Lesson plan: nurturing the psychological culture of students. Moshkin V.N., Lapaeva A.I.

Sections: Extracurricular activities

Explanatory note

One of the priority tasks of a modern comprehensive school should be the formation of a creative, courageous and free-thinking person with a high culture, broad and deep, constantly updated and developing knowledge. How to build an educational process so that students are just like that, socially in demand?

The main contradiction identified in the process of educational work is that there is an obvious need to revive and create a spiritual and moral basis for the educational process, which could effectively counter the negative influence of the street, the media and other asocial phenomena of modern life.

The program “Formation of a student’s personality culture” is intended for educational work in 8th and 9th grades. The program helps class teachers professionally and competently organize extracurricular activities for students. The program material is aimed at ensuring that schoolchildren can independently be in macro- and microsociety and interact with the people around them.

Classes developed in accordance with this program involve involving parents in joint work with children, which undoubtedly unites families and helps in solving the eternal problem of “fathers and children.” The program helps the student form a new attitude towards himself, his character, and his abilities.

The class teacher creates a team with a favorable moral, emotional and psychological environment that promotes the diversified development of students, the formation of their need for self-education and self-education, the formation and manifestation of the individuality of each child.

Purpose of the program is to create conditions for the formation of a student’s personality culture, the upbringing of a Person and a Citizen who knows how to adapt to the modern world, who is able to find a place in it, make independent decisions, express their opinions, and think creatively.

Objectives of educational work:

1. Development of social skills and team functioning skills in society (interaction with the teaching staff, class, parents, etc.).
2. Improving the conditions for the development of the needs for self-knowledge, self-development and self-determination based on moral values ​​and leading life guidelines.
3. Creating conditions for preserving and strengthening the health of pupils. Promotion of healthy lifestyles.
4. Formation of moral and ethical life principles among students, patriotic education, aesthetic development.
5. Acquiring skills for students to navigate the global information space (searching for information on-line and off-line, working with remote databases and becoming familiar with copyright and intellectual property laws)

Main areas of work:

1. Healthy lifestyle culture.
2. Spiritual and moral culture.
3. Social culture.
4. Psychological culture.
5. Information culture.

This program has been tested for two years.

The testing results showed that the level of education of the class team has increased. Students' communication skills have been developed. Standards of behavior in public places have been instilled. Students’ horizons in the field of a healthy lifestyle have expanded significantly, and a system of special knowledge and skills in the field of children’s and youth tourism has been formed. The psychological qualities of a highly moral personality have been formed, and the skills of value orientations have been instilled. Mastered information retrieval techniques using modern computer technologies.

Healthy lifestyle culture– health-preserving and health-strengthening functions. This facet of personality culture has its own purpose maintaining and strengthening children's health as a condition for the existence and development of other aspects of their lifestyle.

Activity: Thematic classes, outdoor games, conversations with specialists (medical workers, psychologists), cultural activities to promote a healthy lifestyle, sports competitions, excursions and hikes.

Spiritual and moral culture. Purpose This direction is the formation of the basic spiritual values ​​of a cultural personality. In this direction, moral culture, aesthetic culture, ethical culture, etc. are distinguished.

Activity: Thematic classes, literary lounges, KTD, meetings with interesting people (poets, museum workers, participants in the Great Patriotic War), participation in charity events, visits to the Krasnodar Academic Theater.

Social culture includes a culture of communication, interaction, a culture of behavior, a culture of communicative tolerance, etc. Home target This direction of education is to form a person ready to perform the social functions of a worker and citizen.

Activity: Class hours, situational workshop on the culture of communication, parent-student conference (prevention of interethnic conflicts).

Psychological culture. Purpose This aspect of educational work is the harmonization of the child’s inner world, the creation of a holistic, consistent “I-concept”, a state of internal well-being. This direction involves intensifying the processes of self-education, self-improvement, self-realization, and self-development.

Activity: Individual conversations and consultations with a psychologist, thematic classes, CTD.

Information culture. This line of work has purpose developing a person’s ability to identify the need for information, the ability to effectively search for it, evaluate, interpret and use it, observing ethical norms and rules.

Activity: Class hours, KTD, brain-ring, erudite shows, quizzes, competitions.

The program is implemented through student government in class and systems for working with parents.

Student self-government in the classroom carried out through creative groups (Centers), which is the most acceptable form, because involves the voluntary association of students into interest groups.

