esteem

3. Formation of friendly relations in the group.

Lesson progress:

Hello! Today our meeting will be devoted to the topic of friendship between people.

Exercise number 1. "I am looking for a friend"

Purpose: warming up for a discussion about friendship; formation of the concept of the most valued human virtues, the meaning of friendship and those qualities that need to be developed in oneself in order to be worthy of friendship.

Now I will become the editor of a special free classifieds newspaper. It's called "Looking for a Friend". Each of you will place an ad there looking for a friend. There are no word or letter size restrictions on this ad. Any form is accepted. You can set out a list of requirements for a friend candidate, the whole set of qualities that he must possess, or you can draw his portrait. You can tell about yourself. In a word, make the announcement the way you want. But you should only make sure that it is your ad that attracts attention among others.

Take sheets of paper, pens, pencils and start your ad. Preparation time - 15 minutes.

Time is up. Let's put our ads on the table. Now everyone silently reads them and on the 1-2 ads they like that attracted your attention, and you are ready to contact its bearers, puts a tick on the side.

Now see if your ad has been responded to. Count the number of checkmarks on your sheets. Let everyone in a circle name one number - the number of choices you got.

Now I propose to discuss what characterizes the announcement that received the largest number of interested responses?

What prevented you from responding to other ads? - Where a large number of requirements for a future friend are listed? Naturally, it is not easy to meet a high demand. Not everyone has such wonderful qualities as "devotion" and so on. And then the most important thing: in such ads they are looking for a friend who should give something, and offer nothing in return. Such a consumerist attitude towards a friend who is required to serve the advertiser is unlikely to meet with understanding and sympathy.

Theme №6 "We and our loved ones".

Purpose: to teach children to communicate constructively with their loved ones.

Statement of the problem: Who among us has not encountered a situation where we were rude, rude or treated us inappropriately? And certainly someone gave advice: “Pay no attention to him!” It turns out that these are not empty words at all. If we enter into a conflict or skirmish with an unpleasant interlocutor, this can have negative consequences for the brain.

The phenomenon of psychological vampirism is known. There are people who are ready, with or without reason, to find fault with those who are nearby. They can arrange an entire concert if, God forbid, they stepped on their feet or were pushed in public transport, or it just seemed to them that someone looked askance at them.

Often these are elderly or sick people who lack their own energy. Such a person will scream and insult you as long as you answer him. Thus, it is fed from you with vital energy. When you part, the cheeks of the aggressor will turn pink and the mood will noticeably improve, while you will feel like a literally squeezed lemon ... Therefore, the only way to maintain internal balance is not to feed the vampire. Does he reproach you for pushing him or offending him in some other way? Apologize and stop responding to his remarks. If it’s impossible not to react, answer in an emphatically calm tone: “I pushed you by accident”, “I already apologized.” Don't raise your voice under any circumstances: that's exactly what the vampire wants to do - to piss you off! If he realizes that he won’t be able to feed on you, he will curtail his activity or switch to another object.

But how to behave with a loved one if he runs into you? Here it is worth using a different tactic, psychologists say. Ignoring is good with strangers, but if you constantly walk away from a conversation with a close relative, then alienation will gradually arise between you. After all, this is not a grandmother on the bus!

No, you shouldn't yell at each other! Try to express your point of view, but again calmly, "without nerves." If you can’t talk normally with a person, he is too wound up, try to state the answer to the claims in writing - send an e-mail or just write a letter on paper and try to make the addressee see it ...

Discussion of the problem.

Summarizing.

Learn to communicate constructively. Empty squabbles with mutual attacks and insults only destroy relationships and adversely affect the nervous system and are harmful to brain activity.

Theme number 7 "We and our mood."

Purpose: development of skills of voluntary control and regulation of one's own mood.

Introductory conversation.

Exercise Express your feelings.

The teacher offers children situations, students express them with facial expressions.

The girl fell hard and broke her knee.

Baba Yaga is angry because the swan geese did not catch up with Alyonushka.

At the circus, the children saw a rabbit disappear from the magician's box.

The kid was presented with a new beautiful toy.

So, feelings are emotional experiences that a person is experiencing at the moment.

Practical exercise on individual cards.

Joy O, Resentment O, Sadness O, Delight O, Longing O, Hate O

Fear O, Sadness O, Interest O, Sympathy O, Gratitude O

Read the words. What do they stand for? (Feelings).

