Many people are so busy with work and worries that they do not even notice how their vitality is weakening. Rapidly emerging fatigue, apathy, irritability, a feeling of dissatisfaction with others - these are the first signs of the melting of vitality. You need to take a break from your worries and devote some time to yourself and your body.

Reluctance to spend time on yourself is a direct path to illness. You should not raise your own self-esteem with the illusion of indispensability; this is harmful to health and spiritual development. You can always choose several hours to raise vitality. Energetic man will always do more than someone who is constantly working and doing the job with all his might. Those who know how to relax can also work.

Many people believe that to increase vital force - Ki - special exercises are necessary, which dedicated people keep secret. But everything is much simpler. Anyone who wants can increase their vitality. There is an innate life force, it is given to us at birth from our parents and remains with a person throughout life until death.

The vital force acquired from parents is mostly located in the human kidneys. That’s why it’s so important to take care of your kidneys - they are our life! The innate Ki, together with the Ki obtained from food and from the lungs, together forms a person. Ki energy is the basis of living matter, it fills the human body, and thanks to it all organs work.

We cannot influence the innate part of the vital force. But we have the power to increase the acquired vitality - that which we receive from nature, food, our mind and our body. And the simple exercise proposed in the video to replenish vital energy from Natalia Pravdina serves exactly this. Try to do it every day.

And let's take a brief look at where vital energy goes and how it can be replenished.

Life resources are vital energy, our strength and health, everything that allows us to be energetic, active, confident and happy.
As you know, resources can be external and internal. External ones include money and time; internal ones include a person’s energy and health.
Please note that here, when speaking about resources, we mean primarily the internal strength of a person.

So, what are the signs of reduced vitality?
1. Constant fatigue;
2. Lack of interest in life;
3. Using patterned behavior that is repeated over a long period of time;
4. Dissatisfaction with completed tasks;
5. Inability to have fun, predominance of negative emotions.
The reasons for rapid energy consumption most often lie in unloved obligations, boring work, and everything that needs to be done because “you have to.” Think about whether you chose an uninteresting business for the sake of a decent salary, a husband out of fear of loneliness, acquaintances with whom you don’t want to communicate, but it’s inconvenient to refuse...

How filled is your life with similar events? So it turns out that instead of increasing vital energy with pride from the work done, love in relationships with the opposite sex, joy from helping others, we waste our strength.

So how can you replenish your vital energy?
Everything that contributes to the manifestation of positive emotions really adds strength: hobbies, favorite work, open and honest relationship with people. Of course, it is not always possible to become what you would like without communicating with the right people etc. However, you can always replenish this resource in doses.

So, let's look at ways to replenish vitality.
1. Favorite hobby
Any creativity has powerful energy. The process of creation itself is a source of vital resource, and the product of creativity not only improves our mood, but also increases self-esteem.

Don’t feed stress and negative situations with your own vital energy!

A person can have a sufficient amount of vital energy, but be physically weak, with weak muscles, and move little. This lifestyle leads to illness, despite great life potential. The normal flow of vital energy in the body is disrupted, it accumulates in areas of blockage, causing inflammation and benign tumors there. In this case, you need to change your lifestyle, move more, lead an active lifestyle - dancing, especially folk dances, helps to harmonize the movement of vital energy in the body - they have been selected for centuries specifically for those living in each area.

Singing folk songs and melodic songs in general also harmonizes and increases vitality. Listening to poorly performed songs means giving your life force into the surrounding space. Bad singing strains the stomach and liver; If you listen to bad singers for a long time, you can acquire chronic diseases. And vice versa, by listening to good music and outstanding singers, their lively magnificent voice, you can get rid of many diseases.

2. Pets
The sincere love of pets touches, lifts your spirits, interaction with animals calms and pacifies.

3. Nature
Walks through the forest, parks, looking at beautiful places calms, calms, forces you to change the direction of thoughts and, as a result, provides vital resources.
A walk through the forest accompanied by the singing of birds or the mysterious rustling of leaves relieves stress and rejuvenates the body, cleansing it of excess adrenaline and nourishing it with vitality. The more often you listen to the nature around you, the richer you will become spiritually and physically stronger. The uniform sound of rain perfectly relaxes, takes away worries and relieves stress. Don't be mad at bad weather listen to her song - I am convinced that your vitality will increase. For many people, a morning walk barefoot on the dewy grass helps them get stronger and relieve stress. In addition to strength, such a walk gives you a lift of spirit and a feeling of freshness for the whole day. Find your own way to increase vitality and feel that it makes you stronger. Only then will you get stronger every day and forget about troubles and illnesses.

4. Methods of body-oriented psychology
Various meditative methods and methods of bodily response allow you to get rid of accumulated anger and aggression and replenish the balance of life resources.

5. Finding an internal resource
To find a resource within yourself, it is enough to remember a situation in which you felt a surge of strength, energy, warmth and at the same time experienced inner comfort. Stay in this state, feel it. This exercise makes us feel strong and confident even in a hopeless situation.

6. Various art therapy techniques.
Art therapy methods are associated with our creative energy, increase it, open our emotions, touch our feelings... These include: doll therapy, working with clay, drawings, mandalas, masks and others.

7. Solving a problem that takes away energy.
Unsolved problems absorb our energy. It is important to select from the general list of problems the one that requires the most large number energy and time. To do this, you need to write down all unsolved problems, rank them this list by the intensity of the emotions that arise, understand what problem your most negative emotion is associated with: melancholy, anger, irritability, etc.
It is this problem in your life that takes the greatest amount of effort and time.
Remember that with each passing year, life resources will be absorbed by this problem more and more. Awareness of the problem is already an important step towards solving it. But if difficulties arise in finding a way out of the situation, you can seek the help of a psychologist.

We have looked at only a few ways to replenish vital energy. Choose the one that suits you and perhaps you will see that internal energy manifests itself in external life, improving it, solving complex life problems, as, indeed, should be expected from a strong, confident and healthy person.
Based on materials:

About resource work. Getting to know different types resources.

In many ways, my approach is based on experience working individually with clients. Working with people who have gone through trauma, who have depleted vitality, who are fully involved in destructive relationships in the external or internal world, I set myself the primary goal of increasing vitality, resilience, and expanding life perspective. This work can be called strengthening the Ego, or it can be called resource restoration. Before going with a client into the past, which contains pain and suffering, I work with the present. Metaphorically, this is similar to a hero getting ready for a journey, when he needs to take with him various magical (and not so magical) objects that can be useful in that unknown, sometimes full of dangers scary place, where the path of psychotherapeutic work leads.

Here is what the founder of Biosynthesis (a body-oriented direction of psychotherapy) D. Boadella wrote on this topic:

Working with a client, the therapist tries to cure him of his problems, and the basis of healing is care. With the right form of care (the right supportive environment), the possibility of healing the client's wounds (his maturation process) increases.

The therapist is trained in specific skills and interventions to help the client. However, the study shows that the decisive factor will be better for the client or not, do not have the skills, strategies and tactics of interventions themselves, but the qualities of the relationship between the therapist and the client. In the supportive environment of a good therapeutic relationship, the therapeutic space is characterized not only by the resources and qualities of the therapist, but also by the latent and activated resources of the client. I believe that until it is possible to activate these resources, the possibility of restoring underlying violations is very limited. Thus, the forecast is certainly associated with the activation of resources.

