Names of correctional classes at school 8 types. The work of a psychologist in special correctional schools of the VIII type

Education in schools (boarding schools) of the VIII type is aimed at the formation of a full-fledged socialized personality of a child with a violation of intellectual and psychophysical development through correctional and developmental training and education aimed at personal development, contributing to the mastery of the necessary vital knowledge, skills and abilities, successful social adaptation . Based on this, the psychologist should build his work in this correctional institution.
I propose to educational psychologists my model of activity when working with students with intellectual and psychophysical development disorders.

The purpose of the work psychologist is to assist the administration and the teaching staff of the school in creating a social situation of development that corresponds to the individuality of the student and provides psychological conditions for protecting the health and development of the personality of students, their parents, teachers and other participants in the educational process.
The main areas of activity of the psychologist of the correctional school are:

1. Diagnostic work in order to draw up a socio-psychological portrait of pupils; determination of ways and forms of assistance to students experiencing difficulties in learning, communication, mental well-being; the choice of means and forms of psychological support for pupils in accordance with their inherent characteristics of learning and communication.

Diagnostic work consists of two stages:

1. At the first stage, students who need specialized help from a teacher-psychologist are identified.
2. At the second stage, an individual in-depth assessment of the child's condition and his adaptive capabilities in this educational institution is carried out.

When a new student enters the school, the teacher-psychologist conducts an input diagnosis using a psychological history: conditions and features of the course of pregnancy and childbirth, earlier motor and psycho-emotional development, assessment of the child's development before entering school, etc.
After analyzing the data obtained during the diagnostic examination, the teacher-psychologist draws up a conclusion, gives recommendations for including certain specialists in working with the child. The leading direction and sequence of corrective and developmental work is determined. The results of the diagnostics are brought to the attention of the teachers of the school.

2. Correctional and developmental work a teacher-psychologist with pupils of the school is focused on cognitive, emotional-personal and social sphere life and self-consciousness of children.
The teacher-psychologist draws up and tests correctional programs, which include the following blocks: correction of sensory-perceptual and cognitive activity, emotional development the child as a whole, the behavior of children and adolescents, personal development in general and its individual aspects. The duration and intensity of work on programs is determined by the workload acceptable for a particular child (or group of children), as well as the severity of the child's condition and his age.

3. Psychological counseling and education pupils, teachers and parents in order to create conditions for the active assimilation and use of socio-psychological knowledge by pupils, teachers and parents in the process of learning, communication and personal development of children.
The psychologist conducts both individual and group consultations with all participants educational process, both at the personal request of the consulted person, and upon request. Educational activities can take the form of seminars, teachers' councils, group discussions, parent meetings.

4. Preventive work is aimed at developing the personality of students, increasing the adaptive capabilities of the individual, preventing deviant behavior in children and adolescents of the school, and working with children at risk.
The teacher-psychologist works at the request of the school teachers, monitors the observance at school of the psychological conditions of training and education necessary for the normal psychological development and formation of the personality of students at each age stage.

5. Career guidance with graduates of the school, the purpose of which is to develop in students with disabilities in intellectual and psychophysical development the ability to choose the sphere of professional activity that best suits their personal characteristics. The work should include two components: career guidance and socialization of students.

The teacher-psychologist, together with the teacher-speech therapist and defectologist, is a member of the commission for the admission of children to school. Therefore, the psychologist, together with the speech therapist, developed an arrival list (cm. Annex 1) , which parents fill out when a child enters a correctional institution. In the future, other specialists of the correctional institution, directly working with this student, get acquainted with the arrival sheet.

For a newly arrived child, a psychologist starts a psychological and pedagogical map (cm. Appendix 2) , in which in the future it will be possible to trace the dynamics of the development of the student.

Educators-psychologists experience particular difficulty in distributing their working time during the week. According to regulatory documents, the weekly workload of a teacher-psychologist is 36 hours, of which: 18 hours are allocated directly to diagnostic, correctional and developmental, etc. work with all participants in the educational process (students, parents and specialists of the institution). The remaining 18 hours are given to the teacher-psychologist for methodological work (attending seminars, consultations in research centers, etc.), writing conclusions and analytical reports, preparing for individual and group work with students, etc. Based on this table and the mode of operation of the correctional institution, it will be easier for educational psychologists to distribute their work time (cm. Appendix 3) .

The second difficulty that the psychologist of the correctional institution experiences is the distribution of the execution time. certain types works. Especially for a young psychologist, the question arises: how long does one counseling or one individual corrective work last, etc.?
Based on the scheme proposed by N.Ya. (cm. Appendix 4)

All the work of a teacher-psychologist, regardless of the type of institution, is necessarily recorded in the journal. In my work, I use M.M. Semago's "Working journal of a psychologist of an educational institution", which reflects the work carried out by me throughout the entire academic year, and a statistical report is compiled.

In conclusion, I would like to note that the dominant activity of a teacher-psychologist working in an institution of type VIII is corrective and developmental work.

References:

1. On the use of the working time of a teacher-psychologist of an educational institution (Letter of the Ministry of Education of the Russian Federation dated December 24, 2001 No. 29 / 1886-6) // Bulletin of Education. - No. 3. - 2002.
2. Psychological service of the school / Ed. I.V. Dubrovina. - M., 1995.
3. Semago M.M., Semago N.Ya. Organization and content of the activities of a psychologist of special education. - M .: Publishing house "ARKTI", 2005.

Explanatory note

The radical changes taking place in last years V common system school education, their democratic and humanistic orientation fully affects the school for children with intellectual disabilities.
On this basis, tendencies to creative association of teachers, educators, physicians, psychologists and other specialists in the transformation of the school environment, which would best take into account the specifics of the development of a child with mental insufficiency, contributed to its successful integration into modern society.
In this job important place takes psychological service designed to provide various forms assistance to the pedagogical children's groups as well as individually for the child and his family.
Considering that the main task of the S (K) school of the VIII type is the formation of the personality of a child with an intellectual disability, the curriculum included a course (block correction technologies) "Psychological workshop" for students in grades 5-11. This is a required course, although it is not assessed by the usual school mark. The psychological workshop is a logical continuation of another remedial course "Development of psychomotor and sensory processes" for students in grades 0 - 4. It certainly does not replace other types of work of a school psychologist. The "Psychological Workshop" occupies a special place in the S (K) boarding school, where children are brought up - orphans or children left without parental care.
Educational work in institutions of this type is aimed at the formation of communication skills in students, but its possibilities are limited. That is why there was a need for the communication of special knowledge, the formation and development of the skills necessary for the successful implementation of the communication process. Their pupils can get by studying the course "Psychological Workshop".
Adolescence is the last period of stay of children deprived of parental care in a residential institution. In the future, they enter into an independent life. Pupils are often not ready to be deprived of their usual guardianship and lifestyle, so the issues of personal and social maturity of graduates orphanage are of paramount importance.
IN adolescence peculiarities mental development orphanage pupils are manifested, first of all, in the system of their relationships with other people. Already by the age of 10-11, adolescents establish an attitude towards adults and peers based on practical usefulness, "the ability not to go deep into attachment", superficiality of feelings, moral dependency (the habit of living by order), complications in the formation of self-consciousness.
Distortions in communication with adults are typical for all pupils of orphanages. On the one hand, children have a heightened need for the attention and goodwill of an adult, for human warmth, affection, and positive emotional contacts. On the other hand, the dissatisfaction of this need: a small number of requests from an adult to a child. In these contacts between an adult and a child, as a rule, their emotional interest, the desire to establish close personal ties, is manifested to a lesser extent. Basically, they are aimed at regulating behavior.
That is why the "Psychological Workshop" is aimed at the socialization of the personality of a teenager, his rehabilitation by means of education for the purpose of prevention, overcoming deviations in abnormal development, as well as expanding the boundaries of education through socially oriented programs available for learning by a student with mental deficiency.
The main objectives of the "Psychological Workshop" are as follows:
- Formation of self-awareness in older students, ideas about themselves as a person.
- Expanding the repertoire of self-awareness as a person and ways of self-expression.
- Ability to understand own feelings, actions, correctly evaluate them and correlate them with the behavior of the people around them.
- Correction of cognitive and emotional processes, development of self-regulation techniques in the "I am the environment" system.
Thus, the main task of a psychologist is to form in a teenager not a performing activity, but cooperation, a social environment. This goal can be achieved through the active involvement of students in psychological exercises, games, conversations, etc. When organizing classes, one should avoid the form of the lesson, the assessments adopted in teaching educational subjects. Interacting with children, the psychologist must accumulate information, double-check it in other (modified) conditions in order to have objective data for a particular conclusion that he needs to make. individual work and counseling for family members and educators.
The workshop according to the curriculum is designed for 1 hour per week in grades 5-9. and is carried out in the form group lessons, the number of participants is not more than 10-12 people. The program is exemplary, the psychologist has the right to supplement topics, increase or decrease the number of hours for certain sections, but it is extremely important to be competent not only in psychological problems included in the content of the program, but also in special issues related to the psychology and pedagogy of children with mental insufficiency. It should be remembered that each lesson must be carefully prepared and equipped in accordance with the basic principles corrective work in the auxiliary school: visibility, figurativeness, accessibility, etc.
When organizing a workshop, one should rely on the everyday experience of students, on knowledge from such subject areas as ethics, history, biology, home economics, etc. Reliance on existing knowledge allows students to overcome difficulties in understanding complex psychological phenomena.
A psychological workshop is not a subject discipline, therefore it is especially important to create an atmosphere of trust, openness, goodwill in communicating with students, so that every communication with a psychologist is a lesson for life.
When compiling this program, "Some recommendations for improving the curriculum of a special school" were used. The program of lessons, classes for the course "Psychological Practice" (author - I.M. Bgazhnokova), the manual "Teaching vital skills at school" (authors N.P. Mayorova, E.E. Chepurnykh, S.M. Shurukht) and other specialized literature.

5th grade (34 hours)

Section "Introduction" (16 hours)

Issues discussed:
How did man appear on earth?
- What animals are similar to humans, where they live.
Do animals think?
What is the difference between man and animal.
- How and why a person sees, hears, feels, thinks, speaks, acts.
How do we recognize grief and joy?
- Why are people good and bad, as we judge it?
- Who do we call a friend, comrade, acquaintance.
How well do we know ourselves and our friends?
- What do we dream about, where do dreams come from.
Where and how do good and bad moods arise?
Why does fear arise?
- The brain and its secrets.
- Human psyche and brain.
- What does psychology study, why does a person need it.
- Let's get to know ourselves and each other (a story about yourself or a friend according to the plan: appearance, health, character traits, my habits, what I'm interested in, what I don't like, what I want in my adult life).
Concepts: archaeologists, leader, instinct, sense organs, grief, joy, deed, facial expressions, friend, friendship, comrade, sleep, dream, mood, fear, brain, psyche, science, psychology, inner world, appearance, character traits, habit.

