Psychological relaxation. Psychological relaxation with improvised means. The sea is worried once

It is very important for the teacher to organize the lesson correctly, because it is the main form of the pedagogical process. The functional state of schoolchildren in the process of educational activity, the ability to maintain mental performance at a high level for a long time and prevent premature fatigue largely depends on the level of hygienic rationality of the lesson.

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Emotional discharge in the classroom

A modern lesson is characterized by great intensity and requires students to concentrate their attention, exert their strength. Rapid fatigue of schoolchildren in the classroom is caused by the specifics of the subjects: the need for a large number of training exercises. It is very important for the teacher to organize the lesson correctly, because it is the main form of the pedagogical process. The level of hygienic rationality of the lesson largely determines the functional state of schoolchildren in the process of educational activity, the ability to maintain mental performance at a high level for a long time and prevent premature fatigue.

To achieve high efficiency of the lesson, one should take into account the physiological and psychological characteristics of children, provide for such types of work that would relieve fatigue. The first signs of fatigue can appear in the motor restlessness of children for 12-14 minutes. lesson. Fatigue can be eliminated by optimizing physical, mental and emotional activity. To do this, you should actively relax, switch to other activities, use all kinds of means of restoring your working capacity.

For this purpose, it is necessary to increase the emotional content of educational sessions, their attractiveness, change the activities of students, optimize the process of interaction between an adult and a child in the classroom will increase the number of positively experienced emotions, help relieve the physical and psycho-emotional stress of schoolchildren, lead to an increase in mental and physical performance in the educational mode. day of students.

A positive emotional state of students is important in two aspects:

It activates the higher parts of the brain, promotes their high excitability, improves memory and thereby increases efficiency;

Promotes mental health.

Teaching should take place against the background of a good mood of the students to give a feeling of joy. Reception of switching attention is based on the mobility of nervous processes inherent in school-age children and the involuntary nature of mental activity. Switching attention is an important technique of emotional regulation, if carried out purposefully, previously planned by the teacher, used both for didactic purposes and for temporary emotional release. For this purpose, you can use a variety of game situations, sound signals, tasks with a change in activity, tasks for quick response. The group of verbal-stylistic techniques includes folklore, humor, winged words. Scientists point out that the use of such techniques helps to activate any activity, prevent or painlessly eliminate a complex conflict, and relieve emotional stress.

Switching activities to correct the emotions of boredom or fear can be carried out both with the help of words and with the use of color, music, gesture signals, the inclusion of objects in the work, visual aids. The forms of switching activities in the classroom include physical education minutes, physical training pauses. It is appropriate to use catch phrases, wise thoughts, games - warm-ups, chants, musical physical minutes, a small poem, a humorous or instructive picture, which are available and can be used in work with school-age children.

What is emotional release or relaxation? Relaxation is relaxation or decreased tone after intense mental activity. The purpose of the relaxation is to relieve stress, give children a little rest, evoke positive emotions, good mood, which leads to an improvement in the assimilation of the material.

It should be remembered that when conducting relaxation, you do not need to set a goal for the students to remember the training material. Relaxation should free the student from mental stress.

The use of music is very useful for relieving emotional stress. Music allows, without volitional efforts, to activate work at the level of involuntary regulation of the movements performed, facilitates the performance of work, relieves of dangerous psychophysical overstrain. Music forms positive emotions, fosters a sense of rhythm, musicality, and has a therapeutic effect.

I will give as an example some types of relaxation that can be applied in the classroom.

Discharging using a different type of movement

Students, at the command of the teacher, stand up and perform simple movements (raise their hands up, down, jump, stomp, imitate movements). Actions taken by students can be accompanied by speaking when executing commands.

Stories with sound effects.

This relaxation technique, in my opinion, is interesting because it allows students to “revive” after intensive work in the classroom. The essence of this technique is as follows: (the “role of sound” effects ”is performed by students) all participants are divided into groups (2-3 people each), which will depict some characters, sounds, use facial expressions, gestures. The text should be read slowly

(you can listen to quiet music). After training, the pace gradually increases.

Laughter is an unusual stimulus that causes an involuntary reaction of students and helps to relieve fatigue and tension.

The expectation of the unusual, special interest also serves to relax the students, as it affects the emotional sphere.

Man is a rational creature, but lazy (exceptions are possible). How to reduce the nefarious influence of laziness and speed up the process of assimilating new knowledge? One way is motivators. Motivators are external stimuli in relation to a person, which (if they correspond to his needs and motives) induce a person to certain behavior.

The main function of motivators: to accelerate the achievement of the goal.

Motivators perform the following tasks:

reduce feelings of laziness

increase mental and physical activity

raise / lower mood

reduce discomfort from a particular type of activity.

In the classroom, you can use positive motivators.

Visuals: various images associated with a given goal.

Motivators are simple and affordable ways to motivate students and motivate them to achieve learning goals.

You can also use games - warm-ups or energizers, aimed at increasing the tone, group activity and energy of students. The following are examples of games aimed at relieving emotional stress.

Boogie-Woogie (song)

The song is accompanied by movements, while the movements repeat the words. The words hardly change, but only the part of the body that moves (right arm, left arm, right leg, left leg, head ..) changes.

Right hand - forward,

And then her - back,

And then again - forward

And shake it a little.

We do Boogie-Woogie

Turning in a circle.