Types of resources:

Personal resources: these include personal qualities, interests, hobbies, and life values.

Often, due to problematic conditions that have arisen, a person’s focus of attention stops on the symptoms that worry him, and the perception of the environment turns out to be greatly impoverished. Interests, abilities, and past hobbies are forgotten. The client wastes all his vital energy fixating on the problem. Overcoming narrowness of perception, traps, cages, returning what was forgotten about oneself is sometimes the most important impulse for returning to life, for increasing motivation to change, etc.

In psychodramatic practice, we can carry out the following exercises and their modifications: role cluster, work with the value system, “Magic Store”... In other words, any exercise aimed at expanding knowledge about oneself and one’s internal capabilities. In group practice, these forgotten or lost parts of themselves are played by people; in individual practice, this is space for the therapist’s imagination. I use toys, stones ( natural objects), reproductions of works of art.

Bodily resources: areas of well-being, sources of life.

Clients often complain of bodily ailments that accompany neurosis. In body-psychotherapeutic work, it is important to try to maintain contact, at least barely perceptible, with those areas of the body where the client can feel a sense of aliveness, draw energy, or at least recognize his non-problem areas. Often these resource areas of the body can be “awakened” by appropriate interventions and become allies in therapeutic work: for example, healthy left leg can begin to take care of the frostbitten right. A spark of warmth in the chest can warm and slightly illuminate the blackness in the shoulders. It is important that such psychotherapeutic work activates new areas, making the individual stronger as a whole.

By turning to the body, we can draw a huge number of images, sensations and feelings that will be the most important resources for the client. In psychodramatic work, these are techniques for working with bodily symptoms, when the protagonist personifies his bodily sensations or symptoms, entering into dialogue with them.

Also interesting may be the “Conversation of Body Parts” technique, where different parts of the body can interact and sort things out with each other.

With this type of resource it is very good to combine some techniques from body-oriented therapy related to building strength and energy in muscles, certain movements or parts of the body.

Environmental Resources: Life's Reminders.

Resources can also be found in the client's environment. Tree at the bottom of the garden. A dog accompanying a client to work. Flower pot in the corner of the room. Nelson Mandella would not have been able to survive 27 years in prison if he had not maximized the resources that were around him. Some depressed clients have been saved from suicide by dogs. The black sun at the center of the girl’s psychosis did not correlate with the golden sun that rose on the horizon every day.

It would be superfluous to say that psychodrama in this case makes it possible to revive these reminders of life, put words into them and clarify the meanings.

There is a deep meaning in the fact that many treatment and rehabilitation programs and psychological groups are held in the lap of nature, where clients or patients have the opportunity to be in touch with the deepest resources of the environment. In the context of “office” work, various natural materials and photographs, including those brought by the client himself, can be used to connect natural resources.

Relationship resources: opportunities for relationships with other people.

Some clients live too isolated. The therapist may be the single most important resource in the relationship. The resource of the therapeutic relationship, a fundamental factor in any therapeutic setting, should be used to activate other communicative resources: contacts with neighbors, restoration of relationships with extended family members, new social contacts in joint activities, exchange of experience of compromises. These are all examples of the positive possibilities of relationships with people. Jean Paul Sartre wrote that “other people are hell,” but the neurotic needs to discover that, despite the wounds he has received from certain people, there are still opportunities to develop relationships with others that can create a healthier and more healing experience for him. environment.

Thanks to the techniques of family therapy and psychodrama, memories of resource relationships can be recreated and updated in the process of work.

The resource can be work on modeling situations, creating comfortable types of relationships, even if there are none in life at the moment.

Cultural resources: art, poetry, music as catalysts for change.

Cultural history is replete with examples of healing from madness through painting, sculpture, and dance. Rhythm and music are very useful for people who have lost contact with their own vital energy and organic roots to facilitate the restoration of this contact. The works of great artists can serve as a form of solace: the chaotic noises of Beethoven, the outbursts of Van Gogh, the outpourings of emotion of Nietzsche. The spectrum of colors and repertoire of sounds contain healing possibilities.

Thus, one should not underestimate the therapeutic possibilities of using, both in and out of session, paints for drawing, clay for modeling personal states, drums for tapping feelings, blank paper for pouring out the words of a tormented soul.

Historical Resources: restoration of repressed memories of positive experiences.

There is a lot of discussion about returned and false memories. It concerns mainly negative memories. Almost no mention is made of the fact that positive memories can be repressed and then restored. Positive memories can exist before the traumatic experience comes to erase them from memory. Negative images of the father, implanted by the mother, may have unclear positive touches that could not be integrated into family drama. A woman abandoned by her father at age one has recovered memories of the grounding feeling she received from his hands supporting her back.

This type of resource is similar to relationship resources, but in this case everything is much broader; it can be any memories that give strength and the desire to live. And these memories can be strengthened and reproduced using psychodramatic action. For this work, diaries, photographs of the client can be used... Anything that can store the memory of resource events.

Image resources:

Images can arise when a person relies on his fantasies, feelings and, of course, his body... These pictures and metaphors can serve as support and protection, support and consolation. They may contain the essence of what our clients need.

By playing these images in the space of psychodramatic reality, clients join the resources that these metaphors carry.

I think other types of resources can be identified. It seems to me important to be able to structure and continue this classification, adding new resources and new ways of finding and developing them.

Example from individual practice

Client N., 29 years old, came to therapy with complaints of bouts of overeating. Bulimia-type eating behavior, attacks of uncontrolled eating are accompanied by purging (inducing vomiting) and further strict dieting.

At the time of treatment, he has no relationships with men, higher education, works in the arts. Lives alone.

One of the sessions where N. comes in strong depressed state, complaining of poor health, melancholy, sadness that there is no other pleasure in life except her “secret feasts”... Our meetings do not help her, everything is in vain. There is no family, no man, no interests, no desires... nothing.

I immediately remembered a famous episode from the adventures of Alisa Selezneva and realized that we would work about resources. Here is the excerpt:

"Shelezyak's planet. Discovered by the Fixian expedition. Inhabited

metal culture of a very low level. There is an assumption that

the inhabitants of the planet are descendants of robots who escaped from an unknown space

ship. They are distinguished by straightforwardness and hospitality. However, they are very capricious and

touchy. There are no mineral resources on the planet. There is no water either. There is no atmosphere.

There is nothing on the planet. If anything, the robots have spent everything and live in

poverty"

My choice was to invite her to talk about desires and interests. I offered her to work with stones and other natural materials (the choice was not accidental; this toolkit itself has a resource effect, since, as a rule, it is an Environmental Resource).

After she chose one of the stones for her role, she was asked to choose objects for the role of her desires, interests and hobbies... At the beginning, there were difficulties... she was asked to choose, without assigning values, to put aside what she liked touch, color, weight (here I brought into play her analytical systems, thereby expanding the area of ​​perception, attracting her sensations and visual perception, thereby suggesting that she remember something else besides mental “chewing gum”).