Section "How we know the world" (18 hours)

Subject: "Sensation and Perception" (6 hours)
Psychological games - tests for the study of visual, auditory, motor, tactile, pain, etc., sensations and perceptions. Exercises for the development of sensations and perceptions of various modalities.
Conclusions:
- With the help of the sense organs, a person perceives and perceives the world around him
- Physical characteristics of the human environment.
- The meaning of sensations and perceptions: they help a person in an ordinary and extreme situation.
Concepts: visual, auditory, motor, tactile, olfactory, tactile, gustatory sensations, perception.

Subject: "Attention and attentiveness" (6 hours)
Practical exercises and games to study the properties of voluntary and involuntary attention: selectivity, concentration, stability, distribution, switching. Examples of the manifestation of these properties in "attentive" and inattentive students. Individual features of attention. Exercises for the development of attention and analysis of situations with the manifestation of attentiveness as a personality trait: "Labyrinth", "Graphic dictation", "Correction test", "What has changed in the drawings ", "Confusion", "Who is more educated", etc.
Issues discussed:
- What is attention.
Why do people make mistakes.
- How to properly maintain attention in the classroom, in the process of work at school and at home.
- Attention mode.
- In some cases, a person requires special attention.
- What is mindfulness in human behavior at school, at home, at a party, in transport, etc.
- What traits characterize an ill-mannered person. How they appear.
- How people evaluate a person with poor attention (scattered, unreliable, useless).
- Is it possible to be friends with an inattentive person.
- How to become mindful.
Concepts: attention, properties of attention, attentive and inattentive person

Subject: "Remember and Remember" (6 hours)
Games - tests for the study of figurative, verbal, logical memory. Examples of the manifestation of memory during memorization, recognition and reproduction of material of different content. Individual features of memory in students.
Exercises for the development of memorization with and without support. Teaching specific memorization and playback techniques:
- connection of the memorized with the good famous subject, action, event;
- the ability to find similarities and differences in objects; establishing semantic connections and their sequence;
- Understanding where and why this or that information is needed.
Issues discussed:
- Can a person do without memory.
- What is a good memory.
- How to memorize.
- On the benefits of forgetting.
Concepts: memory, short-term and long-term memory, memorization, preservation, reproduction, forgetting, semantic connection, similarity, difference, semantic connection, sequence, understanding.

6th grade (34 hours)

Section "Introduction" (2 hours)

Issues discussed:
- What is the psychological life of a person.
Know yourself and you will know life.
Conclusions: psychology is a science in which a person studies himself in order to know the world. It is necessary to learn to peer, listen, reflect.
Concepts: psychology, inner world, psyche.

Section "How we know the world" (26 hours)

Subject: "Sensations and Perceptions" (2 hours)
Exercises for the development of sensations and perceptions of various modalities.
Issues discussed:
- How to feel the joy of life?
Conclusions:
- Feelings and perceptions can be developed with the help of special exercises.
- Sensation and perception regulate human behavior in various situations.
Concepts: sensations, perception, the strength of these processes.

Subject: "Attention and attentiveness" (5 hours)
Practical exercises and exercises for the development of attention and mindfulness, analysis of situations with the manifestation of mindfulness as a personal quality, examples of the manifestation of such qualities of attention as volume, selectivity, speed, switchability, concentration.
Conclusions:
- Attention is the order of thought (amount of attention).
- The ability to see the right among other things (selectivity of attention).
- It is important to be able to switch attention.
- Learn to focus, learn to think.
Concepts: attention, attention span, selectivity, concentration, switching, speed, mindfulness.

Subject: "Remember and Remember" (4 hours)
Memory exercises. Consolidation and development of memorization and reproduction techniques.
Issues discussed:
- Rules for good memory management.
- Types of memory, features of memory students.
Conclusions:
- In order to remember for a long time, it is necessary to understand, to realize what is remembered.
- Memory preserves connections between individual facts and objects.
- Memory collects information from different senses, connects it and makes knowledge about the subject more accurate.
Concepts: memory, auditory, visual, combined, voluntary, involuntary, memorization, reproduction, recognition.

Subject: Qualities of the mind (6 hours)
Exercises, games for the development of thinking.
Issues discussed:
- The beauty of the mind.
- How to solve mental problems.
- Who reigns in our head.
- Rules for the development of the mind.
- Types of thinking.
- Ways of thinking.
- How to overcome force with the mind.
Conclusions:
There are many ways to discover the unknown.
- Solving a problem is understanding its logic.
- Knowledge of the laws of economy of thought.
- Knowledge is well fixed at independent application.
Concepts: thinking, mind, mind, logic, analysis, synthesis, regularity, types of thinking: visual-effective, visual-figurative, verbal-logical.

Subject: "Imagination" (2 hours)
Imagination exercises.
Issues discussed:
- Rules for the development of imagination.
Conclusion:
- Imagination helps to get to know the world better, to develop and discover oneself.
Concepts: imagination, creativity.

Subject: "Speech and communication" (7 hours.)
Exercises to develop communication and interaction skills ("Carlson said", literary retelling, "Compliment", "Confusion").
Issues discussed:
- What is the difference between a word and a sparrow.
Will Mowgli be able to speak?
- My tongue is my friend.
- Good speeches and pleasant to listen to.
- How our word will respond.
- Communication rules.
Conclusions:
- Communication is a complex process of establishing and developing contacts between people.
- Communication is necessary to establish and maintain contact, relationships, exchange information, coordinate activities, understand others. To do this, you need to learn how to communicate productively.
Concepts: communication, speech, facial expressions, gestures, sounds, words, sentences, eloquence, contact, information exchange, kind words, politeness.

Section "Know thyself" (6 hours)

Subject: "How and what we feel"(6 hours)
Issues discussed:
Why is there a clown in the circus?
- Passion in the stadium.
- When we are sad
- How fear and cowardice arise.
- A fearless person - is it good or bad?
Classes using musical, visual (artistic), literary materials to isolate and analyze the emotional states and experiences of a person. Group disputes (judgments) about the correctness of the conclusions. Analysis of life observations with examples of vivid emotional manifestations: anger, fear, aggression. Comparison of emotional manifestations on the example of famous characters from books and films. Practical methods of human activity to overcome fear in extreme situations, by the ability to restrain and control their experiences and emotions.
Conclusions:
- Laughter for no reason is a sign of stupidity.
- Tears are not always a problem.
- Friendliness helps to make friends.
- It's boring for someone who does nothing.
- Fear can be overcome with family and friends.
Concepts: emotions and feelings, joy, smile, fun, anger, irritation, sadness, sadness, longing, anger, aggression, shame, fear and cowardice, fearlessness, courage.

Grade 7 (34 hours)

Section "Introduction" (2 hours)

Issues discussed:
- History of psychology.
How do psychologists work?
Concepts: psychology, psychologists, psychotherapists.

Section "How we know the world" (12 hours)

Subject: "Psychological processes" (2 hours)
Exercises for the development of thinking, memory, imagination, attention, sensations and perceptions. Rules for the development of basic psychological processes.
Conclusions:
- A person is able to develop, change himself and the world around him.
Concepts: sensation, perception, attention, memory, thinking, imagination.

Subject: "Communication" (10 hours)
Issues discussed:
- Is it really "evil tongues worse than a gun."
- How to understand a person. Is a stranger's soul always dark?
- Consistent herd and the wolf does not take.
Exercises, game tasks for the development of communication and interaction skills: "Carlson said", "Literary retelling", "Mirror and monkey", "Compote", "Confusion", "Interaction", "Compliment", etc.
Conclusions:
- Never rush to make categorical conclusions about a person.
- All people are different, each person is unique and unrepeatable.
- Never confuse a person's behavior with his personality.
- You need to accept any person for who he is.
Concepts: communication, types of communication (verbal and non-verbal).

Section "Know thyself" (20 hours)

Subject: "How and What We Feel" (12 hours)
Issues discussed:
Why are emotions needed?
- "Yes, pitiful is the one in whom the conscience is not clear."
"It would all be funny if it weren't so sad."
Exercises, tasks, game situations to develop skills for managing emotions and emotional situations: "Color your feelings", "Compliment", "Pulse", "Round dance", "Pictograms", "Ladder", "Where does the anger go", etc. .
Conclusions:
- Emotions can be controlled by regulating their external manifestation.
- People should be treated with kindness and respect.
- In no case should you express your emotions in foul language.
Concepts: emotions, emotional situations, joy, happiness, fun, sadness, sadness, melancholy, grief, anger, fear, conscience, emotion management, difficult situation.

Subject: "Will" (4 hours)
Issues discussed:
- The history of marathon running.
- Stubbornness and perseverance.
- I don't want to and I have to.
Text tasks to identify the stability of attention and volitional effort with increasingly complex content ("Find prints", "Mosaic", "Messed up lines", etc.)
Discussion of the results with self-assessment of the causes of errors, repetitions, failure.
Analysis of literary texts, events revealing volitional actions man, his discipline.
Conclusions:
- Will is the desire for a conscious goal.
- Will - choosing the right solution not only for yourself.
Will is the ability to overcome difficulties and remain human.
- Discipline of the body and spirit - the qualities of a strong-willed person.
Concepts: will, goal, choice and decision, stubbornness and perseverance, overcoming, discipline, strong-willed person.

Subject: "Character" (4 hours)
Issues discussed:
- Truth walks on straight legs, falsehood - on curves.
-You can't hide an awl in a bag.
-What is conscience.
You sow an act, you reap a habit; you sow a habit, you reap a character.
- Every person is the smith of his own happiness.
Self-assessment tasks by choosing from a list of the most common character traits (no more than 10 traits). Stories of students with an explanation and confirmation of the facts of the names they have chosen. Comparison of the story about yourself with how the narrator is characterized by his close friends and classmates. Analysis of the reasons for the discrepancy in self-esteem and in the assessment of others. Analysis of literary texts representing different characters of people. How character is developed. Conclusions:
- Character is the action and deeds of a person in his Everyday life.
- Character is not born with a person, he is brought up throughout his life.
- Being able to admit your mistakes means being an honest person.
- Modesty adorns everyone.
- Overcoming our mistakes, we bring up a strong person in ourselves.
Concepts: character, deed, behavior, habit, self-esteem, weak and strong man, honesty, conscience, character education.