Next to each word you see a circle. Color the circle red if the feeling is positive and black if it is negative.

Psychogymnastics.

We read a poem by E. Alyabyeva, and students depict emotions and feelings.

At first they were surprised, then they were deeply indignant. Offended, but not at all. With resentment, they turned away, Like a mouse on the rump, they all pouted. And suddenly everyone was sad. Sad shoulders drooped. In the eyes of a sad evening, And tears are about to run. But then a ray of the sun furtively glided softly on the cheek. And everything around lit up. Everyone smiled with joy. As if everyone woke up from a dream. They jumped and shouted:

Hooray! We've become merry!"

Creative exercise.

The teacher distributes two identical pictures to the children. You need to decorate them so that one picture evokes a joyful mood, and the other sad.

What was our lesson about?

What is mood? Mimicry? Feelings?

Topic №8 "What am I afraid of?"

Goal: Reduce school anxiety.

Children are invited by a psychologist to an extraordinary fairy-tale journey with the following words: “Today we will go with you to a magical land where you have to show your strength and courage in order to defeat the terrible heroes that we meet on the way. After all, we are determined, courageous and quick-witted. And I will always be with you, and if you need my help, you can count on me.

Stage 1. External branch

Psychologist: "We will close the room so that no one bothers us."

Stage 2. Training

Psychologist: “Let's put our hands in a bowl of water. This is magical water. See how unusual she is. Such water will give us strength and confidence. You can dangle your hands in the water, play with it, or just soak your hands in this magical liquid until you feel ready to go. Good. Now we will dry our hands and set off on our way.”

Stage 3. Presentation or update

Psychologist: “And now we will take turns sitting on this magic stump. To everyone who sits on it, it helps to compose different stories and protects us from everything bad. I will also sit next to you. There are moments in life when we are afraid of something. It seems to us that someone frightens us or attacks us. In times like these, we are scared. Let's try to close our eyes and imagine the situation when you were scared. Pay attention to the sensations that arise within the body. Now open your eyes and take turns talking about your fear or what you are afraid of. You can make up a whole story, because we are sitting on a magic stump.

At this stage, the final stage begins, this is carried out as follows: the children are brought to a basin of magical water, they are invited to put their hands into it, perform some smooth actions, and then wash themselves with this water and dry themselves again with a towel. We ask the children to say a few words about how they feel now, how their inner feelings have changed, what their mood is. Then the lamp turns off, the door of the room opens. The words are voiced to the children: “Today we made a magical journey, where we met with our fear and defeated it. Fear is destroyed. He is no more. Now we are strong, confident and fearless. You are great. Thank you".

Topic №9 "How to overcome self-doubt".

Purpose: to introduce the skills of confident behavior.

Psychologist's story: Today, being an insecure person is not only not fashionable - it is dangerous for psychological and material survival. According to psychologists, the consequences of shyness can be sad. This is what self-doubt does:

It interferes with making new acquaintances and friends, building long-term relationships;

It does not allow creating situations of new experience in social terms, achieving career advancement,

Therefore, today it is so important to become open, mobile, spontaneous people who can quickly navigate and adapt to the modern rhythm of life. Many may be interested in the question of how to become interesting to others, how to overcome their fears and doubts. Let's start with simple and understandable things.

1. Start to be interested in others yourself

2. Allow yourself to go into the discomfort zone more often and remember the sensations in the body, for example: scratching on the palms, intense sweating under the armpits, throbbing in the temples, pressure in the chest ...

3. Every time a feeling of shyness arises, write down metaphors expressing the state of the body and soul, for example: as if someone is choking, as if they were thrown into a boiling cauldron, a lump in the throat, hair stood on end, crushed by a stove ...

Topic №10 "You will succeed!"

Purpose: Development of skills of confident behavior in a classroom, school.

Interview exercise.

Participants of the training are “split” into pairs. Then they talk with each other, trying to find out as much information about the opponent as possible. After the interview, the participants speak on their own behalf, but using the information received from their porter. (I.f., year of birth, favorite hobbies, etc.)

Reflection "Everything is in your hands."

Summing up our meeting, we will try to evaluate today as follows. Take a sheet of paper and circle your hand. On each finger, write, answering the question:

Big - for me it was important ...

Index - I can use from what I learned today...

Medium - I found it difficult (I didn't like it)…

Nameless - it wasn't enough for me...