She laid aside quite a lot of objects, which we later named. As a result, she received a slightly different picture of her inner world. Instead of the flat and depressing picture “Me and Food,” there turned out to be a huge accumulation of completely diverse objects (both in appearance and in meaning).

What resources did she gain as a result of this work?

1. Environmental resources... She remembered the sea and that she had not been there for a very long time, but she wanted to!
2. Historical resources. Memories of trips, your hobbies, joyful events in life.
3. Bodily resources. As a result of touching the stones and stroking them, pleasant sensations arose in the body.
4. Personal resources. Among the selected objects were those that were N.’s resource roles, for example, I am reading, I am admiring works of art...

Comparing the feelings after the work done with those at the beginning of the session, it became obvious to N. that she had the strength to cope with her troubles, with eating behavior, with loneliness. The temptation to devalue herself and her work in therapy passed, especially when she looked at this mosaic, alive and mysterious. Her atom of desires, interests and needs was very similar to a small treasure. The greatest achievement of this session was its experience of experiencing a reverent and careful attitude towards oneself, in contrast to the usual mechanical use.

I would like to add that in the process of working with this client, I was aware of her traumas: brutal rape as a teenager, a suffocating mother who raised her without a father, but my choice was to work on strengthening resources and vitality... until the moment when she won't be ready to move on.

Literature:

1. Ogorodnikova M.B. Dance-motor warm-up: Opportunities and prospects // Psychodrama and modern psychotherapy. - 2005. - No. 2-3. - P.69-74.
2. Leitz G. Psychodrama: Theory and Practice. - M: Publishing group “Progress”, “Univers”, 1994.
3. Boadella D. Lifestreams: An Introduction to Biosynthesis, Routledge Kegan & Paul, 1987

© Maria Vladimirova, 2005

Trainings. Psychocorrectional programs. Business games Team of authors

Training “Activation of personal resources, development of self-esteem” (for teenagers).

Explanatory note.

The teenager looks at himself as if “from the outside”, compares himself with others - adults and peers - looks for criteria for such comparison. Thanks to this, he gradually develops some of his own criteria for assessing himself, and he moves from the view “from the outside” to the view “from the inside.” An orientation towards the assessment of others is replaced by an orientation towards self-esteem, and an idea of ​​the ideal self is formed. It is in adolescence that the comparison of real and ideal ideas about oneself becomes the true basis of the Self - the concept of a teenager. New level self-awareness, formed under the influence of the leading needs of age, determines and influences self-affirmation, confident behavior and communication with peers. This psychocorrectional training will help teenagers gain confidence in their own abilities, increase their own importance, activate personal resources, and develop a sense of self-esteem and independence. The training is aimed not only at developing an individual style of behavior, but also at understanding the reasons that give rise to psychological barriers to behavior. The proposed training is focused on the inner world of a teenager, on restoring stable self-esteem, self-confidence, and minimizing the imbalance between the real and ideal “I”.

Goals of psychocorrectional training:

To help teenagers realize themselves most successfully and fully in behavior and activities, to assert their rights and self-worth.

Help children get to know themselves better, their strengths, develop self-esteem, overcome uncertainty and fear.

The program includes 3 stages:

Stage I – indicative(2 lessons)

The purpose of the stage: emotional unification of the participants. The main content consists of psychotherapeutic exercises aimed at relieving tension and uniting the group, as well as self-determination and self-awareness.

Stage II – developmental(2 lessons)

Goal of the stage: activation of confidence in behavior. Increasing your own importance and value.

Stage III – consolidation(1 lesson) Goal of the stage: increasing self-confidence in order to update personal resources.

Strengthening exercises.

Organization of a psychocorrection group: The program is intended for socio-psychological work with adolescent children in general education classes. The optimal number of group members is 15 – 25 people.

Frequency and duration of sessions: Classes are held during the week for 6 hours. The peculiarity of this psychocorrectional training lies in the fact that during the work game methods, group discussion methods, as well as psycho-gymnastics are used. The training allows you to help a teenager realize his own strengths, increase confidence in his own importance, and build confidence in behavior. The training presupposes a humanistic position of the trainer and is based on the principles of gradualism, stage-by-stage: each subsequent stage logically follows from the previous one. Thanks to this, the teenager gradually deepens into the process of understanding himself and his behavior.

Lesson one

Topic "Hello, I'm glad to meet you"

Target: creating favorable conditions for working in a group, familiarization with the basic principles of socio-psychological training, initial mastery of self-diagnosis techniques and methods of self-disclosure, as well as an active communication style and methods of transmitting and receiving feedback.

1.Exercise “Presentation”

Target: self-presentation, acquaintance.

At the beginning of work, each participant draws up a card - a business card, where he indicates his training name: his real or game name. You can change it during the training, creating a new business card accordingly. It is attached to a pin, and all participants address each other by the indicated names.

You can introduce yourself:

With the help of a hobby

Stand up and say what you're great at

Play on the name.

Lead time: 10 minutes

2. Rules of our group

Goal: developing rules and norms for productive work in a group, creating a working atmosphere.

– After we have met, we will begin to study the basic rules of training and the features of this form of communication. Now we will discuss the main ones, and then we will begin to develop rules for the work of our group. (For a description of the general rules, see previous trainings).

1. Confidential communication style.

2. Communication based on the “here and now” principle.

3. Personification of statements.

4. Sincerity in communication.

5. Confidentiality of everything that happens in the group.

6. Definition strengths personality.

7. Inadmissibility of direct assessments of a person.

8. As many contacts and communication with different people as possible.

9. Active participation in what is happening.

10. Respect for the speaker.

3. Exercise “One is too many”

Goal: emotional and bodily liberation, further acquaintance.

One group member in the circle asks a question, for example: “Who loves roses?” Those who love them get up and run until the command “stop”. Then they sit down in the empty seats, the one who remains becomes the leader, etc. Running time: 10 minutes

4. Self-determination test

Goal: primary mastery of self-diagnosis techniques, to promote deeper self-disclosure, which leads to self-change.

– We are starting big and serious work on ourselves. But first we need to understand what we really are. To do this, we offer a test that will help you answer this question. And in the future we will constantly return to the results of this test. So be careful and honest with yourself if you want to truly change yourself, become stronger and more responsible, learn to understand your feelings and control your behavior.

You are asked to answer questions grouped into blocks, each block contains 5 questions. Each group is designated by a letter. You need to answer each question “yes” or “no.” Don’t think about each question for a long time; answer the first thing that comes to mind.

Test

A1. Do you have a sense of humor?

A2. Are you trusting and frank with your friends?

A3. Is it easy for you to sit for more than an hour without talking?

A4. Are you willing to lend your things?

A5. Do you have many friends?

B1. Do you know how to entertain guests?

B2. Are accuracy and punctuality characteristic of you?

BZ. Do you save money?

B4. Do you like a strict style of clothing?

B5. Do you think house rules are necessary?

B1. Do you publicly show your antipathy towards anyone?

B2. Are you arrogant?

VZ. Is the spirit of contradiction strong in you?

Q4. Are you trying to become the center of attention in the company?

B5. Do they imitate you?

G1. Do you use harsh words when talking to people who are shocked?