Grade 8 (34 hours)

Section "Introduction" (2 hours)

Issues discussed:
Let's get to know ourselves and each other.
Concepts: friendship, friends, true friend

Section "How we know the world" (2 hours)

Consolidation of the rules for the development of mental processes. Games, exercises, tasks for their development. Exercises to develop communication skills.
Concepts: sensations, perception, attention, memory, thinking, imagination, communication.

Section "Know thyself" (18 hours)

Subject: "How and What We Feel" (4 hours)
Exercises, tasks for the development and consolidation of skills in managing one's emotions and emotional states, including adequate behavior in stressful situations.
Issues discussed:
- Why be aware and understand emotions.
- How to overcome fear, insecurity, guilt.
What is stress and how to overcome it.
Conclusions:
- Resilience to stress can be formed and developed.
- Each person can manage their emotions and take care of the feelings and experiences of other people.
Concepts: emotions, positive and negative emotions, fear and guilt, uncertainty, stress, grief, unhappiness, malaise.

Subject: "Will" (3 hours)
Issues discussed:
- Your will is worse than bondage.
- Be your own word.
- Rules for the education of the will.
Exercises and tasks for the development of the will.
Conclusions:
- The education of the will is a long, gradual process.
- Control your behavior.
Don't leave unfinished business.
- By analyzing your actions, you can find the mistakes made.
Concepts: will, strong-willed traits, self-will, convictions, ideals, endurance, patience, self-control.

Subject: "Character" (9 hours)
Issues discussed:
- The bird is visible in flight.
- Is it possible to become a genius.
- Patience gives skill.
- Crowd and personality.
- It is not the place that makes the person beautiful.
- How to become a person.
Can one who is born fly fly?
Tasks and exercises for the development of positive personality traits, for identifying, understanding and overcoming negative qualities, for the formation of self-esteem skills: "Mirror", "What I know about myself", "Reincarnation", "Kite and Butterfly", "I am the same, how are you" etc.
Conclusions:
- A person must constantly develop, realize their potential in activities and communication.
- Character includes the qualities that determine the attitude of a person to other people and the work that he performs.
Concepts: character, deed, habit, patience, personality, self-esteem, character traits, balance, activity, personality, ideal, character education.

Subject: "Who to be" (2 hours)
Cognitive conversations with the interpretation of proverbs and sayings about human labor. Analysis of the characteristics of a hardworking and negligent person. Stories about how a person chooses his profession: by interest, by skill, by knowledge.
Work with questionnaires of professional orientation, interests, intentions (adapted version of NIN). Analysis of the results with a discussion of the possibility of students to work in their chosen professions, individual and group consultations.
Concepts:

Section "I am among the people" (12 hours)

Subject: "How We See Each Other" (6 hours)
Issues discussed:
- Conversation views.
- Language of gestures and movements.
- How to understand another person.
- Features of adolescence.
- About men and women.
- "They meet by clothes ..."
Test tasks to identify the ability to understand others, to find one's place in society, awareness of one's "I".
Conclusions:
- Each person is individual, knowledge of oneself - knowledge of others.
If you want to change people, start with yourself.
“People don’t have to be what we want them to be.
- The difference in the behavior of girls and boys is due to the peculiarities of their psychology.
- Each age has its own not only physiological, but also mental characteristics.
Concepts: gestures, facial expressions, look and posture, teenager, female and male sex, advantages, disadvantages.

Subject: "Interpersonal Relations" (6 hours)
Issues discussed:
- "There is no friend, so look for it."
- "How to overcome the boundaries."
“Human rights among people.
- "The most morning of feelings."
Why do people argue and quarrel?
Games and exercises to develop communication skills, skills of self-esteem and understanding of others: "Reincarnation", "Psychological portrait", "I am the same as you", "Compliment", "If I were you", "Telepathy", etc.
Conclusions:
Treat other people the way you would like to be treated.
- Without understanding, communication and interaction is impossible.
- It is necessary to adequately perceive people.
- People quarrel because they do not understand each other's thoughts and feelings, or because they are dissatisfied with each other.
Concepts: friendship, communication barriers, human rights, self-esteem, dispute, quarrel.

Grade 9 (34 hours)

Section "Introduction" (1 hour)

Issues discussed:
What and how does psychology study?
Why study psychology.
Concepts: experiment, observation, test, questioning, survey, psychology.

Section "Know thyself" (5 hours)

Subject: "Psychology of Personality" (5 hours)
Issues discussed:
- The person removes the mask.
How do we value ourselves?
- What is self-worth.
- Individuals are not born, but made.
- Personality is the real thing in a person, but what about a mask?
- Does character depend on temperament?
Exercise, training for the development of self-esteem skills, behavior management skills, for the formation of positive personal qualities, for the identification, awareness and overcoming of negative ones.
Conclusions:
- Individuality is a personality in its originality.
The basic human need is the desire for self-expression.
- Personality has internal control.
- Temperament influences the formation of a person's character and behavior.
Concepts: personality, individuality, face, self-esteem and self-worth, individuality, character and temperament, positive and negative qualities of character, behavior management.

Section "How we know the world" (17 hours)

Subject: "Psychological processes and information" (4 hours)
Issues discussed:
- Why adults advise or order: "Think!".
- Will paper endure everything?
- The progress of mankind - what are its advantages.
- How to understand a person.
Exercises, tasks for the development of skills in working with information: "Living Sculpture", "Believe - do not believe", "Wish", "Reflection", "Bushes of ideas", etc.
Conclusions:
- A person can learn to perceive and analyze the situation.
- Thoughts should be expressed clearly and specifically.
- You can learn to develop your opinion and justify it.
Concepts: life situation, thoughts and feelings, information, types of information, own opinion.

Subject: "Creativity" (3 hours)
Issues discussed:
- What is creativity.
- Any business is creative.
- When it is interesting to live.
- What I like about myself.
Exercises to develop creativity skills: "What I like about myself", "Prisoners", "Greeting", "Praise", "Sculptor", "Compliment", "Literary retelling", "Acrobat".
Conclusions:
- Creativity is a process inherent in human activity.
- The process of creativity is associated with a special mental activity.
- Creativity can be developed.
- Creativity is a quality necessary for a modern person.
Concepts: creativity, think creatively, creativity and imagination.

Subject: "Problems and how to solve them" (4 hours)
Issues discussed:
- What I want.
- What can I do to achieve what I want.
- That I can't, but others can.
Exercises, tasks for the development of decision-making and execution skills: "Compliment", "Literary retelling", "Tear off the hat", "Hand in hand", "Looking for a secret", "Gift to a friend", "Self-praise", etc.
Conclusions:
Before a problem can be solved, it must be seen.
- Any problem should be solved consciously, purposefully.
- To solve the problem, you need to make the path from "I want" to "I can".
Concepts: desires and opportunities, obstacles in the fulfillment of desires, problems and their solutions.

Subject: "Personality and its social roles" (3 hours)
Issues discussed:
- What is a social role.
- Social roles of a child, teenager, adult, man, woman.
- Reincarnation of personality.
Exercise, trainings for the socialization of the individual, the development of confidence: "Me and you", "Home Alone", "Proper Care", etc.
Conclusions.
- A person is forced to perform (play) various social roles in the process of life.
- The choice of social roles and their success depends on the personal qualities of a person.
- Any social role must be performed conscientiously, responsibly, confidently.
Concepts: personality, social role and its types, confidence, positive and negative roles

Subject: "Who to be" (3 hours)
Issues discussed:
- Person and profession.
- Patience and a little effort.
- Needed where was born.
Exercises, assignments, trainings to identify professional self-determination, the development of the need for professional activity.
Conclusions:
- There are certain requirements for a person of each profession.
- Personal qualities play a significant role in any profession.
- A person should work, benefit society.
- When choosing a profession, one should take into account the peculiarities of one's psychological activity, inclinations, and abilities.
Concepts: inclinations, interests, opportunities, profession and specialty, professional preferences.

Section "I am among people" (9 hours)

Subject: "Psychology of interpersonal relations" (4 hours)
Issues discussed:
- Interpersonal relationships are the basis of human life.
- Tell me who your friend is, and I'll tell you who you are.
- Indifference, alienation, enmity, hatred.
- Personal relationships of people.
- What can never be done in love.
- Relationship signals.
- Causes of loneliness.
Trainings, exercises to identify interpersonal relationships, their psychology, problems and advantages, to develop the skills of positive interpersonal relationships.
Conclusions:
- In friendship, in love and just in relationships with people, you need to follow the rule: "Do towards the other as you would like him to do towards you."
- The positiveness of interpersonal relationships depends on the personal qualities of a person.
- There are differences in the psychology of men and women. They must be taken into account when building relationships.
- A person can learn to build positive interpersonal relationships and overcome negative ones.
Concepts: facial expressions, look and posture, man, woman, friend and comrade, virtues, shortcomings, loneliness, indifference, alienation, enmity, hatred, love and sympathy, falling in love.

Subject: "Psychology of conflict" (5 hours)
Issues discussed:
- Causes of quarrels and conflicts.
- Little tricks in resolving quarrels.
- What is needed to resolve the conflict.
- Obedience or decision.
What does it mean to make a decision.
- How to agree opinions.
- "Right" care.
Exercises, trainings to develop the skills of understanding others, conflict resolution skills.
Conclusions:
- Conflicts arise because of differences in tastes, views, beliefs, misunderstanding of each other's thoughts and feelings.
- No one can emerge victorious in a conflict without his opponent being defeated.
- There are rules for resolving conflicts, you need to know and follow them.
- Conflicts can arise both between unfamiliar people and between close people.
Concepts: conflict, conflict situation, conflict person, conflict resolution, opinion, submission and power, communication barriers, dispute, quarrel.

Section "Summary" (2 hours)

Repetition of the studied sections.
Trainings, exercises to consolidate, constructive communication skills, self-regulation, self-knowledge, self-determination.