This is what we sing! HEY!

Boom chiki boom (song)

The song is repeated several times, while only the character of the singing changes: faster, slower, bass, whisper, etc. The presenter sings the line, the others repeat after him.

I'm singing boom chicky boom

I'm singing boom chicky boom

I'm singing boom chiki raki chiki raki chiki boom

AHA! Oh! Again!

Vereshchagin, leave the launch!

The group is divided into three parts. The first part begins and repeats the words: "Kultyh - kulty, kultyh - kultyh." The second part picks up and repeats the words: "Chukh - chukh, chukh - chukh, chukh - chukh, chukh - chukh." The third part comes in last and once shouts the words: “Vereshchagin! Get off the launch! " When the third part finishes shouting their words, all together should very loudly imitate the explosion - "BA - aaa - X -xxxxx !!!"

Goal - by!

The group is divided into two approximately equal teams of "fans". One command at the leader's sign - a wave of the right hand - says in chorus: "Goal!"

Animal choir

The audience is divided into four (optimally) parts. Each part is given the sound of some animal.

For example: ”Woof! Meow! Be - e! Oink! " The motive of some light song is used (“A Christmas tree was born in the forest” or “A birch tree stood in the field”). The motive is learned for each sound separately. Then, at a sign from the leader, this or that part of the hall should enter.

Tyr! Pyr! Machine gun! (song)

The words are accompanied by movements, sung with an acceleration of the tempo.

Tyr, pyr, machine gun!

Above the roof is the plane.

Bam artillery

The cavalry gallops.

Chants

“Two flowers”.The leader calls the words, and the children repeat loudly after him.

Two flowers, two flowers

Hedgehogs, hedgehogs

Anvil, anvil

Scissors, scissors

Running in place, running in place

Bunnies, bunnies

And now we will say together girls and boys.

"How are you".

The presenter asks the question, and the children show the answer with movement.

How are you? Like this

Are you swimming? Like this

Are you waiting for an answer? Like this

Are you waving after? Like this

How are you running? Like this

Do you sleep in the morning? Like this

Are you looking in the distance? Like this

How are you naughty? Like this

I'm driving a tank

Repeat the words loudly after the presenter.

I'm driving a tank

I see a cow

In a hat with earflaps

With a healthy horn

Hello cow

How are you doing?

Doo-yu-spik-inglish?

Why are you calling names?

Chica - boom

Repeat words behind the presenter

Chica boom is a cool song

We will sing it all together

If you want cool noise

Sing with us - chica boom

I sing - boom - chica - boom

I sing - boom - chica - boom

I sing - boom - chica - cancer - chica - cancer - chica - boom

A - a - a, o - e!

Again

Hurry up. Everything is repeated again, only in a more accelerated version.

Rocket launch

Prepare for the launch of a space rocket

There is! Get ready !!! (salute)

Fasten your belts!

Have the straps fastened (cotton in front of you)

Include contacts!

Yes, include contacts (connect the thumbs in front of them)

Start the motors !!!

Yes, start the motors !! ! (rotate thumbs and a growing hum) !!!

When, the hum became loud, the leader on the fingers counts down:

5,4,3,2,1 start !!

Everyone shouts: Hurray! Hooray! Hooray!

We are beautiful

Repeat loudly after the presenter

We are beautiful

We are intelligent

We are Skillful, cheerful

We are different from everyone

We are gnawing a hazelnut

Let's join us

Let's go for miracles

Where there are patterns

For rivers and mountains

Where buo - buo - crayfish

And where crayfish hibernate

Where amicably wow - wow

The Bau family lives

"CAP"

(speak words and show hand movements)

My triangular cap

My triangular cap,

And if it is not triangular,

This is not my hat.

(during the game, you need to remove words and replace them with hand movements)

FLOOR, NOSE, CEILING

This game is also a good test of attentiveness. It is very simple, its rules are easy to explain. With your right hand, point to the floor and say, "Paul." Then point to the nose (it will be better if you touch it), say: "Nose", and then raise your hand up and say: "Ceiling." Do this slowly. Let the guys show with you, and you will call. Your goal is to confuse the guys. Tell:

"Nose", and show yourself at this time at the ceiling. Guys should listen carefully and show correctly. Well, if you cheerfully comment on what is happening: “I see someone in the fourth row has a nose fell to the floor and lies there. Let's help find the fallen off nose. " The game can be repeated several times with increasing tempo. At the end of the game, you can solemnly invite the owner of "the world's tallest nose" to the stage.

Hippodrome

Purpose: unloading, energy release, "shouting".

Host: “Show me your hands and your knees. Does everyone have two knees? Then go ahead! We will now participate in the races at the hippodrome. Repeat after me. "Participants repeat the movements behind the leader." The horses came to the start (clap - clap - clap randomly on the knees). We stopped at the start.

Crumpled (we clap quietly). Reade set Go! The race has begun (we clap quickly on the knees).

Barriers (raise our hands, as if hovering over a barrier). Stone road (banging on the chest with our fists).

Through the swamp (pulling ourselves by the cheeks). Sand (three palm on palm). The home stretch (very fast). Hooray!"

Catching moths

Purpose: active involvement of students in the game process, to raise the general tone of the group.

Feature: carried out while standing.