Little finger - now I feel ... ..

Exercise "You can do it!"

The psychologist offers each student to support his neighbor on the right, because everyone needs to have those around who can help both in deed and with a kind word. Each in turn turns to his neighbor on the right and, shaking his hand, says: “I believe you will succeed!”

Topic №11 "Our aggressiveness".

Purpose: Teaching participants safe ways to discharge anger, aggressive emotions. Development of self-regulation skills.

Dealing with Anger

Stage Anger Game

This game corrective technique is based on the visual representation of the image of one's negative feelings.

When a child is angry, invite him to imagine what his anger would look like on a theater stage. In the image of what would the actor playing anger act - a monster, a person, an animal, or maybe a shapeless spot? What color would his suit be? How would it feel to the touch - hot or cold, rough or smooth? What would he smell like? What voice would you use? What intonations? How would he move around the stage? If desired, the child can draw an image of his anger, or even better, enter the role of this actor and portray anger "in the first person", moving expressively for him and saying the lines that he wants to say at the moment, and with such loudness and intonations, as he sees fit. Ask the child what would be the beginning of the performance of anger? How would it develop? How should it end? Let him show you the whole performance. A positive moment in this game is the possibility for the child to combine the roles of the director and the actor playing anger, that is, having the opportunity to throw out anger, he at the same time has the opportunity to lead it and, in the end, "remove" it from the stage.

Topic №12 "Is it easy to be a student?"

Purpose: to promote the development of imagination and skills of joint activity.

To help children realize what qualities a good student needs;

To promote the development of imagination and skills of joint activity.

Greetings

Homework discussion

Ask the children to share the ground rules for working in class.

In the course of the discussion, it often turns out that different teachers require different rules to be observed. For example, in a math lesson on a mental account, you must definitely get involved in the work at the same time, but for a Russian language lesson you need to write down the date of the next day in your notebook in advance, even at home. Try to make the children understand the meaning of following certain rules.

About how important it is to be able to rationally plan time, to prepare for work in advance, is said in the parable of the shoemaker.

Exercise "Blots"

The exercise is performed in pairs. One of the children takes some paint of the color he wants and drips onto a piece of paper. His partner completes the "blot" to some image, then the participants change roles. This exercise promotes interaction between children, in addition, it has some diagnostic value. Aggressive and depressed children often choose dark colors. They “see” aggressive plots in “blots” (a fight, a scary monster, etc.). It is useful to plant a calm one with an aggressive child. The latter will take light colors for drawings and see pleasant, calm subjects.

Children who are predisposed to anger choose mostly black or red paint. Children with a low mood prefer purple and lilac tones. Gray and brown tones are chosen by tense, conflicting children. However, it is often impossible to trace a clear connection between the chosen color and the mental state of the child, therefore, based on the drawings, one cannot draw serious diagnostic conclusions, one can only talk about general trends that will help to choose the right direction of work with a deeper diagnosis.

Discussion of the results of the lesson

Homework

Think about what qualities help you learn and what qualities you would like to develop in yourself.

Topic: №13 "Learning to plan."

To help children in understanding personal goals for the period of study in the fifth grade;

Summarize the work of the group.

Greetings

Exercise "Determine how much you believe in yourself, in your strengths?"

Read the following statements to the children and ask them to rate them. If the statement is true, then the children should raise their thumbs up, if the statement is not suitable, then the thumb should be lowered.

Statements:

I am usually in a good mood both in the morning and in the evening.

I like my reflection in the mirror.

I love school very much.

There are many good things in my life.

I am an optimist (optimist).

I can laugh at my mistakes.

Say the following: “If you agreed with most of the statements, then you are quite confident in your abilities and can do a lot on your own. If there were more of those with whom you do not agree, do not be upset, you still have everything ahead! »

The work ends with collective drawing in microgroups of 3-4 people. Each microgroup is given one sheet of drawing paper. Suggest a topic for a joint drawing (for example, “The world in which we would like to live, etc.).

Discussion of the results of the training

Draw the children's attention to the knowledge and skills they have acquired during the training. It is desirable to reward each participant with a diploma for certain achievements.

Topic: No. 16 "Preparing homework."

Purpose: to develop the skills of preparing oral and written homework.

keyword method.

Keywords are the most important in each paragraph.

The keyword should contribute to the reproduction of the corresponding paragraph. Remembering keywords, we immediately recall the entire paragraph.