Student preparation requirements

As a result of training, the following knowledge is formed:
- about mental processes: sensation, perception, memory, thinking, imagination, speech;
- about the benefits of developing these psychological processes;
- about the emotional states of a person;
- about the mood of a person and his management;
- about the rules of communication between people;
- about the volitional qualities of a person;
- about the ways of manifestation of individual qualities of a person's character;
- about the world of professions and ways to choose a profession;
- about the influence of the attitude of other people on the attitude of a person to himself;
- about self-esteem and the level of claims;
- about similarities and differences between people, about ways of understanding, accepting other people;
- about ways of behaving in social situations different type;
- about conflicts and ways to resolve them;
- about social roles and role functions of a person;
- about the social possibilities of a person.

As a result of training, the following skills are formed:
- the ability to analyze the features of one's character;
- the ability to characterize another person, his actions;
- the ability to analyze the attitude of other people to oneself;
- the ability to analyze the motives of one's own and others' behavior;
- the ability to organize behavior in social situations of various types;
- ability to prevent and resolve conflicts;
- the ability to identify causes, manage your mood;
- the ability to regulate their behavior and actions;
- the ability to determine the purpose of the activity, plan actions to achieve the goal;
- the ability to choose your future profession.

Bibliography

1. Ann L. Psychological training with teenagers. SPb., 2004.
2. Bgazhnokova I.M., Musukaeva F.V. Features of understanding and use of norms of behavior by mentally retarded adolescents. Defectology No. 5, 1998.
3. Bgazhnokova I.M., Gamayunova A.M. Problems of social adaptation of children with intellectual disabilities. Defectology No. 1, 1998.
4. Burns R. Development of self-concept and education. Moscow University, 1989.
5. Valker D. Conflict resolution training. SPb., 2001.
6. Gippenreytor Yu.B. Communicate with the child, how? Moscow, 1997.
7. Goncharova E.L., Kukushkina O.I. The inner world of man as a subject of study in special school. Defectology No. 3, 1998.
8. Emelyanov S.M. Workshop on conflictology. SPb., 2000.
9. Kozlov N. Best psychological games and exercises. SPb., 2000.
10. Cadyuson H. and Schaefer C. Workshop on play psychotherapy. SPb., 2000.
11. Kukushkina O.I., Baryshnikova N.A. What makes you think about the first experience of approbation of the "Diary of Life Events". Defectology No. 4, 2000.
12. Matveeva O.A. Developing and corrective work with children. Pedagogical Society of Russia. Moscow, 2001.
13. Osipova E. S. Fundamentals of psychocorrection. Rostov-on-Don, 2000.
14. Piz A. Body language. Moscow, 1995.
15. Ponomarenko L.P., Belousova R.V. Psychology for high school students: in 2 parts. Moscow, 2003.
16. Prutchenkov A.S. Socio-psychological training at school. Moscow, 2001.
17. Reardon B. Tolerance is the road to peace. Moscow, 2001.
18. Satran G.N. Independence training for children. Moscow, 1999.
19. Shcherbakova A.M., Moskalenko N.V. Formation of social competence in high school students of the VIII type of SOU. Defectology No. 3, 2001.
20. Shchipitsina L.M. Development of communication skills of persons with intellectual disabilities. St. Petersburg, 2000.

The purpose of this program: correction of the cognitive, emotional and volitional sphere of younger adolescents with mental retardation, increasing independence and expanding the possibility of their communication in modern society, through overcoming barriers in communication, developing a better understanding of oneself and others, relieving mental stress, creating opportunities for self-expression.

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Municipal budgetary special (correctional) educational institution for students, pupils with handicapped health "Zarubinskaya special (correctional) general education boarding school

Type VIII"

working training program by subject:

"Compulsory individual and group remedial classes"

for students of 5th grade VIII type

for 2013-2014 academic year year

for 35 hours

Compiled on the basis of a correctional and developmental program

Cherepovets Center for Psychological, Medical and Social Support / Nauch. ed. O. A. Denisova, N. V. Afanaseva. -

Vologda: VIRO Publishing Center, 2005. - 256 p.

The program was compiled by Nekrasova Svetlana Viktorovna

S. Zarubino, 2013

Explanatory note

Due to the fact that the number of students with developmental disabilities has recently increased, it became necessary to create special correctional programs for such students, adapted to their psychophysiological characteristics.

Students with mental retardation are characterized by: low level intellectual activity (mental operations are not sufficiently formed: in particular, children have difficulty generalizing and abstracting the features of objects); some underdevelopment of complex forms of behavior (arbitrary regulation of behavior is poorly developed, as a result of which it is difficult for children to obey the requirements of the teacher); speech activity very low, the stock of knowledge about the surrounding reality is poor, spontaneous speech is distinguished by the poverty of the dictionary, difficulties in understanding logical and grammatical structures are noted; interest in learning activities not expressed, cognitive activity is very weak and unstable; mechanical memory. These students are characterized by emotional instability, the presence of impulsive reactions, inadequate self-esteem.The socialization of children with mental retardation is extremely difficult due to their lack of interpersonal communication skills in the environment. normal people, unformed need for such communication, negative perception of other people, hypertrophied egocentrism, a tendency to social dependency. These children do not have wide contacts with their peers. Most often they are surrounded by people with similar socio-psychological and communication problems. Their communication skills, social skills are very limited. This program is focused on personal development and the development of communication skills, as well as the correction of the emotional-volitional sphere.

Purpose of corrective work:correction of the cognitive, emotional and volitional sphere of younger adolescents with mental retardation,increasing independence and expanding the possibility of their communication in modern society, through overcoming barriers in communication, developing a better understanding of oneself and others, relieving mental stress, creating opportunities for self-expression..

Program novelty

The peculiarity of the program is that it is designed for students under the program of special (correctional) type VIII.

This program contains practical methods psychological and pedagogical impact on creating conditions for the personal development of children with mental retardation. The novelty of the program is that its result is a successful social adaptation in the future.

Tasks of corrective work:

Development of attention, memory, thinking, spatial representations;

- cohesion of the group, mastering the skills of working in a team;

Creation of a favorable psychological climate;

Providing communication skills and training in ways of expressing emotions (anxiety, aggression, positive emotions, etc.);

Formation of the image of "I", self-knowledge skills;

- the formation of positive interpersonal relationships between children, but on the basis of which each child could be successfully socialized;

Motivation of adolescents to turn to their inner world, to analyze their own actions;

- developing the ability to empathize, respectful attitude towards other people.

Ways to implement the program:

1. Collection and analysis of information (information and analytical activities). The result of this stage is an assessment of the contingent of students to take into account the developmental features of children, determine the specifics.

2 . Planning, organization, coordination (organizational and executive activities). The result of the work is a specially organized process that has a correctional and developmental orientation and the process of special support for children with mental retardation under specially created conditions for training, education, development, and socialization of the category of children in question.

3. Diagnosis of correctional and developmental educational environment(control and diagnostic activity). The result is a statement of the compliance of the created conditions and the selected correctional and developmental programs with the special needs of the child.

4. Regulation and adjustment (regulatory and corrective activity). The result is the introduction of the necessary conditions and forms of training, methods and techniques of work.

Methods and forms of program implementation

To achieve the goals set, a group form of work was chosen.The following teaching aids were used during the course:

1. Art - methods, because visual activity acts as a tool of communication, allowing the child to make up for the lack of communication and build a more harmonious relationship with the world. In many cases, working with visual materials allows you to get a sedative effect and relieves emotional stress.
2. Game therapy - allows you to simulate the system social relations in a visually - effective form in special game conditions, the measure of social competence increases, the ability to resolve problem situations develops; Equal partnerships between the child and peers are formed, which provides an opportunity for positive personal development. Play therapy allows you to organize a phased development in the game of new, more adequate ways of orienting the child in problem situations, there is a gradual formation of the child's ability to arbitrarily regulate activities based on the subordination of behavior to the system of rules governing the performance of the role, and the rules governing behavior in the game team.Creating a situation of success helps to more effectively assimilate the knowledge gained. The most attractive are role-playing games. However, the weakest link in our children is the development of speech. It is difficult for children to express their thoughts and feelings, contact others, receive feedback, so the program includes staging well-known fairy tales and inventing their own with their subsequent playback.
3. Psycho-gymnastics - the basis is the use of motor expression. The main goal is to overcome barriers in communication,creating a friendly atmospheredeveloping a better understanding of oneself and others, relieving mental stress, creating opportunities for self-expression.

Conditions for the implementation of the program

The developed program is based on the following legislative and legal documents:

UN Convention on the Rights of the Child;

Law on Education of the Russian Federation;

Federal Law on Basic Guarantees of the Rights of the Child of the Russian Federation;

The ethical code of the psychologist.

Perspectives.

Continue work to increase the independence of mentally retarded children;

Expanding the possibility of their communication in modern society;

The formation of positive interpersonal relationships between children, on the basis of which each child could be successfully socialized;

Mastering the skills of working in a team.

The structure of the lessons includes an introduction to the lesson, the main part, a discussion of the lesson and relaxation exercises.Each lesson traditionally begins with a greeting procedure. The task of the introductory part is to create a certain positive emotional background for students. Breathing exercises, warm-up, exercises to enhance mental activity are used. Next, there is a discussion of the results of homework and recalling the content of the last lesson, as well as an assessment of your mood in points.

The introductory stage is completed by a mobile communicative game, which is carried out in order to increase the energy resource of the group, form an emotionally positive attitude to continue the lesson, and also contributes to the development of collective forms of interaction, manifested in a benevolent attitude towards classmates, the ability to subordinate their actions to external requirements.

The main stage of the lessonis of a correctional and developmental nature and is aimed at the formation and development of the basic functions necessary for the assimilation educational material: the development of concentration, stability and distribution of attention, memory training, the development of spatial representations, speech and thinking. A set of psychotechnical exercises and techniques aimed at solving the problems of this lesson is used.

Tasks and exercises for the development of speech and mental activity combined not by chance. Logical thinking is speech, in it the word is both the basis, and the means, and the result of this process. Development logical thinking largely depends on the level of development of children's speech, and the formation of mental operations (analysis, synthesis, comparison, generalization) is determined by the degree of participation of speech in the process of mental activity. The tasks and exercises of this block are conducted orally, but require a large amount of stimulus material (cards with pictures, words, reproductions, etc.) and are very often accompanied by a drawing process.

The homework procedure completes the main stage.

Most often, these are small creative work. Homework helps not only to consolidate the acquired knowledge, but also allows the child to express himself.

The final stageincludes summing up, discussing the results of the work and the difficulties that children had in completing tasks. The essential point here is the students' answers to the questions, what they did and what they learned in this lesson.