G2. Do you like to boast on the eve of an exam that you know everything perfectly?

GZ. Do you have a habit of making comments, reading notations, etc.?

G4. Do you ever have a desire to amaze your friends with your originality at all costs?

G5. Do you enjoy ridiculing the opinions of others?

D1. Do you prefer the professions of a jockey, actor, television announcer to the professions of an engineer, laboratory assistant, bibliographer?

D2. Do you feel at ease in the company of unfamiliar people?

DZ. Do you prefer to go in for sports in the evening instead of sitting quietly at home and reading a book?

D4. Are you able to keep secrets?

D5. Do you love a festive atmosphere?

E1. Do you strictly follow the rules of punctuation in your letters?

E2. Do you prepare in advance for Sunday fun?

E4. Do you like to clean things up?

E5. Are you suspicious?

Processing.

Count the number of “yes” answers to each part of the test indicated by a letter. In those parts where the majority of answers are “yes”, put an index: A, B, C, D, E, E. Then where the majority of answers are “no”, put “O”. You should get one of the answer options for each group of indices: 1) A, B, C; 2) G, D, E.

For example: 1) DOG; 2) 0D0.

Interpretation of answers.

1. According to the first three groups (A, B, C), or “How you seem to others.”

A00. You are often considered a reliable person, although in reality you are a little frivolous. You are cheerful and talkative, sometimes doing less than you promise. It is easy for friends to carry you along with them, and therefore they sometimes think that you are influenced by others. However, in serious things you can insist on your own.

AOB. You give the impression of a person who is not very shy, sometimes even impolite. Striving for originality, you contradict others, and sometimes even yourself, refuting today what you affirmed yesterday. You seem like a careless, careless, unnecessary person. But once you want it, you will become dexterous and energetic. You lack what is called balance.

ABO. People around you really like you. You are sociable, serious, respect the opinions of others, and will never leave your friends in difficult times. But your friendship is not easy to earn,

ABC. You love to command others, but only those closest to you experience discomfort from this. With everyone else, you hold back. When you speak your mind, you don't think about the impact your words might have on people. People around you sometimes avoid you, fearing that you will offend them.

000. You are reserved, reserved. Nobody knows what you're thinking. It's hard to understand you.

00B. It is possible that they say about you: “What an obnoxious character.” You irritate your interlocutors, do not allow them to speak, impose your opinion and never make concessions.

OBO. People like you - exemplary students, polite, neat, disciplined, always with good grades. Teachers respect and trust them. As for comrades, some consider such people to be “geeks”, others offer them their friendship.

OBV. Some people may see you as someone who constantly feels like they are being hurt. You quarrel over trifles. Sometimes you're in good mood, but this doesn't happen often. In general, you give the impression of a touchy and suspicious person.

2. According to the last three groups (G, D, E), or “What are you really like?” 000. You are attracted to everything new, you have a passionate imagination, and monotony is a burden to you.

But few people know for sure what you really are. You are considered a calm, quiet person, content with your fate, while in reality you strive for a life filled with bright events.

00E. Most likely, you are a shy person. It shows when you have to deal with strangers. You are only yourself when you are with your family or closest friends. In the presence of strangers you feel awkward, but you try to hide it. You are conscientious and hardworking. You have many good plans, ideas, projects, but because of your modesty, you often remain in the shadows.

0D0. You are very sociable, you love to meet people and gather them around you. You can’t even think about being left alone, thinking that then “everything is lost.” It’s difficult for you to even lock yourself in a room to write some important paper. The spirit of contradiction is very strong: you constantly want to do something differently from others. Sometimes you give in to this impulse, but most of the time you restrain yourself.

ODE. You are reserved, but not timid, cheerful, but in moderation, sociable, polite with everyone. I'm used to being praised often. I would like to be loved without any effort on your part. You feel uneasy without the company of friends. You enjoy doing good to people. But you can be accused of a certain tendency to have your head in the clouds.

G00. You tend to express and fiercely defend very paradoxical points of view. That’s why you have a lot of opponents, even your friends don’t always understand you. But you don't care much about that.

GOE. You will have to listen to some not very pleasant words. How did you manage to choose such a combination of letters? The character is quite difficult, extremely unyielding. Insufficiently developed sense of humor, cannot stand jokes. You often criticize other people's actions and force others to do what you want. And if they don’t obey you, you start to get angry. That's why you have few friends.

GDO. You are a great original and love to surprise your friends. If someone gives you advice, you do the opposite just to see what happens. It amuses you, but irritates others. Only your closest friends know that you are not as self-confident as you seem.

WHERE. You are energetic. Everywhere you feel in your place. Always in control of yourself, sociable, but it seems that you only like the company of friends if you play in a group main role. You love to be an arbiter in disputes and organize games. Those around you recognize your authority, since your judgments always contain a large amount of common sense. But nevertheless, your desire to always teach tires those around you.

4. Self-acceptance

A.-Let's work with some of our shortcomings and habits, those that the test helped us identify and those that you knew well about before starting classes.

To do this, divide a sheet of paper into two halves. On the left, in the “My shortcomings” column, write down very frankly everything that you consider to be your shortcomings today, now, in this lesson. Everyone is given 5 minutes for this work. Don’t feel sorry for yourself when filling out the left side of the table; everyone has shortcomings, and there’s nothing wrong with that.

After that, opposite each shortcoming that you remembered and added to the list, write one of your advantages, i.e., something that can be contrasted with the shortcoming, what you have at the moment and what the people around you accept in you. Write them down in the “My Strengths” column. For the second stage of work, you are also given 5 minutes.

B. – The next stage is to unite in groups of 3-4 people and discuss the notes. It will be better if you sit in a group with those people whom you know least and with whom you have not yet communicated in this lesson. During the discussion, be extremely frank in your statements and attentive to what your partner tells you. Please remember our rules. You can ask each other questions, but in no case “criticize” the speaker. Just thank him for his sincerity and trust in you. You are given 10 minutes to discuss within the group.

V. – “Whoever is not against us is with us.”

There are two processes that in any study group must be launched simultaneously, for example, like the movements of the right and left legs when walking. It's about about the simultaneous elaboration of the content of joint activity and the very form of jointness, methods of communication and cooperation in mastering this content. We all must, in other words, decide for ourselves on two questions: what are we going to do together? How are we going to do this together?

Collaboration is built at the level of:

a) conscious agreement of the group on the norms of cooperation;

b) at the level of physical and emotional trust.

Running time: 60 minutes

5. Exercise “Counting to ten.”

Goal: group unity, development of the ability to control one’s feelings.

Everyone stands in a circle without touching each other's shoulders and elbows. At the “start” signal, you should close your eyes, lower your noses down and count to ten. The trick is that you will take turns counting. Someone will say “one”, another – “two”, a third – “three”, etc. However, there is one rule in the game: only one person must say the word. If two voices simultaneously say, for example, “four,” the count starts over. Is everything clear? Shall we begin?

You have ten attempts. If in ten attempts you bring the count to ten, consider yourself wizards, and your group - unusually coordinated. After each failed attempt you can open your eyes, look at each other, but without negotiations. Try to understand each other without words - explain with looks and gestures.