Each group is engaged in planning and organizing CTD, traditional school affairs in the main areas of the school’s work (intellectual, patriotic, spiritual and moral, aesthetic, environmental, labor development).

General Meeting of Friends . The highest body of student government in the city of Friends (8th grade students).

Cool Duma plans class activities, prepares scenarios for activities and events, listens to the report of the city Mayor, heads of the Centers, evaluates the results of the Centers’ activities, approves rules, memos and other documents for residents of the city of Friends, implements the decisions of the General Meeting of Friends.

Mayor of the City of Friends - headman. This is the main representative of the city of Friends in the school-wide state, elected by a general secret ballot of all students at the beginning of the school year for a term of one year. Voting is preceded by an election campaign. Candidates for the post of Mayor prepare and present their programs. The election results are summed up by a counting commission consisting of 1 representative of each Center.

Center for Science and Knowledge organizes mutual assistance in learning, plans, organizes and conducts educational activities in the city, holds “city” conferences, participates in the preparation of days of science and creativity, and keeps records of the intellectual achievements of the residents of the city of Friends.

Press center collects and processes information from other Centers and services, works to prepare for publication of messages and news from the city of Friends in the school newspaper; informs students about events taking place in the general school state, competitions and competitions held in it and reports on their results;

Labor and Care Center plans and organizes the work of the volunteer detachment (assistance to the school library, patronage of a veteran of the Great Patriotic War), controls the activities of the class attendants, makes proposals for its improvement; organizes students to help the school with various chores (cleanup work, furniture repair, general cleaning, etc.).

Within the framework of the Center for Labor and Care there is "Cozy Home" Committee , who organizes the work of landscaping the classroom and is engaged in its improvement.

Technical Service Center assists the Centers in holding events, monitors the safety of school furniture and equipment, and organizes minor repairs.

Culture and Recreation Center organizes traditional holidays (“Birthday Day”, “Cabbage Day”, etc.); plans and organizes class leisure activities, organizes concerts, cultural programs, show programs. Provides assistance in conducting technical testing.

Health and Sports Center holds health days, organizes work on preparing and forming a team for various competitions, records the sporting achievements of residents of the city of Friends, and organizes educational work on a healthy lifestyle.

Involving parents in working with students

The educational system of the classroom cannot work effectively without close cooperation with the parents of students.

Well-organized interaction between family and school makes it possible for parents to realize that for the development of a healthy and full-fledged personality, their direct active participation in the life of the class and school is necessary.

Collaboration between students and parents is multifaceted .

Parents of the class must actively participate in all areas of educational work in the class. They should have a high interest not only in improving academic performance and quality of education, but also in shaping the spiritual and moral culture of students. In joint activities with parents, special attention is paid to the culture of a healthy lifestyle for schoolchildren. An important part of the educational process is the activity of the class teacher and parents in shaping the psychological culture of schoolchildren. Parents must understand that only the personal example of adults is capable of raising a person ready to perform the social functions of a worker and citizen, and therefore they are also active in shaping the social culture of students.

List of used literature

1. Parent meetings: 9th grade / Author. -comp.L.A. Egorova. -M.: VAKO, 2009.-224 p. -(Academic year).
2. Kulinich G.G. Bad habits: addiction prevention: grades 8-11. – M.: VAKO, 2008.-272 p.-(Pedagogy. Psychology. Management).
3. Istratova O.N., Exacousto T.V. Handbook of a secondary school psychologist.-5th edition. – Rostov n/d.: Phoenix, 2008. -510, p.: ill. – (Directory).
4. Derekleeva N.I. Handbook of the class teacher. 5-11 grades. M.: “VAKO”, 2004, 272 p. – (Pedagogy. Psychology. Management).
5. In computer country / ed.-comp. L.I. Zhuk. - Minsk: Krasiko-Print, 2009. V 11 - 128 p. - (Holiday at school).
6. Civic and patriotic education (classroom hours, school-wide events, intellectual games, quizzes) / author's compilation. E.V. Usatova and others - Volgograd: Teacher, 2006. - 137 p.
7. Compiled by: a team of co-authors. System of open events at school: class hours, extracurricular activities, open lessons - Volgograd: Teacher, 2007. - 204 p.
8. Magazine "Class Teacher" No. 3, 2004