The lesson ends with a game, usually sedentary. Its goal is the development of reflection, which is manifested in the comprehension of one's own actions and states, self-knowledge of the inner world, as well as in the formation of a positive image of "I". Before parting, each member of the group should receive a “stroking” either from classmates and a psychologist, or by independently declaring their merits and successes. Its main task is to give children a positive communication experience, create a positive self-perception, regardless of the child's real success in learning activities and improve mood at the end of the lesson.

Warm-up and relaxation exercises may vary depending on psycho-emotional state students and the group as a whole.

The program includes multifunctional exercises that can have different effects:

Conversations, surveys, observations;

word games;

Game training (psycho games, subject games);

Development exercise system cognitive processes;

Elements of art therapy, fairy tale therapy.

The subject of developmental activities for children with mental retardation includes4 main blocks:

1. Development and correction of the cognitive sphere:

Development of attention, memory, thinking;

Acquisition of knowledge about the surrounding reality, contributing to the improvement of social skills;

Formation of detailed monologue and dialogic speech. Ability to correctly and consistently express their thoughts, following the rules for constructing a message;

Formation conceptual apparatus and basic mental operations: analysis, synthesis, comparison and generalization;

Vocabulary expansion.

2. Self-knowledge. What I know about myself:

Formation of the ability to self-knowledge; why you need to know yourself, your body, your inner world;

The ability to determine the personal qualities of oneself and other people;

Formation of adequate self-esteem;

Advantages and disadvantages;

Skills for exercising control over their activities, mastering control and evaluation actions;

3. Development of communication skills. Me and others:

The formation of the ability to own the means of communication;

Formation of attitudes towards interaction and a friendly attitude towards classmates;

Formation of a collective discussion of tasks;

Establishing positive relationships with others: listening to comrades, correctly expressing one's attitude towards the interlocutor;

The ability to express one's own opinion, the formation of a positive image of "I".

4. Development and correction of the emotional-volitional sphere:

Feelings, difficulties in identifying feelings. Expression of feelings. Separation of feelings from behavior. Formation of the ability to realize what is happening to me, to analyze my own state;

Formation of the ability to identify their own emotional states;

The concept of dependence, concepts: "temptation", "bad habits". Chemical and emotional addictions;

Development of methods of countering the external influence of peers and adults;

The concept of group pressure and making one's own decision;

Formation of skills of expressing and defending one's own opinion;

Finding compromises, ability to resist group pressure;

The concept of violence and the right to defend one's borders;

Formation of skills to resist group pressure and violence and awareness of the right and the need to protect oneself;

The concept of "conflict", working out the ability to get out of conflict situations;

Correction of students' aggressiveness.

Syllabus

on "Compulsory individual and group remedial classes"

No. p / p	Name of sections of the program	Number of hours
	Development and correction of the emotional-volitional sphere
	Total hours:

1. Examination of children: completing groups for remedial classes (1 hour).
2. Development and correction of the cognitive sphere (10 hours).

Increasing the amount of attention and observation. Increasing the level of distribution of attention. Strengthening concentration and stability of attention. Attention switching training. The development of auditory memory. Visual memory. associative memory. Development of thinking skills: classification, generalization, cause-and-effect relationships.

1. Self-knowledge (7 hours).

Why is it necessary to know yourself? I am through the eyes of others. Self-esteem. Merit Fair. Confident and insecure behavior.

1. Development and improvement of communication skills (8 hours).

Communication in human life. Communication barriers. We learn to listen to each other. Understand me. Criticism. Compliments or flattery. Politeness. Why is etiquette necessary? The ability to carry on a conversation.

1. Development and correction of the emotional-volitional sphere (9 hours).

Feelings, difficulties in identifying feelings. Expression of feelings. Separation of feelings from behavior. Formation of the ability to identify their own emotional states. The concept of dependence, concepts: "temptation", "bad habits". Chemical and emotional addictions. development of methods of countering the external influence of peers and adults. The concept of group pressure and making one's own decision. formation of skills of expression and upholding of one's own opinion. The concept of violence and the right to defend one's borders. The concept of "conflict", working out the ability to get out of conflict situations. Correction of students' aggressiveness.

Planned result:

- Increasing the productivity of attention;

Memory development;

Skill Development joint activities;

Harmonization of the emotional state of the child;

Development of adequate self-esteem;

Development of communication skills and abilities;

Development of empathy, building trusting relationships between the participants of the classes;

Harmonization of the psycho-emotional state;

Mastering the methods of self-regulation;

Socialization and adaptation in modern society.

Learners should be able to:

Admit your own mistakes;

Empathize with others, your peers, adults, and the living world;

Throw out anger in an acceptable form, and not with physical aggression;

Analyze process and results cognitive activity;

Control yourself, find errors in your work and correct them yourself;

Work independently in pairs, in groups;

Adequately perceive the surrounding reality and oneself;

Know about the dangers of smoking, drinking alcohol, drugs;

Be able to defend your opinion;

Be able to identify your emotional state.

Program section	Lesson topic	date	Qty hour	Tasks	Homework	Visibility and equipment	Conceptual aspect	Knowledge and skills
Examination of children: recruiting groups for remedial classes	Diagnostics	06.09.13		1. Determination of the level of formation of cognitive processes, communication skills, emotional-volitional sphere; 2. staffing groups for remedial classes; 3. fostering a positive attitude towards classes
Development and correction of the cognitive sphere	Increasing the scope of attention and observation	13.09.13		1. Increasing attention span students; 2. correction of attention and development of observation; 3. fostering an attentive attitude to the world around	Complete the exercise "Who will see and remember more"	Narrative pictures, a field lined with cells, "mazes", buttons	Attention, watchfulness	Be able to observe and be attentive to the environment
	Increasing the level of attention distribution	20.09.13		1. Increasing the level of distribution of attention; 2. correction of selectivity of attention; 3. education of perseverance and endurance	Fix the exercise "Reverse Counting"	Paper, pencils	Distribution of attention	Be able to do two different things at the same time
	Strengthening concentration and stability of attention	27.09.13		1. Strengthening concentration and stability of attention; 3. education of the need for self-organization (accuracy, perseverance).	Exercise "Perform according to the model"	Sample drawings, paper, pencils, plot pictures	Focus, resilience	To be able to hold and concentrate attention, analyze the elements of the picture, find differences
	Attention switching training	04.10.13		1. Formation of the ability to switch attention, entry into activities; 2. development of adequate ideas about their capabilities; 3. the formation of the ability to bring the work started to the end.	Working with a red-black table	Red and black table	Switching attention	Be able to switch attention and perform the exercise in accordance with the instructions
	Development of auditory memory	11.10.13		1. Teaching memorization techniques; 2. development and correction of auditory memory; 3. education of perseverance and endurance.	Remember the "sounds of the forest"	A little story	auditory memory	Be able to memorize the story and answer the questions of the teacher in the text
	Development of visual memory	18.10.13		1. Training of short-term visual memory; 2. development and correction of visual perception and memory; 3. fostering an attentive attitude to the world around.	Answer the question "Why do we need visual memory?"	Reproduction of a painting in the genre of everyday painting	Visual memory	Be able to memorize and reproduce the content of the picture
	Development of associative memory	25.10.13		1. Development of associative memory; 2. formation of the completeness of the reproduction of verbal material; 3. education of personal motives for memorization, the ability of students to create a setting for long-term memorization.	Make an associative series for memorization	Task cards	Associations	Be able to reproduce the original words according to the associative series
	Development of thinking skills: classification	01.11.13		1. Shaping thinking skills: classification; 2. development of interests and cognitive activity; 3. fostering a positive attitude towards learning.	Come up with several items related to the same class	Cards with objects for classification	Thinking, classification	To be able to see the main, essential for attributing an object to any kind
	Developing Thinking Skills: Generalization	15.11.13		1. Shaping thinking skills: generalization; 2. correction of tactile-motor perception; 3. education of self-control, diligence.	Find common feature objects and give a generic name	Task cards	Thinking, generalization	Ability to generalize and draw conclusions
	causal relationship	22.11.13		1.Formation of the ability to understand the connections of events and build a sequence of cause-and-effect relationships; 2. development of the desire to apply the acquired knowledge in everyday life; 3. fostering interest in various types activities	Find the cause of given events	Task cards	Cause, effect	To be able to find concepts that are among themselves in a cause-and-effect relationship
Self-knowledge. What do I know about myself	Why is it necessary to know yourself?	29.11.13		1. Formation of motivation for self-knowledge; 2. development of amateur performance, activation of the process of knowing oneself and the world around; 3. education of independence, self-control	Complete the drawing "I'm in the sun"	Notebooks, pencils	self-knowledge	Know your positive and negative qualities
	My body	06.12.13		1. Consolidation of knowledge about your body; 2. formation and consolidation of ideas about gender differences; 3. fostering an attentive attitude towards others	The story "How a boy should look like and how a girl"	Photos of boys and girls	Body, opposites	Know gender differences
	My magical world	13.12.13		1. Formation of the ability to know your inner world; 2. development of self-knowledge skills; 3. harmonization of the emotional state	Answer the question "What am I?"	Cards with different qualities of character	Inner world	Strive for self-knowledge, to have a concept of one's own "inner" world
	Self-worth	20.12.13		1. Formation of the concept of self-worth of one's own "I"; 2. development of ideas about one's capabilities, the ability to adequately evaluate oneself; 3. Cultivating self-confidence	Answer the questions	Notebooks, pencils, A4 sheets	Self-esteem	Be able to adequately evaluate and accept yourself
	My achievements	27.12.13		1. Formation of the ability to overcome barriers to self-criticism; 2. continuing to develop the skills of introspection and self-assessment; 3. education of independence, prudence.	Write what advantages you would like to acquire	Sheets with the inscriptions "For sale", "Buy"	Advantages, disadvantages	Learn to recognize your strengths and recognize your weaknesses
	I will do well and I will not do bad	17.01.14		1. Formation of the skill of confident behavior; 2. development of the ability to regulate one's actions; 3. education of the ability to predict one's own activity.	Think about what kind of people you like best	Ball, blanks with dough, sheets of paper	confidence, insecurity, strong personality	Be able to regulate your actions
Development of communication skills. me and others	Interaction	24.01.14		1. Give an idea of ​​the importance of teamwork in human life; 2. development of communication skills; 3. education of sociability, sensitivity	Review what interaction is	Notebooks, pens, notepads	Collaboration, interaction	Know what interaction is.
	how we see each other	31.01.14		1. Formation of the ability to see positive traits other people; 2. development and correction of ideas about personality, individual characteristics and abilities of a person;	Name the positive qualities of your friend	Cards with positive and negative qualities	Personal qualities	Be able to identify personal qualities of yourself and others
	I am through the eyes of others	07.02.14		1. Formation of the ability to self-knowledge; 2. development of the ability to accept each other; 3. fostering respect for each other	Complete the sentences	Notebooks, pencils, ball	Introspection	Be able to analyze the attitude of others towards yourself.
	Friendship starts with a smile	14.02.14		1. Formation of observation and the ability to listen to another; 2. development of the ability to make contact. 3. fostering respect for each other, the ability to hear the other person	Think about the kind of people you like to hang out with.	Notebooks, test form "Can you listen?"	ability to listen, ability to hear	Be able to listen to others, understand the need to live in harmony with yourself and others
	Conversation of views. Understand me	21.02.14		1. Formation of the ability to understand each other; 2. correction of forms of communication, enrichment of its content;	Think about your communication difficulties.	Forms with proverbs for each student	Understanding	To be able to understand another, to be able to determine the feelings of another by facial expression, by posture, by eyes
	Can we communicate politely?	28.02.14		1. Give students a definition of the concept of "politeness"; 2. help in understanding one's attitude towards others; 3. fostering a kind, trusting relationship with each other	Analyze how often you are polite	Notebooks with notes	Politeness	Know the definition of "politeness", be polite towards others
	Behavior in in public places	07.03.14		1. Formation of a positive attitude towards generally accepted norms of behavior; 2. development of the ability to regulate one's actions; 3. education of cultural behavior skills	Review the rules of etiquette	Attributes for the game "Birthday", cards with the name of roles	Etiquette, rules of conduct	Know the basic rules of etiquette
	A lesson in wisdom (respect for elders)	14.03.14		1. Formation of the skill of conducting a conversation; 2. development of the ability to make contact, behavior in a communication situation, features of dialogical speech; 3. education of the need for self-organization	Come up with a topic of conversation and have a chat with a friend	Cards with tasks on the culture of conversation	Conversation, dialogue	Know what a conversation is, be able to conduct a conversation
	Perception of the world (our senses). What are emotions	21.03.14		1. Expansion of students' knowledge about feelings and emotions, replenishment of the arsenal of lexical units associated with the sphere of feelings; 2. correction and development of the emotional-sensual sphere of adolescents; 3. fostering a kind, trusting relationship with each other	Consolidate the basic concepts	Pictograms depicting various emotions	Feelings, emotions	Recognize external emotional manifestations
	Feelings and actions	04.04.14		1. Formation of the ability to express one's feelings; 2. development of emotional and volitional processes; 3. cultivating a sense of personal responsibility for one's actions and deeds	Prepare a story "How angry I am"	Notebooks, pens, colored pencils, A paper	Aggression, resentment, expression	Be able to express emotions and feelings in an acceptable way
	Stress	11.04.14		1. Formation of the ability to identify their own emotional states; 2. development of awareness of one's psycho-emotional state; 3. formation of the need for self-regulation (self-control)	Watch for mood swings (depending on what)	Notebook, pen	Mood, emotional state	Be able to recognize your own emotional states
	Why are some habits bad?	18.04.14		1. Familiarization with the concepts of "bad habits"; 2. development of ideas aboutdanger bad habits, determination of the nature and methods of dealing with the danger; 3. education of responsibility, self-control	Try to get rid of bad habits	Notebooks, pens, whatman paper, marker	Bad habit, temptation, addiction	Have an idea about bad habits, addictions, the dangers of bad habits, be able to resist temptation
	Know how to choose	25.04.14		1. Formation of ideas about responsibility and trust; 2. correction of the existing experience of responsibility; 3. education of self-control, prudence	Answer the question: "Is it easy to be responsible?"	Notebook, pen	Responsibility, trust	Know what responsibility is, be able to take responsibility for your actions
	I am responsible for my decision	02.05.14		1. Shaping skills to resist group pressure; 2. development of the ability to make one's own decision; 3. education of moral qualities, independence	Can you resist the opinion of the collective?	Notebook, pen	Group pressure, own decision	Be able to make your own decision, conflict-free, but firmly resist the pressure of the group
	Master of my "I"	16.05.14		1. Formation of the ability to control one's behavior; 2. development of the ability to control one's own actions; 3. education of mutual understanding, friendliness.	Repeat ways to protect rights	Notebook, pen	Rights, borders, violence	Know how to defend your rights, resist violence
	The concept of "conflict", my behavior in difficult situations	23.05.14		1. Familiarization with the concept of "conflict", developing the ability to prevent conflict; 2. development of the ability to get out of a problem situation; 3. education of prudence, tolerance, self-control	Fix the situation when you managed to prevent the conflict	Notebooks, test forms “Are you a conflict person?”	Conflict, conflict situation	Know how to prevent conflict and get out of a problem situation
	Should I be able to restrain myself?	30.05.14		1. Formation of the ability to control their aggressive aspirations; 2. correction of aggressive behavior, development of acceptable ways to discharge anger; 3. cultivating a sense of personal responsibility for one's actions and deeds	Repeat the exercise "Angry cats"	Text "The parable of the snake", relaxation music	Aggression, aggressive behavior	To be able to control their aggressive aspirations and express them in forms acceptable in a certain society