You have discovered an important psychological pattern. When something doesn’t work out, people begin to get angry, irritated, become aggressive, and unfriendly towards each other. We must learn to restrain ourselves and not express anger. Let's try again...

Running time: 20 minutes

6. What are we like?

Goal: self-disclosure of participants, development of the ability to master verbal and non-verbal means of communication.

Everyone sits in a circle and receives a small piece of paper from the psychologist. Each participant writes their name at the top of the sheet and divides the sheet vertical line into two parts. We mark the left one with a “+” sign at the top, and the right one with a “-” sign. Under the “+” sign we list: the name of your favorite color, your favorite season, your favorite fruit, animal, the name of the book, the easiest way to please the participant, etc.

On the right side of the sheet, under the “-” sign, everyone names: their least favorite color, etc. The coach takes turns reading the name of each item, writing his answers and participating in the exercise along with everyone. Getting to know the answers.

Running time: 20 minutes

7. Exercise “Reflection on past exercises”

Running time: 20 minutes

8. Exercise “Pass the movement”

Goal: relieving psycho-emotional stress.

Participants stand in a circle and, at a signal from the coach, pretend to pass each other a large ball, a heavy weight, a hot pancake, a flower, etc. Recommendations for the coach: the exercise is performed silently.

Completion time: 15 minutes.

9. Exercise “Who am I?”

Goal: development of further self-disclosure, self-knowledge, the ability to analyze and determine the psychological characteristics of oneself and those around them.

Every person has their own theory about what makes them unique and different from other people. This raises the question: “Do others share my point of view?” The children of the group are asked to divide a sheet of paper into three columns vertically: in the 1st column, answer the question: “Who am I?” To do this, quickly write 10 words-epithets; you should write them in the order in which they come to mind. In the 2nd column, write how your parents, acquaintances (any significant other) would answer the same question. In the 3rd column, someone from the group answers the same question. To do this, everyone puts their signed pieces of paper on the table, they are mixed, then everyone, without looking, takes a piece of paper from the table and writes about the person whose piece of paper he came across. Then the leaves are put back on the table and everyone takes theirs.

When discussing the results of this procedure, you can pay attention to the following aspects:

Is any quality or word repeated in all three columns;

What might this indicate (for example, a person’s openness in communication);

How well a person knows himself (number of words in the 1st column);

Attitude towards oneself (ratio of positive and negative epithets);

Whether the self-concept and the ideas of others about this person coincide or do not coincide;

What constitutes others’ ideas about a person (here it is possible to discuss the issue of a person’s responsibility for presenting himself to other people), etc.

Running time: 40 minutes

10. Exercise “It’s nice to say...”

Goal: development of reflection, psychological support.

- Let's get up closer friend to a friend, form a close circle and extend our hands to its middle.

On my command, we will all join hands at the same time and do it so that in each hand of each of us there is one hand. At the same time, we will try not to join hands with those who are standing next to you.

So let's get started. One, two, three... Now, with your hands touching, you must say a kind word to each other.

Running time: 15 minutes

11. Parable “The Crow” And peacock" (N. Pezeshkeyan)

Goal: development of further self-disclosure, self-knowledge, clarification of the self-concept, the ability to analyze and determine the psychological characteristics of oneself and those around them.

In the palace park, a black crow sat on a branch of an orange tree. A peacock proudly walked across the well-groomed lawn. The crow croaked: “Who helped such a ridiculous bird appear in our park? With what conceit she acts, as if she were the Sultan himself! Just look at how ugly her legs are, and what a disgusting plumage she has. blue. I would never wear this color. She drags her tail behind her, like a fox.” The crow fell silent, waiting. The peacock was silent for a while, and then answered, smiling sadly: “I think that there is no truth in your words. The bad things you say about me are due to a misunderstanding. You say that I am proud because I walk with my head held high, so that the feathers on my shoulders stand on end, and my double chin spoils my neck. In fact, I am anything but proud. I know perfectly well everything that is ugly about me, I know that my legs are leathery and wrinkled. This is precisely what upsets me the most, which is why I raise my head so high so as not to see my ugly feet. You see only what is ugly about me, and close your eyes to my virtues and my beauty. Didn't that occur to you? What you call ugly is what people like most..."

Discussion…

Running time: 60 minutes

12. Exercise “Association”

Goal: emotional and physical liberation.

Stand in a circle. Place your hands on each other's shoulders. Look at each other friendly. Smile joyfully at each other and say: “You are an individual!”, adding your associations with bright personalities, for example with politicians, film actors, historical figures or literary characters.

Any of you has the right to ask why your partner associates you with this person or hero. I advise you to write down everything that is said to you during greetings. This is interesting material to think about. But really, why, for example, were you associated with the image of Khlestakov or Little Red Riding Hood?

Running time: 20 minutes

13. Exercise “Easy paths lead to a dead end”»

Goal: to teach you to find the main things in yourself individual characteristics, determine your personal characteristics.

– At the very beginning of the lesson, we got to know each other, learned new names and, most importantly, the individual characteristics of all members of our group. Now you need to write down in the “Individuality” table what you remember about each person, that is, the essence of each participant’s statements about their individuality. Remember what he said when he met you, what others said about him when we sat in a wide circle. This is certainly not very easy, but “easy paths always lead to a dead end.” You can also add your conclusions about the individuality of this person, which you were able to draw during the lesson. For example, you can write: “Irina differs from everyone else in her calmness.”

Individuality

Then you will gather in a large circle and take turns reading out your notes, correcting any inaccuracies in the “His own statement” column.

Running time: 30 minutes

14. Exercise “My portrait in the sun”

Goal: development of the ability to determine one’s personal characteristics.

– Draw a sun, write your name in the center of the solar circle or draw your portrait. Then, along the rays, write all your virtues, all the good things that you know about yourself. Try to have as many rays as possible.

This will answer the question: “Why do I deserve respect?”

Running time: 15 minutes

15. Exercise “Reflection on a past lesson”

1. Which exercise had the greatest impact on you?

2. Which group member was closest to the training goal today?

3. How free did you feel?

4. Which participant’s behavior hindered or helped you?

Completion time: 15 minutes.

Lesson two

Topic: “Self-determination and self-knowledge of participants”

Target: creating an atmosphere of trust and openness in the group. Learning the ability to express your point of view. Activating the process of self-knowledge, deepening the processes of self-disclosure, receiving positive feedback to strengthen self-esteem and actualize personal resources. Disclosure important qualities for effective interpersonal communication.

Running time: 10 minutes

2.Exercise “Presentation”

“All of Us” is an associative role portrait of the participants, all those who gathered in the group. It will show how everyone sees themselves.

One participant leaves. The psychologist asks each participant to say something nice about the deceased. This is being recorded. Then the participant enters. The psychologist says, for example: “While you were away, we accidentally started talking about you. You won't believe how many nice things have been said about you. One said...” The participant must guess who said what and why.

Running time: 15 minutes

3. Exercise “The very best”

Goal: revealing important qualities for effective interpersonal communication.