The presenter points to one of the participants in the game, introducing her as “the hostess who invited us to visit. She has a lot of moths in her house. She invited us so that all of us together would help her get rid of the moth. ” Further, the presenter invites all group members to “kill 10 moths each”, and the first demonstrates “killing moths” by clapping in the air, slapping on the shoulders and heads of the participants,

on things in the room, etc. He encourages all members of the game to take part in this action. The facilitator stops the exercise, taking into account the degree of involvement of all participants in the game.

Noise performances

The idea of ​​these mini-performances is simple: the participants are divided into small groups, each of which is given the task to depict following the presenter one or another sound that imitates something (birdsong, thunderclaps, etc.). The facilitator rehearses with each group one or two times, and then begins the story, giving a signal to one or another group to start their "party". In conclusion, as a rule, all groups

perform their parts together.

The storming of the Winter Palace.

This mini - performance illustrates the presenter's humorous story about a historical event - the storming of the Winter Palace in October 1917. "Aurora's shot thundered (group No. 1:" Bah-bah! ", Group No. 2 depicts a raven:" Kar-kar-kar! "). Armed soldiers and sailors rushed to storm the Winter Palace (group No. 3:" Hurray! ", group N 2:" Kar - kar - kar! "). The cadets guarding the Winter Palace fire back (group N 4:" Tra - ta - ta - ta - ta! "; Group N 2:" Kar - kar - kar ! "). There is a battle (all groups). Winter is taken (group N

3: "Hurray!"). You can also illustrate any of the events that relate to a lesson or a specific date.

"Elephant".

The presenter asks the children: "Do you know how an elephant sneezes? Do you want to know?" Children are divided into three parts, each group learns its own word:

first - boxes

the second is cartilage

third - dragged

And then, with a wave of the leader's hand, all the children shout at the same time - but each group has its own word. This is how an elephant sneezes.

"Praise".

Put your right hand on your head, stroke it and say: "Oh, what a fine fellow I am!" Now put your hand on your neighbor's head, stroke it and say: "Oh, what a fine fellow you are!"

Dwarfs and Giants

If the Leader speaks giants - children should stand on their toes and raise their hands up; if they are dwarfs, everyone should sit down and stretch their arms forward. The leader can speak and make different movements, the main thing for children is not to get lost.

"If you have fun, do so"- a fun and easy game, will appeal to children of different ages and adults. You can play to the music. The movements are repeated after the presenter. Before each movement, it is repeated:" If you have fun, do it. "

Movement can be anything, for example: two claps in front of the chest; two clicks

fingers; one clap over your head; three claps behind the back; jump, and so on, which the presenter will come up with at the moment of the game. The game ends with the fact that at the last performance of the song after the words "do this" all movements are repeated at once.

Thus, we see that the use of various methods of emotional regulation in the school day allows you to relieve mental and physical stress in schoolchildren, which makes it possible to increase their mental and physical performance, change the child's attitude to learning activities, establish a friendly relationship between teacher and student, student - student, relieve stressful conditions in front of various types of control, increase the importance of one's own I, which instills confidence in the real possibilities of solving specific problems of training and education.

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Using dynamic pauses and relaxations in the classroom ............ 4

Dynamic pauses ................................................ ............................. 6

"Show me".............................................. ........................................... 7

Relaxation................................................. ............................................. nine

Exercises for emotional release ....................................... 10

Psychologist's advice ................................................ ................................ 13

A set of exercises for the eyes .............................................. ............ fourteen

Breathing exercises................................................ .................... 17

A set of exercises for different muscle groups, to warm up different parts of the body 18

Exercises to relieve fatigue from the shoulder girdle and arms .......... 20

Exercises for the cervical spine .............................. 20

Exercises to improve cerebral circulation ............... 21

Exercises to normalize posture ............................................. 21

Standing Exercises ................................................ .................................. 22

Using dynamic pauses and relaxations in the classroom

Health is not everything

But everything without health is nothing.

Socrates

Health is the most important wealth of a person. And this wealth must be preserved and strengthened from the very beginning of life. Recently, there has been a sharp deterioration in the health of students. A sedentary lifestyle, computer games, environmental problems, epidemics - all this negatively affects the health of future citizens. Studies show that about 25-30% of children entering the 1st grade have some kind of deviations in health. During the period of schooling, the number of healthy children decreases by 4 times, the number of myopic children increases from grade 1 to graduation - from 3.9% to 12.3%, with neuropsychological disorders - from 5.6% to 16.4% , with posture disorders - from 1.9% to 16.8%.

In this situation, it is increasingly necessary to think about how the school can affect the improvement of the health status of schoolchildren.

School is an important factor influencing the formation of a person. Its main goal is to equip children with the knowledge and experience acquired by humanity, their social adaptation and upbringing. But, in addition, the child undergoes biological development. A very important hygienic principle of building a schoolchild's day regimen is the rational organization of the educational process, in which the acquisition of versatile knowledge is combined with strengthening the health of schoolchildren and contributes to the formation of an integral personality in demand by society.

A small motor load, the inclusion of motor pauses in school activities prevents the development of overwork. Dynamic pauses in general education lessons have a beneficial effect on the restoration of mental performance, prevent the growth of fatigue, increase the emotional level of students, and relieve static stress. The time spent pays off by strengthening the efficiency, and most importantly, by strengthening the health of students.