Bibliography

1. Akimova M.K., Kozlova V.T. Exercises to develop the mental skills of schoolchildren. Handbook for teachers, school psychologists and parents. - Obninsk: Printer, 1993. - 20 p.
2. Ambrosyeva N.N. Class hour with a psychologist: fairy tale therapy for schoolchildren - M., 2007.
3. Guseva N.A. Training to prevent bad habits in children. - SnP., 2003 .
4. Gavrina S. E., Kutyavina N. L. and others. We develop thinking. - M., 2003.
5. Dubrovina I.V. Management practical psychologist: Psychological programs for the development of personality in adolescence and senior school age. - M., 1995.
6. Istratova O.N. Workshop on children's psychocorrection: games, exercises, techniques / O.N. Istratov. - Rostov n / D: Phoenix, 2007. - 347 p. - (Psychological workshop).
7. Krivtsova S.V., Mukhamatulina E.A. Skills of constructive interaction with teenagers. - M., 1997.
8. Krivtsova S.V. Life Skills: In harmony with yourself and the world. - M., 2003.
9. Comprehensive support and correction of the development of orphans: socio-emotional problems. / Ed. L.M. Shipitsina, E.I. Kazakova. SPb., 2000.
10. Leshchinskaya E.A. Communication training for students in grades 4-6. Kyiv., 1994.
11. Nepomniachtchi N.I. The formation of the personality of the child. - M., 2004.
12. Workshop on psychological games with children and adolescents / Azarova T.V., Barchuk O.I., Beglova T.V., Bityanova M.R., Koroleva E.G., Pyatkova O.M.; under the general editorship. Bityanova M.R. - St. Petersburg: Peter, 2005. - 304 p.: ill. – (Series "Workshop on Psychology")
13. Parishioners A.M. Psychological guide, or How to gain self-confidence. M., 1994.
14. Slepovich E.S., Polyakov A.M. Working with children with intellectual disabilities. The practice of special psychology. - St. Petersburg: Speech, 2008. - 247 p.
15. Sirotyuk A.L. Correction of training and development of schoolchildren. - M., 2002.

Working programm

on the course of compulsory individual and group lessons

for students of the 5th special (correctional) class - group

VIII kind

Explanatory note

The work program is based oncorrectional and developmentalprograms

center of psychological, medical and social support / Nauch. ed. O. A. Denisova, N. V. Afanaseva. - Vologda: VIRO Publishing Center, 2005. - 256 p.

Due to the fact that the number of students with developmental disabilities has recently increased, it became necessary to create special correctional programs for such students, adapted to their psychophysiological characteristics.

Students with mental retardation are characterized by: a low level of intellectual activity (mental operations are not sufficiently formed: in particular, children have difficulty generalizing and abstracting the features of objects); some underdevelopment of complex forms of behavior (arbitrary regulation of behavior is poorly developed, as a result of which it is difficult for children to obey the requirements of the teacher); speech activity is very low, the stock of knowledge about the surrounding reality is poor, spontaneous speech is poor in vocabulary, there are difficulties in understanding logical and grammatical structures; interest in learning activities is not expressed, cognitive activity is very weak and unstable; mechanical memory. These students are characterized by emotional instability, the presence of impulsive reactions, inadequate self-esteem.The socialization of children with mental retardation is extremely difficult due to their lack of interpersonal communication skills among normal people, the lack of a need for such communication, negative perception of other people, hypertrophied egocentrism, and a tendency to social dependency. These children do not have wide contacts with their peers. Most often they are surrounded by people with similar socio-psychological and communication problems. Their communication skills, social skills are very limited. This program is focused on personal development and the development of communication skills, as well as the correction of the emotional-volitional sphere.

Purpose of corrective work: correction of the cognitive, emotional and volitional sphere of younger adolescents with mental retardation,increasing independence and expanding the possibility of their communication in modern society, through overcoming barriers in communication, developing a better understanding of themselves and others, relieving mental stress, creating opportunities for self-expression.

Program novelty

The peculiarity of the program is that it is designed for students under the program of a special (correctional) class of type VIII.

This program contains practical methods of psychological and pedagogical influence on creating conditions for the personal development of children with mental retardation. The novelty of the program is that its result is a successful social adaptation in the future.

Tasks of corrective work:

Development of attention, memory, thinking, spatial representations;

- cohesion of the group, mastering the skills of working in a team;

Creation of a favorable psychological climate;

ABOUTequipping with communication skills and teaching ways of expressing emotions (anxiety, aggression, positive emotions, etc.);

Formation of the image of "I", self-knowledge skills;

- the formation of positive interpersonal relationships between children, but on the basis of which each child could be successful, socialize;

Motivation of adolescents to turn to their inner world, to analyze their own actions;

- developing the ability to empathize, respectful attitude towards other people.

Ways to implement the program:

Collection and analysis of information(information and analytical activity). The result of this stage is an assessment of the contingent of students to take into account the developmental features of children, determine the specifics.

2. Planning, organization, coordination(organizational and executive activity). The result of the work is a specially organized process that has a correctional and developmental orientation and the process of special support for children with mental retardation under specially created conditions for training, education, development, and socialization of the category of children in question.

3. Diagnostics of the correctional and developmental educational environment(control and diagnostic activity). The result is a statement of the compliance of the created conditions and the selected correctional and developmental programs with the special needs of the child.