– Each person is a unique personality. In some ways he is completely inimitable and beyond any competition. But precisely because not everyone sees this, a person may be dissatisfied with how others treat him. Let's fix this. Within each team, let the participants talk about their strengths with which they can compete with others. So, think about it and everyone within the team, one by one, tell us about your merits and confirm them with facts. Now we ask you to tell us about your merits with facts to support them. Please. Let's now sum up the results and within each team we will highlight the “best of the best” according to the indicators that were discussed here. For example, the highest, the highest, the most. cheerful, the most resourceful, etc. Now we just have to determine the “best” of all the teams. In conclusion, let’s applaud “the very best.”

Running time: 40 minutes

4. Exercise “Nobody Knows”

Goal: creating an atmosphere of trust and openness in the group.

Children sit in a circle. The psychologist has a ball in his hands.

- Now we will throw this ball to each other and the one who has the ball completes the phrase “None of you knows that I (or I have) ...”

Be attentive and ensure that everyone takes part in the task. Everyone should play the ball many times.

Running time: 15 minutes

5. Exercise “My quality”

Goal: strengthening self-esteem and updating personal resources.

– Choose one quality you like from the list of your characteristics... Sit back, take a deep breath, relax.

When and how was the last time this quality manifested itself in your behavior? Recreate this incident in your imagination. What did you see then? What did you hear? How did your body...your hands...the skin on your face feel? Immerse yourself in that situation, relive it...

You can stay in this memory as long as you want. And, taking a deep breath, you can come out of it whenever you want.

Running time: 40 minutes

6. Exercise “Sculpture”

Goal: Identifying relationships between group members, developing sensitivity, overcoming bodily barriers.

The group is divided into two parts. One should “sculpt” a sculpture of a person with self-esteem, the other – a person without self-esteem. The figure is “molded” from one of the participants, to whom all members of the group give the necessary pose and “create” facial expressions for him. Each subgroup chooses a “tour guide” who will describe the sculpture, tell what and how it expresses. “Excursionists” (members of the second subgroup) can agree or disagree and make their own adjustments.

Running time: 20 minutes

7. Exercise “Concessions”

Goal: development of trust, disclosure of important qualities for effective interpersonal communication.

– It is known that by giving to others, a person receives more, although at first glance this is not so obvious. Any broad gesture in the name of others remains in the memory for a long time. Nevertheless, every person has a possessive nature that restrains charitable impulses. Let's try to contrast these two principles. Please divide into pairs. Now I propose to judge your innermost dreams. After all, everyone has their own dream, distant, close, real or unrealizable. Let's share our dreams with each other... And now it would be nice to think out loud: how each of you could help in making your cherished dream come true. What could you give to each other, give, give away? Just like that, from pure heart! Sometimes even good advice can help significantly. Try talking about this topic. Have you sometimes felt that giving gifts is more pleasant than receiving them? Share your impressions.

Running time: 35 minutes

8. Exercise “Gift”

– Let each of you take turns giving a gift to your neighbor on the left (clockwise). The gift must be given (“handed over”) silently (non-verbally), but in such a way that your neighbor understands what you are giving him. The one who receives a gift should try to understand what is being given to him. Until everyone receives gifts, there is no need to say anything. We do everything silently.

Running time: 15 minutes

9. Exercise “Parts of my Self”

Goal: activation of the process of knowing one’s own “I”, deepening the processes of self-disclosure, receiving positive feedback to strengthen self-esteem and actualize personal resources.

Materials: paper, sets of colored pencils (6 colors). The psychologist invites children to remember what they are like in different situations depending on the circumstances (sometimes they act so unlike themselves, as if they were other people), how they sometimes behave internal dialogue, and try to draw these different parts of your “I”. This can be done as it turns out, perhaps symbolically.

After completing the task, the children and the leader take turns showing their drawings to the group and explaining what is depicted on them.

Teenagers exchange impressions about whether it was difficult to complete the task, whether it was difficult to tell what they depicted. With the consent of each of the participants, the presenter collects the drawings (those who wish can keep them) with the condition that they will not be shown to any of the students or teachers, but the participants can look at them before and after classes.

Running time: 60 minutes

1. Which exercises did you like or dislike?

2. How do you feel at the moment?

3. What new things did you learn about yourself or others while doing the exercises?

Running time: 20 minutes

11. Exercise “Association”

Goal: developing the emotional feeling of another, expanding the participants’ ideas about themselves.

One of the training participants walks out the door. The rest choose someone from the group whom he must guess by association. The driver enters and tries to guess who exactly they have guessed, asking questions based on associations: “What flower does he look like? What taste? What song? What book? etc. At the same time, the driver shows who exactly should answer him. He asks the number of questions agreed upon in advance (usually 5), after which he must name the person who was guessed. If he guesses correctly, then the named one becomes the driver. If not, he leaves again. If you fail to guess correctly more than twice, you are eliminated from the game.

Discussion.

When was it easier to guess: when did the one who was guessed answer, or someone else?

What is this connected with?

The difference between how we appear to ourselves and how we appear to other people.

Running time: 20 minutes

12. Exercise “Pleasant conversation”

Goal: creating an atmosphere of trust and openness in the group, developing empathy towards others.

– A person usually likes it when others say about him: “a pleasant conversationalist.” This is a really useful skill - to easily and naturally make contact, maintain a conversation and also easily part with your interlocutor. The ability to conduct a conversation allows a person to feel more confident in this world, not to avoid people and to enjoy communicating with them. Now we will hold a series of meetings, and each time you will meet a new person. You need to start a conversation, say something nice to your interlocutor and also part with him on a pleasant note.

The children of the group stand (sit down) according to the “carousel” principle, i.e., facing each other and form two circles: an internal stationary one (the children stand with their backs to the center of the circle) and an external mobile one (the children stand facing the center of the circle).

At the psychologist’s signal, all participants in the outer circle simultaneously take 1 or 2 steps to the right (or change to a chair standing to their right) and find themselves in front of a new partner. There will be several such transitions. Moreover, each time you offer the role to the participants.

Examples of a “meeting” situation

A. “In front of you is a person whom you do not know at all, you are seeing him for the first time, but you really need to find out how to get to a certain place in the city where you are for the first time.”

The time for the entire conversation, i.e., establishing contact, mutual greetings and conducting the conversation itself, is 2-3 minutes. Then you give a signal, the participants must finish the conversation they started within 10 seconds, say goodbye and move to the right to the new partner. These rules also apply to the following situations.

B. “In front of you is a person whom you really like. You’ve been wanting to talk to him for a long time.”

B. “In front of you is a person who is upset about something and cannot calm down. Approach him, start a conversation, calm him down.”

G. “You were called out on the street. Looking back, you saw stranger, who also realized that he was mistaken. You start with the words..."

Running time: 40 minutes

13. Exercise “Good animal”

Goal: to promote team unity, teach children to understand the feelings of others, provide support and empathy.

The coach says in a quiet, mysterious voice: “Please stand in a circle and hold hands. We are one big, kind animal. Let's listen to how it breathes! Now let's breathe together! When you inhale, take a step forward, when you exhale, take a step back. Now, when you inhale, take two steps forward, and when you exhale, take two steps back. Inhale - two steps forward. Exhale - take two steps back. This is how the animal not only breathes, its big, kind heart beats just as clearly and evenly. Knock - step forward, knock - step back, etc. We all take the breath and heartbeat of this animal for ourselves.”