You can diversify physical education with emotional reading of poetic texts. As a result of performing several simple exercises, the performance of children increases. The guys gladly respond to such physical education minutes. It is important that the content of the texts captivates children with its imagery, transfers them to the world of kindness, beauty, humor. The main thing is that physical education minutes fulfill their health-improving function. A dynamic pause should include games and tasks that enable children to change their occupation, but do not burden them with physical activity, do not provoke difficulties with discipline and order. The greatest efficiency from them is achieved when they are diverse in form and content. As a result of performing several simple exercises, the performance of children increases.

You can diversify dynamic pauses by reading poetry, counting rhymes, tongue twisters, riddles, singing songs. Sometimes such pauses result in a small impromptu concert, which gives children great pleasure and stimulates the creative process.

Dynamic pauses

The teacher selects two students, puts them facing the class, and puts a pencil in front of them. He explains that the pencil will go to whoever is most attentive.

1) I'll tell you a story,

In a dozen phrases,

As soon as I say the word "three"

Take the pencil quickly.

Do you know when to take a pencil?

On the word "three."

The hardened boy dreams

Become an Olympic champion.

Look, don't be cunning at the start,

And wait for the command: "One, two ... march!"

When you want to memorize poems,

They are not crammed until late at night,

And repeat them to yourself.

Once, twice, but better ... five.

Recently train at the train station

to me three had to wait an hour.

Well, why didn't you take a pencil,

When there was an opportunity to take!

Molecules

At the beginning of the game, the teacher, who is also the presenter, explains to the children that all objects consist of very small particles, which are called molecules and can be in different states. If the object is cold, then the molecules hardly move, they stand. If the object is warm, then the molecules “walk at a slow pace”, if the object is hot, then the molecules “run”.

The leader stands in the center, and all children imagine themselves as molecules. The presenter commands in random order: hot, warm, cold. According to the command, children - the molecules must move quickly, slowly or stand.

The sea is worried once

A leader is selected from among the students. The leader, together with the teacher, pronounces the words - “The sea is worried once, the sea is worried two, the sea is worried three. Freeze the sea figure in place! "

Everyone freezes, the leader is looking for someone who moves. You can change the position until the leader sees

"Show me"

The facilitator asks questions and the children show the answers with gestures and movements. At the same time, you cannot talk.

How do you live?

How are you going?

How are you standing?

How are you silent?

How are you running?

Do you sleep at night?

How do you give?

How do you take it?

How are you naughty?

How are you threatening?

How are you sitting?

The game lasts 5 minutes.

"Five steps"

The game develops memory, helps to relieve physical stress, allows you to test your knowledge.

Students line up at one end of the classroom.

The leader (teacher) gives the installation "I know five names of girls."

Each participant takes five steps, for each step, calling one girl's name. If the walker hesitated a lot or called the name 2 times, then he stops.

After the first participant has stopped, the second participant joins, the third, etc. after all participants have completed the first task, the facilitator calls the second task.

Options for assignments can be: names of boys, names of cities, names of colors, names of colors (paints), fruits, vegetables, family members, names of streets, cities of Russia, etc.

Children are happy to demonstrate their knowledge. And from game to game this knowledge grows.

With each step, you can increase the number of steps.

"If you have it ..."

The leader is selected from among the students by the counting method.

The presenter names something that may be present in children (color, object, clothing, toy). And if someone has a named, then these participants perform a joint task.

For example.

Leading: whoever has something yellow, he jumps on his left leg.

Everyone who has something yellow (yellow in their clothes) jump on their left leg.

Relaxation

1) Children are instructed: “Sit more comfortably, close your eyes. Imagine that you are lying in a beautiful meadow. Take a deep breath and exhale slowly, letting all tension go. There is green grass around, a large forest in the distance, birds are singing. You feel how warm the earth is. The bright sun is shining. One warm ray fell on your face. The face became warm and relaxed. And the ray of light went to walk further through your body. It is good and pleasant for you to bask in the sun. There is green grass around, a large forest in the distance, birds are singing. You feel how warm the earth is. The earth gives you strength and confidence. Take a deep breath and exhale slowly, letting all tension go. Once again, inhale and exhale ... At the expense of 5, you will be back. 1 - you feel how good it is to lie down and rest. 2,3,4 - your eyes open, 5 - you return to the lesson full of strength and confidence.

2) Children sit freely at their desks with their eyes closed. Music is playing. "Imagine that you are the composer who composed this excellent music. And now you need to draw illustrations for it. So, listen to the music and draw a picture."

Children listen to music for 5 minutes. After that, the teacher offers to tell them what their imagination drew when listening to this composition. If desired, children can draw directly on a sheet of paper.

4) Children get up from their desks. Close their eyes. Music is playing. Students do what the teacher says with their actions.

"You are an artist. Let's draw a picture. It will be summer. We draw the grass from left to right. The grass is different for each artist: someone is tall, someone is low, in dark or light colors, thick or sparse. Now we draw the sky , and on it there are light feathers of clouds. The sun came out. We draw its bright and long rays. Suddenly, your picture came to life. You are warm and light under the sun. Its rainbow reflections illuminate everything around. You closed your eyes and rejoice at this miracle. Suddenly, you opened your eyes. ...

Children share their impressions. They sit quietly at the desk.