When reading a paragraph, choose one or two key words for it. After choosing the keywords, write them down in the order you need to complete the task.

For each keyword, put a question that will allow you to understand how it is related to the corresponding section of the text. Think about and try to understand this relationship.

Match two adjacent keywords with questions.

After connecting each keyword with its own section of the text and with the subsequent keyword, a chain is formed.

Write down this chain and try to learn it.

Retell the text based on this chain.

4. Detailed plan - lesson summary

Synopsis of a psychological lesson with schoolchildren"Road to Friendship"

Target: introduce students to the rules that contribute to the creation of friendships.

Tasks: correction and development of the process of communication and relationships among schoolchildren, development of an understanding of the personal characteristics of each person, awareness of the perception of oneself by others, gaining the skill of building friendships.

Stimulus material: preparation of silhouettes of a boy and a girl without facial expressions according to the number of people, sticks of different colors, recording songs: “A true friend”, “Swan song”, colored pencils, pictures with written rules, a poster with the inscription “Friendship” cut out of paper cloud.

A man with a dog walked along a long, wild, tiring road. He walked, walked, got tired, the dog was tired too. Suddenly in front of him - an oasis! Beautiful gates, behind the fence - music, flowers, the murmur of a stream, in a word, rest.

"What it is?" the traveler asked the porter.

"This is heaven, you have already died, and now you can enter and rest for real."

"Is there water there?" - "As many as you like: clean fountains, cool pools..."

"Will they give you food?"

- "Whatever you want".

"But I have a dog with me."

"I'm sorry sir, no dogs allowed. We'll have to leave her here."

And the traveler went on.

After a while, the road led him to a farm. The porter also sat at the gate.

"I'm thirsty," the traveler asked.

"Come in, there's a well in the yard"

"And my dog?"

- "Near the well you will see a drinking bowl."

"And to eat?"

- "I can treat you to dinner."

"And the dog?"

- "There is a bone."

"And what is this place?"

- "It is a paradise".

"How so? The porter at the palace nearby told me that heaven is there."

- "He's lying. There's hell."

"How can you, in paradise, endure this?"

- "This is very useful for us. Only those who do not abandon their friends reach paradise."

Tell me, do you have friends?

What does it mean to be friends?

How many important words have you just named.

Tell me, can friendship be learned?

In order to learn something, what do we need to know first? (regulations)

Today we will try to find out these rules.

Compliment exercise.

Participants line up in two circles - internal and external, facing each other.

The number of people in both circles is the same. Participants facing each other compliment each other. Then, at the command of the psychologist, the inner circle shifts (clockwise), the partners change. The procedure is repeated until every member of the inner circle meets every member of the outer circle.

Did you enjoy hearing compliments addressed to you? What was more pleasant to give or receive a compliment? How often do you receive compliments in your life?

Try to make your friend feel good in your company.

Rejoice with a friend in successes, victories.

And now I again invite you to play the game.

Exercise "Blind and guide."

Objects and obstacles are laid out around the room. The group members are divided into pairs. One closes his eyes. The second becomes a guide. He must lead the partner throughout the group, while avoiding obstacles. Then the members of the couple switch roles.

Tell me, what should a "blind" experience in order to calmly follow the guide?

Trust.

But we can trust not only our lives, but also secrets.

You know, there are many examples of friendship in the animal kingdom, which sometimes we can only envy.

And now listen to an excerpt from one song called "Swan Fidelity"

How selflessly he acts towards his girlfriend.

And here, for example, the same geese, when one of them falls ill, or someone is injured. Then 2 geese accompany and guard him until the last moment, until he either recovers or dies. And only then they fly either separately, or nailed to another flock in order to catch up with their own.

How does it happen in people?

Exercise "Clouds"

The clouds are laid out at a certain distance from each other, but so that you can step over from one to another without help. Children are invited to walk on the clouds. Then the cloud is removed and the distance becomes longer, then another and so on until the distance becomes such that without the help of a friend they cannot cross. that to overcome the difficulty you need to join hands.

Was it difficult to step over alone, and how when did a friend come to help?

Don't criticize.

Support in difficult times

See how many rules of friendship we have discovered

Remember that friendship plays a special place in the development of each person. When you make friends, overcoming difficulties, ridicule, misunderstanding together, you actually rise to the next, new step of development.

Friendship poster.