Webliography

1. www.klass.resobr.ru
2. www.uroki.net
3. www.poisk.hotbox

Extracurricular event (lesson) on multicultural education. Abstract

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

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

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

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

3.Teacher: And now I will read you a poem by A. Usachev, and you imagine the main character.
There was an amazing house by the river,
There lived an amazing gnome in the house,
His beard grew to the floor,
And in that beard lived a Star.
This Dwarf knew neither worries nor worries.
The star illuminated the whole house
And she lit the stove and cooked porridge,
And I told him fairy tales before bed...
And the Dwarf scratched his beard with admiration,
Which was, of course, pleasing to the Star.
She ate only crumbs of bread,
And at night she flew into the sky for a walk.
So the years and centuries passed slowly...
But one day the flour in the house ran out.
And the Dwarf, saying goodbye to the hatched stove,
At dawn I went to the city beyond the river.
And in that city they didn’t wear beards.
“Ha-ha, hee-hee-hee,” the people began to laugh.
“Here is a scarecrow,” everyone told him.
And the Dwarf got scared and shaved off his beard.
And his beard fell to the floor,
And then the Star rolled over him.
The river now has an ordinary house,
An ordinary Dwarf lives in this house.
His beard has grown again,
But the Star never returned to him.

Teacher: Why did people treat him this way and not otherwise?
What would you do in such a situation?
The teacher listens to the students' answers and draws conclusions, which the children write down in a notebook: every person is one and only, every person is an individual who has rights and responsibilities to himself and other people.
4.Teacher: Guys, now let's think about the Golden Rule - “Do unto other people as you would have them do unto you.”

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

Mysteries of the peoples of the world
Nobody offends her, but everyone pushes her (Kazakh). - door
Flying all day long
Everyone gets bored
The night will come
Then it will stop (Belarusian). - fly
Four guys wear one hat (head) - table
A wooden neck, an iron beak, shouts: “Knock-knock-knock!” (nan.) – hammer
Teacher: People of different nationalities live on our planet. Each nation glorifies and honors its traditions, customs, holidays, each nation has its own national costumes, dishes, folk poets and artists, each nationality has its own native language and even a president, coat of arms, flag and anthem. There are some similarities between them, but there are also differences. You and I live in a large, large territory, which is correctly called the Russian Federation, in which many people of different nationalities live. Our class is also multinational and today the guys have prepared interesting information for you about their peoples.
Next, the students of the class speak, each talking about their nationality. (People's music sounds in the background)
Teacher: Now let's play.
6. Game “What makes us different?”
Target: awareness of the individuality of people around you
If there are few guys, you can all work together, if there are more than 15 people, you can divide them into two teams and hold a competition between them.
Tasks:
line up using the first letter of your name (to check the completion of the task, we ask the children to say their full name);
build according to hair color: from the lightest, blondes, to the darkest, brunettes;
build according to eye color: from light blue to dark brown (this task usually evokes strong emotions, because, having studied together for ten years, many do not know what color his classmate’s eyes are).
Variations of tasks are possible at the discretion of the teacher and students; you can invite the children to come up with tasks of this type.
Conclusion: What makes us different? (guys' answers):
Height
Hair and eye color
Cloth
Knowledge
Name
Nationality
Figure
Age
Character
Culture...
We are all so different: blondes and brunettes, kind and evil, plump and thin, bald and with pigtails, sad and cheerful...
What unites us is that we are all human.
We live in the same country, on the same planet
We live in the same city, republic
We study in the same school, in the same class.
We are doing one thing and so on.
The poem “World Round Dance” by S. Ya Marshak is read by children.

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

higher professional education

"Siberian Institute of Business, Management and Psychology"

Test

Methods of teaching psychology

“Lessons of psychological culture at school”

Completed:

Yu. S. Matrosova,

student gr. 251 - n

Checked:

M.A. Domnina

Krasnoyarsk 2014

Introduction

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

Course objectives: psychological culture extracurricular course

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

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

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

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

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

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

Thematic plan

Topic No. 1 “Introduction”. Features of the adaptation process of sixth grade students. Development of intragroup relations; diagnostics of the ability to work in groups, on assignment. Help in understanding your own individual characteristics and the characteristics of your classmates.

Topic No. 2 “Creating a group, establishing rules.” Formation of ideas or updating of existing knowledge about psychological training.

Topic No. 3 “Group cohesion, basic rules.” Consolidating the rules for regulating work in the classroom. Development of group cohesion.

Topic No. 4 “Hello, class!” Developing the ability to support yourself and others. Forming in children a positive attitude towards their capabilities.

Topic No. 5 “Finding friends.” Promoting the formation of interaction skills in a group. Increasing children's self-esteem.