Emotional Release Exercises

1). Frown like an autumn cloud, angry man, evil sorceress

2) Smile like a cat in the sun, Pinocchio, a sly fox, a child who saw a miracle

3) Get tired, like dad after work, a man who lifted a load, an ant who brought a big fly

4) Relax like a tourist who has taken off a heavy backpack, a child who has worked hard, a tired warrior

"Air balloons"

Imagine that you are all balloons, very beautiful and funny. You are inflated, and you become lighter and lighter. Your whole body becomes light, weightless. Both the handles are light, and the legs are light and light. The balloon rises higher and higher. A warm gentle breeze is blowing, it gently blows over each ball ... (pause - stroking the children). caresses the ball ... it is easy for you, calmly. You fly where the gentle breeze blows. But now it's time to return home. You are in this room again. Stretch and on the count of three, open your eyes. Smile at your balloon.

"Clouds"

Imagine a warm summer evening. You lie on the grass and look at the clouds floating in the sky - such white, large, fluffy clouds in the blue sky. Everything around is quiet and calm, you are warm and comfortable. With each breath and exhale, you begin to slowly and smoothly rise into the air, higher and higher, to the very clouds. Your handles are light, light, your legs are light. your whole body becomes as light as a cloud. Now you swim up to the largest and fluffiest, to the most beautiful cloud in the sky. Closer and closer. And now you are already lying on this cloud, you feel how it gently strokes you, this fluffy and gentle cloud ... (pause - stroking the children). Strokes ..., strokes ... You feel good and pleasant. You are relaxed and calm. But then a cloud dropped you into the clearing. Smile at your cloud. Stretch and on the count of three, open your eyes. You were well rested on the cloud.

"Lazy people"

Imagine that you are very lazy today and are basking on a soft, soft carpet. It is quiet and calm around, you breathe easily and freely. The feeling of pleasant peace and relaxation encompasses your entire body. You are resting calmly, you are lazy. Your hands are resting, your legs are resting ... (pause - stroking the children). Hands rest at ..., legs rest ... Pleasant warmth covers your whole body, you are too lazy to move, you are pleased. Your breathing is completely calm. Your arms, legs, whole body are relaxed. A sense of pleasant peace fills you from within. You are resting, you are lazy. Pleasant laziness spreads all over the body. You enjoy complete peace and relaxation, which brings you strength and good mood. Stretch, shake off laziness and on the count of three, open your eyes. You feel well rested and cheerful.

"Waterfall"

Imagine that you are standing near a waterfall. Wonderful day, blue sky, warm sun. The mountain air is fresh and pleasant. You breathe easily and freely. But our waterfall is unusual, instead of water, soft white light falls in it. Imagine that you are standing under this waterfall and feel this beautiful white light streaming down your head. You feel it pouring down your forehead, then your face, your neck ... White light flows down your shoulders ... helping them to become soft and relaxed ... (pause - stroking the children). And the gentle light flows further along the chest ..., along the belly. Let the light stroke your hands, fingers. Light flows through your legs, and you feel your body soften and you relax. This amazing waterfall of white light flows around your entire body. You feel completely calm, and with each breath you become more and more relaxed. Now stretch out and on the count of three, open your eyes. The magic light has filled you with fresh strength and energy.

"Sleeping kitten"

Imagine that you are funny, mischievous kittens. Kittens walk, arch their backs, wag their tails. But the kittens are tired ... they started yawning, lie down on the mat and fall asleep. Kittens' tummies rise and fall evenly, they breathe calmly (repeat 2-3 times).

"Cones"

Imagine that you are bear cubs and your mother, a bear, is playing with you. She throws bumps at you. You catch them and squeeze them with force in your paws. But the cubs are tired and drop their legs along the body - the legs are resting. And the mother - the bear again throws cones to the cubs ... (repeat 2 - 3 times)

"Cold - hot"

Imagine that you are playing in a sunny meadow. Suddenly a cold wind blew. You feel cold, you are frozen, wrapped your arms around yourself, pressed your head to your hands - you are warming yourself. Warmed up, relaxed ... But then the cold wind blew again ... (repeat 2-3 times).

"The sun and the cloud"

Imagine that you are sunbathing in the sun. But then the sun went down behind a cloud, it became cold - everyone squeezed into a ball to keep warm (to hold their breath). The sun came out from behind a cloud, it became hot - everyone relaxed (as they exhaled). Repeat 2-3 times.

"Jewel"

Imagine that you are holding in your fists something very valuable, dear to you, and someone wants to take it away from you. You clench your fists tighter and tighter ... even tighter, the bones have turned white, your hands are starting to tremble ... But the offender left, and you unclench your fists, your fingers become relaxed, your hands lie quietly on your knees ... they are resting ... (repeat 2-3 times).

"Playing with the sand"

Imagine that you are sitting on the seashore. Pick up sand (while inhaling). Strongly clenching your fingers into a fist, hold the sand in your hands (holding your breath). Sprinkle sand on your knees, gradually exposing your hands and fingers. To drop powerless hands along the body, too lazy to move heavy hands (repeat 2-3 times).

"Ant"

Imagine that you are sitting in a clearing, the sun is warmly warming. An ant climbed onto his toes. Pull the socks over yourself with force, the legs are tense, straight. Let's listen to which finger the ant is sitting on (holding the breath). Let's throw the ant off its feet (as we exhale). The socks go down - to the sides, relax the legs: the legs are resting (repeat 2-3 times).