Completion time: 20 minutes.

14. Exercise “Leaf behind your back”

Goal: developing a trusting relationship with each other, learning the ability to express one’s point of view. Activation of the process of self-knowledge.

– Every person is interested in what other people think about him, how they feel next to him. However, you cannot always be sure that you will be told the whole truth, pleasant or unpleasant, to your face. This exercise helps overcome the barrier: it is anonymous, but occurs through eye-to-eye contact.

Everyone will have a piece of paper attached to their back. You will walk, stop near those people who interest you, look at him in order to form an impression about the person, and write down this impression on a piece of paper pinned on his back.

Now look at each other. What faces attract you? How?

What kind of person would you like to approach?

Are you ready to be sincere?

Now you will walk and meet each other. For now, you don’t write anything - just look at each other: what are you like?

Go ahead, you can move!

Many of you find it strange to walk and look at each other.

Yes, adults often find it strange what is natural for children. Children love to look at people, just look at them, examine them, admire or be surprised. And that’s why children are such wonderful psychologists.

Discussion.

– It would probably be better if you shared your feelings with everyone. Please, let everyone in the circle say a few words about their feelings about what they wrote to him, and whoever wants can read one or two messages to him. Now raise your hands, those who were truly sincere during this game. It is very difficult to be absolutely sincere.

Everyone stands in a common circle, the psychologist says warm words about trust in each other.

Completion time: 40 minutes.

15. Exercise “I understand you”

Goal: activation of the process of self-knowledge, deepening of the processes of self-disclosure,

Each teenager is asked to choose from among the group members a person whose state and thoughts he can guess by his eyes, facial expression, posture, etc.

Participants are given 3 minutes to write down what the selected person was thinking about during the lesson, what feelings they experienced, etc.

The exercise can be continued in two ways.

A. Each teenager, turning to the person whose condition he described, tells him about him (about his condition and his thoughts). The one whose condition was described can comment on this story. If what is told corresponds to his actual thoughts and feelings, he can confirm the correctness of the observations. Otherwise, he can refute the guesses by pointing out the mistakes made.

B. Every teenager describes the state of a partner who does not know that all this applies to him. Children must determine whose condition was described.

Completion time: 30 minutes.

16.Exercise “Homeless Hare”

Purpose: relieving psycho-emotional tension, removing muscle tension.

Children stand in a circle and choose a “hunter” and a “stray hare” using a counting rhyme. The remaining children (hares) stand in hoops (houses) laid out in a circle. On the command “one - two - three - hunter catch,” the hunter runs after a homeless hare around the houses. A hare can hide in any house, but then another hare must run away from the house. If the hunter catches a hare, they change roles.

Completion time: 20 minutes.

17. Exercise “Autopilot”

Goal: awareness of your own uniqueness, a mood for a joyful and productive life in the future.

You must write down at least ten phrases like: “I’m smart!”, “I’m strong!”, “I’m charming!”, “I’m beautiful!” etc.

Naturally, these settings should relate directly to you, reflect your life goals and the desire to become just that.

Take this task seriously, since a person’s life is largely determined by what he thinks about himself, what he most often tells himself. Under no circumstances write phrases that emphasize your weaknesses and shortcomings. This should be an optimistic program for the future, a kind of autopilot that will help you in any life situations.

Completion time: 30 minutes.

18. Exercise “Reflection on a past lesson”

What exercise had the greatest impact on you?

Which group member was closest to the training goal today?

How free did you feel?

Which participant's behavior hindered or helped you? Completion time: 10 minutes.

Lesson three

Topic: “Confident behavior”

Target: teaching techniques confident behavior and promoting a sense of self-confidence.

1.Exercise “Expectation and well-being”

Goal: developing reflection and teaching openness

Realize and express in a circle the feelings and mood with which the participants came today.

Running time: 10 minutes

2. Exercise “Reproduction”

Goal: creating emotional comfort.

Children sit in a circle.

– Let’s start today like this: when throwing a ball to each other, we will say the name of the person we are throwing to. The one who receives the ball takes any pose he wants, and everyone else follows him in reproducing this pose. After that, the one who has the ball (and whose pose we just reproduced) throws the ball to the next one, and so on, until each of us has the ball.

Running time: 15 minutes

3. Exercise “My behavior”

Goal: to teach how to distinguish when a person behaves confidently and when he or she behaves insecurely.

This doll (the presenter puts the doll on his hand) will say what happened, and the one who puts the second doll on his hand will have to show how he behaves in this situation, what a confident and insecure person says.

The psychologist, on behalf of the doll, suggests a certain situation. The second doll is put on by the one who must give the answer. After several situations proposed by the facilitator, you can invite the training participants to come up with their own situations. If there are no volunteers, situations prepared in advance by the presenter are offered.

It is important that all schoolchildren participate in the exercise, and the leader draws attention to the fact that the schoolchildren themselves qualify the answer as confident or uncertain.

Examples of suggested situations:

Undeservedly given a bad mark;

You want to watch TV, but your friends invite you to go out;

Not accepted into the game;

Do you want to meet a peer, etc.

At the end there is a brief discussion and a definition of confident and insecure behavior.

Running time: 40 minutes

4. Exercise “Palm to palm”.

Goal: development of coordination of movements, interaction skills.

Children sit opposite each other, touching their partner’s palms with their palms. The leading partner sets some movement with his hands, the follower follows them. Then the partners change roles. After completing this exercise, a similar one is performed, only the partners’ hands do not touch.

Completion time: 15 minutes.

5. Exercise “Mirror”

Goal: formation of confident behavior, development of emotional feeling of another.

Children form two circles - internal and external (if this is not possible, then they are divided into two teams - those who sit on the right and on the left side of the desk).

At the psychologist’s signal, the one standing in the inner circle must depict, without words, using gestures, posture, facial expressions, a confident or uncertain person, and the one standing in the outer circle must guess who he was portraying. If he guessed correctly, both participants raise one hand up. Then, at the leader’s signal, those standing in the outer circle take a step to the side and, finding themselves in front of another participant, try to understand what he depicted.

After the entire circle has been completed, the roles change. Now those standing in the outer circle take certain poses, and those standing in the inner circle guess.

The psychologist records the number of correctly guessed poses.

After completing the exercise there is a short discussion.

Which poses were most often thought of, and why?

Which ones were easier to guess, and why?

Completion time: 30 minutes.

6. Exercise “Plasticine doll”

Goal: awareness of your body.

The coach divides the children into pairs. One of the children in the pair will play the role of a sculptor, the other - plasticine. The “sculptor” must sculpt the “doll”, giving the “plasticine” a certain pose. “Plasticine” should be soft and pliable. After each child plays different roles, the coach asks: “Who did you like being more: a sculptor or a plasticine doll? Why? Was it comfortable for the doll to be in the pose that the sculptor came up with for it? Why?" etc.

Completion time: 10 minutes.

7. Exercise “City of Confidence”

Goal: teaching techniques for assertive behavior and promoting a sense of self-confidence.