As a reflection, children are given silhouettes of boys and girls, but without a face. They draw the emotions that they themselves experience at the end of the lesson. Then a common poster "Friendship" is created.

Look carefully at the poster and at the faces that you have depicted. What emotions prevail on it. You see that friendship brings positive emotions.

Remember that it's never too late to learn to be friends!!!

5. Material for testing knowledge

For each topic, cards with test questions were developed, to which students answered orally.

Introduction.

Card 1.

What are the features of the process of adaptation of sixth grade students?

Card 2.

What are the characteristics of learning and communication in high school?

Card 3.

What are your individual characteristics and characteristics of classmates?

Creation of a group, establishment of rules.

Card 1.

What is psychological training?

Card 2.

What are the ways of interaction in training sessions?

Group cohesion. Fixing the rules.

Card 1.

What are the rules for working in training sessions.

Card 2.

How to create a friendly and supportive atmosphere in the group?

Hello class!

Card 1.

How do you know if you are a member of a group?

Card 2.

Are you able to support your classmates?

We find friends.

Card 1.

How to interact in a group.

Card 2.

What is self-esteem?

We and our loved ones.

Card 1.

Who are the close people?

Card 2.

Why do people need loved ones?

We and our mood.

Card 1.

What is mood?

Card 2.

Tell us about your experiences of good and bad moods.

What am I afraid of?

Card 1.

What is fear?

Card 2.

How to recognize your school fears?

Card 1.

What is self-doubt?

Card 2.

What is the self-concept?

You will succeed!

Card 1.

How should you treat yourself?

Card 2.

Why is it necessary to treat yourself correctly and adequately?

Our aggression.

Card 1.

What is aggressiveness?

Card 2.

Why can't you be aggressive?

Card 3.

Tell us about your experience.

Card 1.

What are negative experiences?

Card 2.

Why can't you experience negative emotions for a long time?

Card 3.

What will help me learn?

Card 1.

What rules of work in the classroom do you know?

Card 2.

Why is it necessary to follow the rules of work in the classroom?

Is it easy to be a student?

Card 1.

Who is a good student?

Card 2.

Learning to plan.

Card 1.

What is a plan?

Card 2.

Why is planning necessary?

Card 3.

How do you plan your day?

We are preparing homework.

Card 1.

What is homework?

Card 2.

Why is homework given?

Card 3.

How to prepare homework?

6. Topics for independent work

Themes for independent works were developed.

What am I afraid of?

Prepare an essay about your fear.

We and our mood.

Prepare an essay about your mood.

How to overcome self-doubt.

Prepare an essay on how you developed self-confidence.

You will succeed!

Prepare an essay on how you feel about yourself.

Our aggression.

Prepare a paper on how you worked to reduce your aggressiveness.

Dealing with negative experiences.

Prepare an abstract about what negative experiences you experienced and how did you deal with them?

What will help me learn?

Prepare an abstract about what helps you learn?

Is it easy to be a student?

Prepare an essay on whether it is easy for you to be a student.

Learning to plan.

Prepare an essay on the rational organization of time to achieve results in educational activities.

Preparing homework

Prepare an essay on how you prepare homework?

Essay evaluation criteria:

1. How open is the topic.

2. The presence of examples from life.

3. Having your own reasoning.

4. Correct design.

5. Presence of conclusions.

6. Availability of a list of references.

Bibliography

1. Zabrodin Yu.M., Popova M.V. Psychology at School: An Experimental Training Course for Adolescents. - M.: All-Russian Scientific and Practical Center for Career Guidance and Psychological Support of the Population, 2010. - 378 p.

2. Meliburda E. I-You - We. Psychological opportunities to improve communication. Translation from Polish. - M.: Progress, 2009. - 267 p.

3. Masterov B.M. Psychology of self-development: psychotechnics of risk and safety rules. - M.: Interpraks, 2008. - 189 p.

4. Robert M.A. , Tilman F. Psychology of an individual and a group. - M.: Progress, 2010. - 190 p.

5. Psychological studies of communication / Edited by B.F. Lomov. - M.: Nauka, 2009. - 378 p.

6. Games for intensive learning / Ed. V.V. Petrusinsky. - M.: Prometheus, 2008. - 254 p.

7. Samoukina N.V. Games at school and at home: Psychotechnical exercises and correctional programs. - M.: New School, 2011. - 293 p.

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