"Smile"

Imagine that you see a beautiful sun in front of you in the drawing, whose mouth spreads into a wide smile. Smile back to the sun and feel how the smile goes into your hands, reaches your palms. Do it again and try to smile e. Your lips stretch, the muscles of your cheeks tighten. ... Breathe and smile ..., your hands and palms are filled with the smiling power of the sun (repeat 2 times)

Psychologist's advice

Tired - paint flowers

Angry - draw lines

It hurts - plasticine moldings

Boring - fill the sheet with different colors

Sad - draw a rainbow

Scary - whip macrame, vezhi knots or make appliques from fabrics

Feel the anxiety-hand over the reeled doll

You feel indignation - tear the paper into small pieces

If you feel anxious - fold origami

If you want to relax - create patterns

Need to remember something - draw labyrinths

Disappointed - make a copy of a famous painting

Desperate - paint the roads

Need to understand something - draw mandalas

Need to quickly recuperate-paint the landscape

Do you want to understand your feelings, draw a self-portrait

It is important to remember the state - paint color spots

You need to systematize your thoughts - draw honeycombs or squares

Do you want to understand yourself, make a collage

It is important to concentrate on thoughts - draw with dots

You need to find a way out of the situation - draw waves and circles

Do you want to concentrate on the goal - draw the grids and targets

You feel stuck and you need to move on - draw spirals

Good afternoon, friends and colleagues!

Happy New Year and all other wonderful holidays, may there be more goodness, joy and light in your life!

And to make trouble easier to bypass you, today we will talk about how to get rid of negative emotions. We are all alive, sometimes we get angry and offended, after which we want to somehow defuse the inner tension. How?

The release of aggression and the outburst of negative emotions should be treated with caution. In the psychological literature, a recommendation is often heard: “If you are angry and you are overwhelmed with aggression, do not suppress it in yourself, find a way to defuse it. Throw it out in words, throw it out in actions, and you will feel better. If you suppress your emotions, it will badly affect your health. " How should this recommendation be taken? As to a harmful myth, where half-truths are mixed with ignorance.

This myth has two sides. Firstly, it talks about the harm of restraining (suppressing) negative emotions, and secondly, for effective release from aggression, it is recommended to throw it out. So: statements about the dangers of containing aggression and negative emotions are ignorance, and the promise of benefits from splashing out emotions is a dangerous half-truth. In this half-truth, the moment of truth is that now from splash to you most likely it will become easier, and it’s a big lie that you should accustom yourself to this dubious method.

More on this.

An outburst of emotions introduces a person into an altered state of the state, and against this background, any suggestions are much stronger. If the therapist authoritatively declares that in order to free himself from aggression, the client needs to throw out his emotions, introduces the client into an altered state of consciousness and gives the suggestions "You were left behind by resentment and anger," the client is highly likely to feel an improvement. At the same time, you need to understand that the result was given by the suggestions of a specialist, and not a procedure for releasing aggression and splashing out feelings.

The release of aggression and the outburst of negative emotions is popularized, apparently due to confusion: the outburst of emotions is confused with the ability to speak out their emotions. Or - to discharge the internal tension by physical pumping. These are all different things.

Shall we figure it out? For example, the daughter was angry at both her parents and herself, everything is seething inside her, anger inside her boiled. What should she do now? The first option is to express your feelings: "I am very angry with myself and with you, it seems that I will explode now." The second option is to go to your room, stomp your inner tension with your feet, or dance to the music so that after that you just want to lie down and relax. The third option is to shout out your feelings, to throw out in the most energetic expressions your anger at yourself, a fool and at such and such (even more energetic) parents. So it’s good to speak out about your anger. Relieving stress through physical activity is great. Screaming and venting your anger is rather harmful, even if it doesn't sound in the face of your parents.

The first thing to consider is that this method quickly stops working. Even experts do not all know that the outburst of emotions and the release of aggression seriously eases the internal state only at first, while such a release is something new for a person, while this event distracts his attention. The more the discharge of aggression becomes a habit, the less the screams and even blows help to discharge. The discharge method stops working, but the habit of yelling remains.

This is very similar to trying to relax with alcohol. It is known that a glass of vodka also makes men feel better. Do I need to make the intake of two hundred grams a daily habit, taking into account also the fact that soon two hundred grams will no longer be enough?

The second thing to consider is that this method often helps women and does not help men well. Moreover, he often brings them trouble. If in women's screams only internal tension spills out without specific content, then the words of men mean exactly what they say, the man's cry is meaningful and specific, a distinct desire to fulfill certain threats is embedded in it. Expressing his anger, a man does not discharge himself, but winds and charges, and the matter may end not with relief, but with a fight.

Total: it is useful and normal to speak out your resentment (anger, discontent), it is useful to defuse tension with physical activity, and it is not worth splashing out your negative emotions, living through imaginary aggression.

As a method of reducing aggression, the release of aggression and the release of negative emotions are not effective. Moreover, imaginary aggression rather increases the likelihood of the promotion of real aggression.

“When my younger brother was angry about something, he started kicking furniture. Our mother said that this is how he“ lets off steam. ”Now he is 32 years old, and if something annoys him, he still takes out his anger on furniture. But in addition, he began to beat his wife, his children, his cat and destroy everything that comes his way "- this is how one reader answered the recommendation of a psychologist to give the child a special" whipping bag "to help him cope with outbursts of irritation.