Participants sit in a circle.

– Let’s all write a story together about a city in which the most insecure people living on Earth have gathered and live. One of us will be the first and say one or two phrases with which our story will begin.

Completion time: 40 minutes.

8. Exercise “Walking with a compass”

Goal: to develop in children a sense of trust in others.

The group is divided into pairs, where there is a follower (“tourist”) and a leader (“compass”). Each follower (he stands in front, and the leader behind, with his hands on his partner’s shoulders) is blindfolded. Task: go through the entire playing field forward and backward. At the same time, the “tourist” cannot communicate with the “compass” on a verbal level (cannot talk to it). The leader, by moving his hands, helps the follower keep the direction, avoiding obstacles - other tourists with compasses.

After finishing the game, children can describe how they felt when they were blindfolded and relying on their partner.

Completion time: 15 minutes.

9. Exercise “Circle of Confidence”

Goal: building confidence in behavior through visualization.

– Imagine an invisible circle with a diameter of about 60 cm on the floor about half a meter away from you.

Go into the circle and remember the wonderful time when you were “on the crest of success.” In that situation, all your abilities were manifested to the maximum. Everything was fine, luck was with you. If you have trouble remembering your own story, you can use the story of a movie character or legend you admire. The amazing thing about your brain is that it makes no difference between real story and imaginary. Feel free to fantasize - no one will know about it!

Completion time: 40 minutes.

10. Exercise “Reflection on past exercises”

1. Which exercises did you like or dislike?

2. How do you feel at the moment?

3. What new things did you learn about yourself or others while doing the exercises?

Running time: 20 minutes

11. Exercise “Emotions”

Goal: relieving psycho-emotional stress, developing children’s trust in each other, developing arbitrariness and self-control.

Children sit on chairs. The coach shows the children cards with faces. Children, having determined the emotional state of the person depicted in the picture, silently raise their hand. The coach says: “One, two, three.” On the count of “three” the children must all whisper the answer together.

At the end of this exercise, the coach offers the children the following emotional states using pantomime: sadness, resentment, joy, anger, surprise, calm.

Completion time: 15 minutes.

12. Exercise “I – master"

Goal: building self-confidence.

– What is your idea of ​​the owner? ( possible options: this is a strong, self-confident person, he does not expect evaluations, he is ready to evaluate himself; This is not an anxious, not fussy person, he feels relaxed and calm, he can manage others).

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Today I would like to focus on those internal human resources that are inalienable; It is these internal forces that often determine a person’s success in life.

You probably already guess what internal resources I’m talking about. This is first of all: health, intelligence, positive thinking, high self-esteem, the ability to behave calmly in critical situations.

Why is it important to develop these internal components in the first place? The answer is obvious: we can only fully control ourselves. Of course, we have some degree of control over the situation and environment outside of us, but you understand perfectly well that this control is very illusory.

In this regard, I really like the following analogy. The main idea of ​​the Russian Style martial arts school is that all available items can become a person’s weapon against an attacker: an umbrella, a credit card, a briefcase; and the most important weapon, of course, remains the human body itself and its ability to use these objects for its protection.

In the same way, a person’s inner strengths become his “weapons” on the thorny path to success. Let's look at all the components separately.

Health and physical strength

First of all, you and I live in the objective world of physical reality. Yes, we can use the power of our subconscious; Yes, we can use the law of attraction, but ultimately it is our body that does the actual work. That is why it must be healthy.

Only healthy body can help us realize all our plans, only a healthy body is a source of pleasant physical and emotional sensations.

Each person has vital resources that he can manage and ensure certain processes. Thanks to personal resources, the needs for survival, safety, comfort, socialization and self-realization are met. In other words, we can say that a person’s external and internal resources are his life support.

Characteristics of personal resources

Resources are divided into personal (internal) and social (external).

Internal resources are a person’s mental and personal potential, as well as the skills and character that support people from the inside.

External resources are those values ​​that are expressed in social status, connections, material support and everything else that helps a person in the outside world and society.

This article will tell you how important internal resources are and how they should be developed and used to achieve success.

Internal human resources include:

Health (physical and psychological);

Character;

Intellectual abilities;

Skills, abilities, experience;

And emotions;

Self-esteem and identification;

Self-control;

Spirituality.

To achieve success and harmony with the world, it is these internal human resources that must be developed to maximum level. Many experts in the field social psychology note that people who engage in self-improvement, in most cases achieve their goals. They have the ability to control themselves first, and only then take control of the situations around them. It is precisely this algorithm of behavior that is correct for influencing various social processes.

Health (physical and psychological)

A healthy human body, which receives the required amount of rest and food, and also expends its internal sexuality and energy in the required amount - these are the internal resources of a person, on which most of the success in life depends.

The psychological component (mental processes and its functions) are also regarded as fundamental resources. The internal components of a person’s psyche are erudition and erudition, imaginative and abstract thinking, intelligence, the ability to use information, the ability to analyze and synthesize, attention, quick switching from one object to another, will and imagination.

Emotions and positive thinking

Various emotional state- these are inexhaustible resources. Inner moods can set the rhythm, like physical body, and the psyche as a whole. In this case, the resources are both a feeling of favorable emotions, such as joy, happiness, fun, peace, and a feeling of grief, sadness, anger, rage. But each emotion must have a creative function. For example, rage and anger in defending your rights can indicate and will not allow your opponent to violate them. But rage aimed at destroying (moral or psychological) another person already has a destructive function.

A creative perspective will allow you to develop the ability for positive thinking, which very often becomes an assistant in resolving many problems and troubles in life.

Character

Character refers to not only those traits that are highly moral and attractive to society as a whole, but also those that help an individual move toward achieving certain results. For example, anger and irritability are not very welcome in society, but thanks to them a person will always be able to stand up for himself in a difficult situation. That is why such traits are also resources. The internal resources of the individual, consisting of character, of course, must be close to the ideals of society. It is worth remembering that all character traits must manifest themselves at the right time and in the right place, in which case they will only benefit the person himself and those around him.

Skills, abilities, experience

A skill is what a person has learned to do, and a skill is the automation of a skill. Thanks to this, a person can help the people around him. In this way, the internal resource that lies in skill is manifested.

Experience, processed and experienced, is an important human resource. Everything that a person was able to realize and feel is already experience, and in the future the person can consciously use it in similar situations to overcome any difficulties.

Self-esteem and identification

Identity is what we identify and identify with. The last characteristic can be professional, social-role, or gender. It is also an internal resource that allows us to perform those functions and responsibilities that we consciously accept. Self-esteem plays an important role in a person's life and correct use this resource. We can say that it is a real assessment of one’s position in society and one’s attitude towards oneself that allows one to weigh one’s own actions and failures, draw conclusions and continue to achieve one’s life goals.

Self-control

The ability to react correctly to current situations is an extremely important component of any personality. Using the resource of self-control allows a person to analyze and correctly choose a model of behavior that will not harm either others or himself.

Spirituality

Spirituality in the field of internal resources is understood not only as faith in higher powers, but also values ​​that are associated with justice, love, belief in magic and energy. It is these intangible values ​​that lift a person above earthly chaos and allow him to become more intelligent.