4. Regulation and adjustment(regulatory and corrective activity). The result is the introduction of the necessary conditions and forms of training, methods and techniques of work.

Methods and forms of program implementation

To achieve the set goals ingroup work was chosen.The following teaching aids were used during the course:

Art - methods, becausevisual activity acts as a tool of communication, allowing the child to make up for the lack of communication and build a more harmonious relationship with the world. In many cases, working with visual materials allows you to get a sedative effect and relieves emotional stress.

Game therapy- allows you to model the system of social relations in a visually - effective form in special game conditions, the measure of social competence increases, the ability to resolve problem situations develops; Equal partnerships between the child and peers are formed, which provides an opportunity for positive personal development. Play therapy allows you to organize a phased development in the game of new, more adequate ways of orienting the child in problem situations, there is a gradual formation of the child's ability to arbitrarily regulate activities based on the subordination of behavior to the system of rules governing the performance of the role, and the rules governing behavior in the game team.Creating a situation of success helps to more effectively assimilate the knowledge gained. Role-playing games are the most attractive. However, the weakest link in our children is the development of speech. It is difficult for children to express their thoughts and feelings, contact others, receive feedback, so the program includes staging well-known fairy tales and inventing their own with their subsequent playback.

Psycho-gymnastics- based on the use of motor expression. The main goal is to overcome barriers in communication,creating a friendly atmospheredeveloping a better understanding of oneself and others, relieving mental stress, creating opportunities for self-expression.

Conditions for the implementation of the program

The content of the program is supposed to be implemented in the amount of 35 lessons for 1 year of study (1 hour per week). Each meeting is 45 minutes long.

The developed program is based on the following legislative and legal documents:

UN Convention on the Rights of the Child;

Law on Education of the Russian Federation;

Federal Law on Basic Guarantees of the Rights of the Child of the Russian Federation;

The ethical code of the psychologist.

Perspectives.

Continue work to increase the independence of mentally retarded children;

Expanding the possibility of their communication in modern society;

The formation of positive interpersonal relationships between children, on the basis of which each child could be successfully socialized;

Mastering the skills of working in a team.

Program content.

The structure of the lessons includes an introduction to the lesson, the main part, a discussion of the lesson and relaxation exercises.Each lesson traditionally begins with a greeting procedure.The task of the introductory part is to create a certain positive emotional background for students. Breathing exercises, warm-up, exercises to enhance mental activity are used. Next comesdiscussing the results of homework and remembering the content of the last lesson, as well as assessing your mood in points.

The introductory stage is completed by a mobile communicative game, which is carried out in order to increase the energy resource of the group, the formation of an emotionally positive attitude to continue the lesson, and also contributes to the development of collective forms of interaction, manifested in a friendly attitude towards classmates, the ability to subordinate their actions to external requirements.

The main stage of the lesson is of a correctional and developmental nature and is aimed at the formation and development of the main functions necessary for the assimilation of educational material: the development of concentration, stability and distribution of attention, memory training, the development of spatial representations, speech and thinking.A set of psychotechnical exercises and techniques aimed at solving the problems of this lesson is used.

Tasks and exercises for the development of speech and mental activity are not combined by chance. Logical thinking is speech, in it the word is both the basis, and the means, and the result of this process. The development of logical thinking largely depends on the level of development of children's speech, and the formation of mental operations (analysis, synthesis, comparison, generalization) is determined by the degree of participation of speech in the process of mental activity. The tasks and exercises of this block are conducted orally, but require a large amount of stimulus material (cards with pictures, words, reproductions, etc.) and are very often accompanied by a drawing process.

The homework procedure completes the main stage.

Most often, these are small creative works. Homework helps not only to consolidate the acquired knowledge, but also allows the child to express himself.

The final stage includessumming up, discussing the results of the work and the difficulties that the children had in completing the assignments. The essential point here is the students' answers to the questions, what they did and what they learned in this lesson.

The lesson ends with a game, usually sedentary. Its goal is the development of reflection, which is manifested in the comprehension of one's own actions and states, self-knowledge of the inner world, as well as in the formation of a positive image of "I". Before parting, each member of the group should receive a “stroking” either from classmates and a psychologist, or by independently declaring their merits and successes. Its main task is to give children a positive communication experience, create a positive self-perception, regardless of the child's real success in learning activities and improve mood at the end of the lesson.

Warm-up and relaxation exercises may vary depending on the psycho-emotional state of the students and the group as a whole.

The program includes multifunctional exercises that can have different effects:

Conversations, surveys, observations;

Word games;

Game training (psycho games, subject games);

The system of exercises for the development of cognitive processes;

Elements of art therapy, fairy tale therapy.

The subject of developmental activities for children with mental retardation includes4 main blocks :

Development and correction of the cognitive sphere:

Development of attention, memory, thinking;

Acquisition of knowledge about the surrounding reality, contributing to the improvement of social skills;

Formation of detailed monologue and dialogic speech. Ability to correctly and consistently express their thoughts, following the rules for constructing a message;

Formation of the conceptual apparatus and basic mental operations: analysis, synthesis, comparison and generalization;

Vocabulary expansion.

2. Self-knowledge. What I know about myself:

Formation of the ability to self-knowledge; why you need to know yourself, your body, your inner world;

The ability to determine the personal qualities of oneself and other people;

Formation of adequate self-esteem;

Advantages and disadvantages;

Skills for exercising control over their activities, mastering control and evaluation actions;

3. Development of communication skills. Me and others:

The formation of the ability to own the means of communication;

Formation of attitudes towards interaction and a friendly attitude towards classmates;

Formation of a collective discussion of tasks;

Establishing positive relationships with others: listening to comrades, correctly expressing one's attitude towards the interlocutor;

The ability to express one's own opinion, the formation of a positive image of "I".

4. Development and correction of the emotional-volitional sphere:

Feelings, difficulties in identifying feelings. Expression of feelings. Separation of feelings from behavior. Formation of the ability to realize what is happening to me, to analyze my own state;

Formation of the ability to identify their own emotional states;

The concept of dependence, concepts: "temptation", "bad habits". Chemical and emotional addictions;

Development of methods of countering the external influence of peers and adults;

The concept of group pressure and making one's own decision;

Formation of skills of expressing and defending one's own opinion;

Finding compromises, ability to resist group pressure;

The concept of violence and the right to defend one's borders;

Formation of skills to resist group pressure and violence and awareness of the right and the need to protect oneself;

The concept of "conflict", working out the ability to get out of conflict situations;

Correction of students' aggressiveness.

Syllabus

by "Oh mandatory individual and group remedial classes »

Name of sections of the program

Number of hours

Development and correction of the emotional-volitional sphere

Total hours:

35

The content of the program for students in grade 5

Mandatory individual and group remedial classes.

Examination of children: recruiting groups for remedial classes (1 hour).

Development and correction of the cognitive sphere (10 hours).

Increasing the amount of attention and observation. Increasing the level of distribution of attention. Strengthening concentration and stability of attention. Attention switching training. The development of auditory memory. Visual memory. associative memory. Development of thinking skills: classification, generalization, cause-and-effect relationships.

Self-knowledge (7 hours).

Why is it necessary to know yourself? I am through the eyes of others. Self-esteem. Merit Fair. Confident and insecure behavior.

Development and improvement of communication skills (8 hours)

Communication in human life. Communication barriers. We learn to listen to each other. Understand me. Criticism. Compliments or flattery. Politeness. Why is etiquette necessary? The ability to carry on a conversation.

Development and correction of the emotional-volitional sphere (9 hours).

Feelings, difficulties in identifying feelings. Expression of feelings. Separation of feelings from behavior. Formation of the ability to identify their own emotional states. The concept of dependence, concepts: "temptation", "bad habits". Chemical and emotional addictions. development of methods of countering the external influence of peers and adults. The concept of group pressure and making one's own decision. formation of skills of expression and upholding of one's own opinion. The concept of violence and the right to defend one's borders. The concept of "conflict", working out the ability to get out of conflict situations. Correction of students' aggressiveness.

Planned result:

- Increasing the productivity of attention;

Memory development;

Development of skills of joint activity;

Harmonization of the emotional state of the child;

Development of adequate self-esteem;

Development of communication skills and abilities;

Development of empathy, building trusting relationships between the participants of the classes;

Harmonization of the psycho-emotional state;

Mastering the methods of self-regulation;

Socialization and adaptation in modern society.

Learners should be able to:

Admit your own mistakes;

Empathize with others, your peers, adults, and the living world;

Throw out anger in an acceptable form, and not with physical aggression;

Analyze the process and results of cognitive activity;

Control yourself, find errors in your work and correct them yourself;

Work independently in pairs, in groups;

Adequately perceive the surrounding reality and oneself;

Know about the dangers of smoking, drinking alcohol, drugs;

Be able to defend your opinion;

Be able to identify your emotional state.

Bibliography.

Akimova M.K., Kozlova V.T. Exercises to develop the mental skills of schoolchildren. Handbook for teachers, school psychologists and parents. - Obninsk: Printer, 1993. - 20p.

Ambrosyeva N.N.Class hour with a psychologist: fairy tale therapy for schoolchildren - M., 2007.

Guseva N.A. Training to prevent bad habits in children. - SnP., 2003 .

Gavrina S. E., Kutyavina N. L. and others. We develop thinking. - M., 2003.

Dubrovina I.V. Handbook of a practical psychologist: Psychological programs for personality development in adolescence and senior school age. - M., 1995.

Istratova O.N. Workshop on children's psychocorrection: games, exercises, techniques / O.N. Istratov. - Rostov N / D: Phoenix, 2007. - 347 p. - (Psychological workshop).

Krivtsova S.V., Mukhamatulina E.A. Skills of constructive interaction with teenagers. - M., 1997.

Krivtsova S.V. Life Skills: In harmony with yourself and the world. - M., 2003.

Comprehensive support and correction of the development of orphans: socio-emotional problems. / Ed. L.M. Shipitsina, E.I. Kazakova. SPb., 2000.

Leshchinskaya E.A. Communication training for students in grades 4-6. Kyiv., 1994.

Nepomniachtchi N.I. The formation of the personality of the child. - M., 2004.

Workshop on psychological games with children and adolescents / Azarova T.V., Barchuk O.I., Beglova T.V., Bityanova M.R., Koroleva E.G., Pyatkova O.M.; under the general editorship. Bityanova M.R. - St. Petersburg: Peter, 2005. - 304 p.: ill. – (Series "Workshop on Psychology")

Parishioners A.M. Psychological guide, or How to gain self-confidence. M., 1994.