If you still allow yourself to throw out your emotions, you absolutely must not throw out your anger on those whom it can offend or charge. In any case, be careful that the release of aggression does not carry you away, does not drag out and does not turn into an emotional winding up.

How to remove anger and resentment reasonably and without problems, how to effectively release tension - in the next article.

Mikhail Rogachev. “Are you angry, or is the anger in you? Choose "
Anger is a kind of aggression, which is expressed in a violent short-term emotional outburst aimed at eliminating or abruptly devaluing the source of discomfort.

Anger differs from other types of aggression in that it is an emotion (and not an action), it is initially directed outside (and not at itself) and has an object (what provoked it).

At the same time, anger can prompt a person to take certain actions (for example, punishing the offender). Unable to express anger outside, a person often turns it on himself. The subject of anger can turn out to be deeply unconscious: for example, relate to long-forgotten, but still emotionally significant events (for example, a conflict with parents in childhood). In this case, what provoked the anger here and now is just an excuse, not its cause.

Depending on the situation and on the person's characteristics, anger can manifest itself in different ways. The most natural is the direct manifestation of anger, i.e. active open emotional outburst with abuse, threats and gestures. As a rule, this outwardly threatening-looking event is safe enough if it does not meet active resistance or encouragement. When faced with this kind of emotional outburst, it is worth trying just to withstand it - not to be afraid. To do this, you do not need to actively resist it, so as not to provoke a transition from an emotional outburst to action. At the same time, you should not take the position of the victim, since the guilt that arises from this in an angry person can increase the anger. The purpose of anger is emotional release, not harm.

Another variant of the manifestation of anger is its displacement from an animate object to an inanimate object. This usually happens out of fear of harming another person. Therefore, when faced with the fact that someone breaks dishes or breaks a mobile phone, it is worth remembering that in this way he (she) "saves" others from his own anger.

Another option is a delayed anger response, i.e. its manifestation is not at the time of the onset of discomfort, but in a safe situation (for example, at home). This usually happens due to the fear of punishment (real or symbolic). Finding yourself in the position of a person who is taking out anger, you need to try to understand what really was the subject of anger. Realizing that anger does not refer to me, but to someone or something else, it is easier to withstand it. At the same time, in this situation, having allowed anger to manifest itself, it is worth starting to actively resist it so that such a principle of emotional release does not take hold. In this case, it is possible to resist, since "delayed" anger, as a rule, is not as emotionally saturated as anger at the moment of its immediate occurrence.

If it turns out to be impossible to express anger directly or in a safe situation for any reason, and the power of anger is such that shifting it to an inanimate object does not save, revenge is very likely. Revenge is a delayed expression of anger, through its transformation into aggressive actions towards the source of discomfort. When taking any actions that may cause anger and not receiving an angry reaction in response, it is worth keeping in mind that the reaction can return in the form of revenge (if, for example, the person was afraid to react directly).

However, not every person is capable of revenge and other forms of external expression of anger. A fairly common form of expression of anger is its transformation into aggressive actions towards oneself - self-punishment, self-torture, self-accusation. This form of expression of anger, although outwardly safe, is ineffective. It does not imply a quick release of tension, but takes the form of a tiresome cyclic prolonged internal torment. Typically, this way of dealing with anger leads to melancholy and depression. Nevertheless, since emotions circulate within the psyche in this case mainly at the level of consciousness, the main harm is a bad mood.

Much more destructive for a person experiencing anger is its manifestation in the form of self-isolation, withdrawal from contact, termination of communication without self-accusations. In this case, the emotion of anger is simply suppressed, i.e. displaced from consciousness or sharply inhibited. If the emotion is not recognized and not directly manifested, it manifests itself at the level of bodily symptoms (for example, pain in the head, back, etc.). On the other hand, anger is based on a powerful physiological reaction associated with a sharp increase in the neurotransmitter norepinephrine, the release of the hormone testosterone into the bloodstream by stimulating the sympathetic nervous system. The suppression of such an acute physiological reaction is like the instant braking of a train flying at great speed. In this case, the train usually derails, a similar situation occurs in the human body.

In order to effectively manage your anger, it is helpful to keep the following circumstances in mind.

1. The form of expression of anger should be determined by external circumstances rather than internal. It means that anger is necessary as a manifestation of a feeling of dissatisfaction, and an external reaction helps to limit the degree of this manifestation. For example, on the roads people yell at each other in cars, but in reality they rarely fight - it's scary. Sometimes people fight (those who are not afraid), but do not shoot at each other - it is dangerous. The external regulator here is fear, danger. Partners, quarreling, swear at each other. They stop swearing if the union is under threat. Or do not stop - if the union should fall apart. Then the external regulator is the value of the union. Etc. For example, if something has caused anger, you can swear loudly (express anger), but you cannot tell the irritant in the face (if you value the stability of the situation).

2. Expressing anger directly is the most effective way of emotional release. In the absence of emotional discharge, either displaced or delayed reactions arise, or depression develops (since the psyche needs to suppress an acute emotion - this is like foam that floods a fire in a fire).

3. It is important not to deny the presence of an angry outburst, to be ready to take responsibility for it, not to experience excessive feelings of guilt. Guilt increases anger. Shifting responsibility allows for more powerful expression of anger. Denying the presence of angry outbursts makes it difficult to predict your own behavior.

4. The form of expression of anger should be determined by the possibilities of the situation, however, it must be remembered that anger is intended to change uncomfortable circumstances. Often times, expressing anger can literally make a difference, responding to the unconscious needs of the angry person. Those. a person may hesitate to change something, and being angry, affects the change in circumstances.

5. People usually express anger depending on how it was done in their family. A person either copies his parents in this, or behaves in the opposite way. For example, if the mother is violently angry, the child often reacts with isolation and vice versa.

Learning to express anger is necessary, because often the absence of an angry reaction does not allow other people to understand that a person is experiencing discomfort. Learning to adequately express anger, while not feeling guilty, not destroying relationships and not hurting yourself and others, learning to take responsibility for the manifestation of anger and realizing anger as your own inherent quality (without condemnation) is possible. This is best done during psychotherapy.

In our intensively developing world, negative emotions of a person sometimes overwhelm consciousness, they interfere with his personal growth and development. The question arises of how to overcome or at least weaken and discharge the excessive emotional background and free a person from its negative impact?

Greetings, dear visitors of the portal of practical psychology, the site, we wish you mental health, today in the blog we will talk about overcoming and discharging negative emotions of a person.

Basic coping strategies to help overcome and defuse a person's negative emotions

Responding to negative emotions as a way to overcome
This strategy is the most optimal because it helps a person to become aware of emotion and discharge it in activity, thereby relieving, weakening and freeing a person from negative influences, stress leading to failure to achieve goals and frustration.

Negative emotion, in this case, is discharged physically or verbally (verbally). The problem due to which a negative emotion has appeared is somehow solved, and the person, thereby, overcomes and frees himself from the destructive effects of a negative emotional background and neuropsychic stress, he becomes capable of productive activity and communication.

Techniques for responding to a person's negative emotions

Overcoming and defusing with art therapy:
To overcome negative emotions, art therapy is widely used, including fairy tale therapy, art therapy, film therapy, as well as dance therapy, etc.

Their essence lies in the fact that a person identifies himself with the experiences of the heroes of the work, empathizes with them, and thereby discharges negative emotion and overcomes its negative impact.

Art therapy can be passive or active. In the first case, a person achieves emotional relaxation through empathy with the heroes or the author of a work of art, and in the second, he himself creates the products of creativity and thereby overcomes negative emotions.

Overcoming negative emotions with natural crying:
Crying is a natural response and release of negative emotions such as grief and sadness.

It is believed that 15 minutes of crying is enough to release the tension arising from a negative emotion.
However, this should not be overused.

Awareness of negative emotions as a way to discharge and overcome:
To overcome his negative emotions, a person needs to be aware of them, understand and express them.

• Become aware of your bodily sensations, postures, gestures, muscle tension and facial expressions during negative emotions.
• You can visit an art exhibition and become aware of your emotions caused by the impression of the painting
• It is necessary to complete unfinished business, to realize and re-experience the negative emotions that arose then, experiencing them in imagination, discovering additional details and emotions associated with them, experiencing them again, describing what is happening in the present tense, saying aloud and listening to words that pop up in fantasy, imagining a conversation with those who caused incomplete feelings

Verbalization of negative emotions as a means of overcoming and discharging:

• Sequential reproduction of the situation that caused negative emotions in the imagination and pronouncing all the thoughts that arise during this out loud.
• Empty chairs technique. A person conducts a dialogue with his own negative experiences, which appear to him in the form of an imaginary interlocutor on an empty chair.

  He alternately speaks on behalf of his own position, then on behalf of his feelings. Chairs allow you to give vent to emotions, they can be pushed, hit, hugged, kicked.

  A person can imagine a significant partner for himself sitting on an empty chair, who needs to be told how he feels about the difficulties and quarrels that arise in their relationship

• Technique "I-message". The message to the partner begins with the pronouns "I", "Me", "Me", then the emotions experienced are called, the partner's act that contributes to the emergence of these emotions is described, and, finally, requests are listed in a positive form (in the form of affirmation, not denial), wishes or requirements for a partner.

  If requests and requirements are not met, sanctions are imposed and then implemented, which should be realistic and meaningful to the partner.

  There are the following techniques for describing your emotional experiences: naming your own feelings (“I’m sad”), using comparisons and metaphors (“I feel like a driven horse”), describing my physical state, which arose under the influence of emotional experiences (“My throat was tight and caught my breath "), the designation of possible actions to which the experienced feelings induce (" I want to dance and shout at the top of my voice ")

• Writing letters, poems, stories. The "Letter of Love" technique, designed to constructively express and reduce the intensity of anger, fear, sadness and guilt in marital relationships and thereby create conditions for experiencing love.

  In a love letter addressed to a spouse, it is recommended to express separately, in several sentences (for each emotion), first anger, then sadness, then fear and guilt and, finally, love.

  The postscript communicates their needs and the expected actions of the partner. Then you need to answer your letter yourself.

• A debriefing technique designed to effectively express negative emotions that arise in marital and extrafamilial interpersonal relationships in order to defuse and overcome them.

  Debriefing involves daily communication of partners with each other, during which they discuss important issues for them, incl. and intimate. During this conversation, each partner talks about what happened during the day.

  For the debriefing, partners need to take time to remember and discuss with each other the trials, failures, and joys that were during the day. The duration of the debriefing can vary from one minute to an hour or more, but generally such a conversation lasts for 15-30 minutes.