Slepovich E.S., Polyakov A.M. Working with children with intellectual disabilities. The practice of special psychology. - St. Petersburg: Speech, 2008. - 247 p.

Sirotyuk A.L. Correction of training and development of schoolchildren. - M., 2002.

1. Determining the levelformation of cognitive processes, communication skills, emotional-volitional sphere;

2. fostering a positive attitude towards classes

Development and correction of the cognitive sphere

Increasing the scope of attention and observation

1. Increasing attention spanstudents;

2. correction of attention and developmentobservation;

3. fostering an attentive attitude to the world around

Complete the exercise "Who will see and remember more"

Narrative pictures, a field lined with cells, "mazes", buttons

Attention, watchfulness

Be able to observe and be attentive to the environment

Increasing the level of attention distribution

1. Increasing the level of distribution of attention;

2. correction of selectivity of attention;

3. education of perseverance and endurance

Fix the exercise "Reverse Counting"

Paper, pencils

Distribution of attention

Be able to do two different things at the same time

Strengthening concentration and stability of attention

1. Strengthening concentration and stability of attention;

3. education of the need for self-organization (accuracy, perseverance).

Exercise "Perform according to the model"

Sample drawings, paper, pencils, plot pictures

Focus, resilience

To be able to hold and concentrate attention, analyze the elements of the picture, find differences

Attention switching training

1. Formation of the ability to switch attention, entry into activities;

2. development of adequate ideas about their capabilities;

3. the formation of the ability to bring the work started to the end.

Working with a red-black table

Red and black table

Switching attention

Be able to switch attention and perform the exercise in accordance with the instructions

Development of auditory memory

1. Teaching memorization techniques;

2. development and correction of auditory memory;

3. education of perseverance and endurance.

Remember the "sounds of the forest"

A little story

auditory memory

Be able to memorize the story and answer the questions of the teacher in the text

Development of visual memory

1. Training of short-term visual memory;

2. development and correction of visual perception and memory;

3. fostering an attentive attitude to the world around.

Answer the question "Why do we need visual memory?"

Reproduction of a painting in the genre of everyday painting

Visual memory

Be able to memorize and reproduce the content of the picture

Development of associative memory

1. Development of associative memory;

2. formation of the completeness of the reproduction of verbal material;

3. education of personal motives for memorization, the ability of students to create a setting for long-term memorization.

Make an associative series for memorization

Task cards

Associations

Be able to reproduce the original words according to the associative series

Development of thinking skills: classification

1. Shapingthinking skills: classification;

2. development of interests and cognitive activity;

3. fostering a positive attitude towards learning.

Come up with several items related to the same class

Cards with objects for classification

Thinking, classification

To be able to see the main, essential for attributing an object to any kind

Developing Thinking Skills: Generalization

1. Shapingthinking skills: generalization;

2. correction of tactile-motor perception;

3. education of self-control, diligence.

Find a common feature of objects and give a generalized name

Task cards

Thinking, generalization

Ability to generalize and draw conclusions

causal relationship

1.Formation of the ability to understand the connections of events and build a sequence of cause-and-effect relationships;

2. development of the desire to apply the acquired knowledge in everyday life;

3. fostering interest in various activities

Find the cause of given events

Task cards

Cause, effect

To be able to find concepts that are among themselves in a cause-and-effect relationship

Self-knowledge. What do I know about myself

Why is it necessary to know yourself?

1. Formation of motivation for self-knowledge;

2. development of amateur performance, activation of the process of knowing oneself and the world around;

3. education of independence, self-control

Complete the drawing "I'm in the sun"

Notebooks, pencils

self-knowledge

Know your positive and negative qualities

My body

1. Consolidation of knowledge about your body;

2. formation and consolidation of ideas about gender differences;

3. fostering an attentive attitude towards others

The story "How a boy should look like and how a girl"

Photos of boys and girls

Body, opposites

Know gender differences

My magical world

1. Formation of the ability to know your inner world;

2. development of self-knowledge skills;

3. harmonization of the emotional state

Answer the question "What am I?"

Cards with different qualities of character

Inner world

Strive for self-knowledge, to have a concept of one's own "inner" world

Self-worth

1. Formation of the concept of self-worth of one's own "I";

2. development of ideas about one's capabilities, the ability to adequately evaluate oneself;

3. Cultivating self-confidence

Answer the questions

Notebooks, pencils, A4 sheets

Self-esteem

Be able to adequately evaluate and accept yourself

My achievements

1. Formation of the ability to overcome barriers to self-criticism;

2. continuing to develop the skills of introspection and self-assessment;

3. education of independence, prudence.

Write what advantages you would like to acquire

Sheets with the inscriptions "For sale", "Buy"

Advantages, disadvantages

Learn to recognize your strengths and recognize your weaknesses

I will do well and I will not do bad

1. Shapingthe skill of confident behavior;

2. development of the ability to regulate one's actions;

3. education of the ability to predict one's own activity.

Think about what kind of people you like best

Ball, blanks with dough, sheets of paper

Confidence, insecurity, strong personality

Be able to regulate your actions

Development of communication skills. me and others

Interaction

1. Give an idea of ​​the importance of teamwork in human life;

2. development of communication skills;

3. education of sociability, sensitivity

Review what interaction is

Notebooks, pens, notepads

Collaboration, interaction

Know what interaction is.

how we see each other

1. Formation of the ability to see positive qualities in other people;

2. development and correction of ideas about the personality, individual characteristics and abilities of a person;

Name the positive qualities of your friend

Cards with positive and negative qualities

Personal qualities

Be able to identify personal qualities of yourself and others

I am through the eyes of others

1. Formation of the ability to self-knowledge;

2. development of the ability to accept each other;

3. fostering respect for each other

Complete the sentences

Notebooks, pencils, ball

Introspection

Be able to analyze the attitude of others towards yourself.

Friendship starts with a smile

1

1. Formation of observation and the ability to listen to another;

2. development of the ability to make contact.

3. fostering respect for each other, the ability to hear the other person

Think about the kind of people you like to hang out with.

Notebooks, test form "Can you listen?"

ability to listen, ability to hear

Be able to listen to others, understand the need to live in harmony with yourself and others

Conversation of views. Understand me

1

1. Formation of the ability to understand each other;

2. correction of forms of communication, enrichment of its content;

Think about your communication difficulties.

Forms with proverbs for each student

Understanding

To be able to understand another, to be able to determine the feelings of another by facial expression, by posture, by eyes

Can we communicate politely?

1

1. Give students a definition of the concept of "politeness";

2. help in understanding one's attitude towards others;

3. fostering a kind, trusting relationship with each other

Analyze how often you are polite

Notebooks with notes

Politeness

Know the definition of "politeness", be polite towards others

Behavior in public places

1

1. Formation of a positive attitude towards generally accepted norms of behavior;

2. development of the ability to regulate one's actions;

3. education of cultural behavior skills

Review the rules of etiquette

Attributes for the game "Birthday", cards with the name of roles

Etiquette, rules of conduct

Know the basic rules of etiquette

A lesson in wisdom (respect for elders)

1

1. Formation of the skill of conducting a conversation;

2. development of the ability to make contact, behavior in a communication situation, features of dialogical speech;

3. education of the need for self-organization

Come up with a topic of conversation and have a chat with a friend

Cards with tasks on the culture of conversation

Conversation, dialogue

Know what a conversation is, be able to conduct a conversation

Perception of the world (our senses). What are emotions

1

1. Expansion of students' knowledge about feelings and emotions, replenishment of the arsenal of lexical units associated with the sphere of feelings;

2. correction and development of the emotional-sensual sphere of adolescents;

3. fostering a kind, trusting relationship with each other

Consolidate the basic concepts

Pictograms depicting various emotions

Feelings, emotions

Recognize external emotional manifestations

Feelings and actions

1

1. Formation of the ability to express one's feelings;

2. development of emotional and volitional processes;

3. cultivating a sense of personal responsibility for one's actions and deeds

Prepare a story "How angry I am"

Notebooks, pens, colored pencils, A paper

Aggression, resentment, expression

Be able to express emotions and feelings in an acceptable way

Stress

1

1. Formation of the ability to identify their own emotional states;

2. development of awareness of one's psycho-emotional state;

3. formation of the need for self-regulation (self-control)

Watch for mood swings (depending on what)

Notebook, pen

Mood, emotional state

Be able to recognize your own emotional states

Why are some habits bad?

1

1. Familiarization with the concepts of "bad habits";

2. development of ideas about dangers of bad habits, determination of the nature and methods of dealing with danger;

3. education of responsibility, self-control

Try to get rid of bad habits

Notebooks, pens, whatman paper, marker

Bad habit, temptation, addiction

Have an idea about bad habits, addictions, the dangers of bad habits, be able to resist temptation

Know how to choose

1

1. Formation of ideas about responsibility and trust;

2. correction of the existing experience of responsibility;

3. education of self-control, prudence

Answer the question: "Is it easy to be responsible?"

Notebook, pen

Responsibility, trust

Know what responsibility is, be able to take responsibility for your actions

I am responsible for my decision

1

1. Shaping skills to resist group pressure;

2. development of the ability to make one's own decision;

3. education of moral qualities, independence

Can you resist the opinion of the collective?

Notebook, pen

Group pressure, own decision

Be able to make your own decision, conflict-free, but firmly resist the pressure of the group

Master of my "I"

1

1. Formation of the ability to control one's behavior;

2. development of the ability to control one's own actions;

3. education of mutual understanding, friendliness.

Repeat ways to protect rights

Notebook, pen

Rights, borders, violence

Know how to defend your rights, resist violence

The concept of "conflict", my behavior in difficult situations

1

1. Familiarization with the concept of "conflict", developing the ability to prevent conflict;

2. development of the ability to get out of a problem situation;

3. education of prudence, tolerance, self-control

Fix the situation when you managed to prevent the conflict

Notebooks, test forms “Are you a conflict person?”

Conflict, conflict situation

Know how to prevent conflict and get out of a problem situation

Should I be able to restrain myself?

1

1. Formation of the ability to control their aggressive aspirations;

2. correction of aggressive behavior, development of acceptable ways to discharge anger;

3. cultivating a sense of personal responsibility for one's actions and deeds

Repeat the exercise "Angry cats"

Text "The parable of the snake", relaxation music

Aggression, aggressive behavior

To be able to control their aggressive aspirations and express them in forms acceptable in a certain society