Topic No. 6 “We and our loved ones.” Development of participants’ understanding of the role of loved ones in a person’s life.

Topic No. 7 “We and our mood.” Updating ideas about factors influencing people's mood. Help in understanding the experience gained.

Topic No. 8 “What am I afraid of?” Teaching children the ability to recognize their school fears and helping them find ways to overcome them.

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

Topic No. 10 “You will succeed!” Forming a correct, adequate attitude towards yourself.

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

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

Topic No. 13 “What will help me learn?” Helping group members understand the rules of the lesson.

Topic No. 14 “Is it easy to be a student?” Helping children understand the qualities needed to be a good student.

Topic No. 15 “Learning to plan.” Discovering the importance of rational organization of time to achieve results.

Topic No. 16 “Preparing homework.” Increasing the level of psychological readiness for learning, developing learning skills. Students' awareness of the importance of properly preparing homework.

Topic No. 5 “Finding friends.” Helping children understand the qualities that are important in friendship.

Goal: formation of the concept of “friendship”, the ability to find friends, form ideas about the qualities necessary in friendship;

1. Development of social perception skills;

2. Development of self-confidence; self-esteem

3. Formation of friendly relations in the group.

Progress of the lesson:

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

Exercise No. 1. "I am looking for a friend"

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

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

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

Time is up. Let's put our announcements on the table. Now everyone silently reads them and puts a tick on the side of the 1-2 advertisements that caught your attention and you are ready to contact its submitters.

Now see if your ad is responded to. Count the number of ticks on your sheets. Let everyone in a circle name one number - the number of elections you got.

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

What stopped you from responding to other advertisements? -Where a large number of requirements for a future friend are listed? Naturally, it is not easy to meet high demands. Not everyone has such wonderful qualities as “loyalty”, etc. And then the most important thing: in such advertisements they are looking for a friend who should give something, and do not offer anything in return. Such a consumer attitude towards a friend, who is required to serve the advertiser, is unlikely to meet with understanding and sympathy.

Topic No. 6 “We and our loved ones.”

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

Statement of the problem: Who among us has not encountered a situation where we were treated rudely, rudely or inappropriately? And without fail, someone would give advice: “Don’t pay attention to him!” It turns out that these are not empty words at all. If we enter into a conflict or altercation with an unpleasant interlocutor, this can have negative consequences for the brain.

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

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

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

No, you shouldn't shout at each other! Try to express your point of view, but again calmly, “without nerves.” If you can’t have a normal conversation with a person, he is too wound up, try to put the answer to the complaints in writing - send an email or just write a letter on paper and try to ensure that the addressee sees it...

Discussion of the problem.

Summarizing.

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

Topic No. 7 “We and our mood.”

Goal: development of skills of voluntary control and regulation of one’s own mood.

Introductory conversation.

Exercise "Express your feelings."

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

The girl fell hard and broke her knee.

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

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

The baby was given a new beautiful toy.

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

Practical exercise on individual cards.

Joy O, Resentment O, Sadness O, Delight O, Longing O, Hatred O

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

Read the words. What do they mean? (Feelings).

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

Psycho-gymnastics.

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

At first they were surprised, Then they were deeply indignant. We were offended, but not at all. They turned away with offense, Like a mouse on a grain, they all pouted. And suddenly everyone became sad. Sad shoulders drooped. There is a sad evening in the eyes, And tears are about to run. But then a ray of sun stealthily slid across her gently smooth cheek. And everything lit up around. Everyone smiled with joy. It was as if everyone had woken up from a dream. They jumped and shouted:

Hooray! We've become cheerful!"

Creative exercise.

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

What was our lesson about?

What is a mood? Facial expressions? Feelings?

Topic No. 8 “What am I afraid of?”

Goal: Reducing school anxiety.

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

Stage 1. External branch

Psychologist: “We will close the room so that no one disturbs us.”

Stage 2. Preparation

Psychologist: “Let’s put our hands in a bowl of water. This is magical water. See how unusual she is. This water will give us strength and confidence. You can dangle your hands in the water, play with it, or simply hold your hands in this magical liquid until you feel ready for the journey. Fine. Now you and I will wipe our hands dry and go on our way.”

Stage 3. Presentation or actualization

Psychologist: “And now we will take turns sitting on this magical stump. It helps everyone who sits on it to create different stories and protects us from everything bad. I will also sit next to you. There are moments in life when we are afraid of something. It seems to us that someone is scaring us or attacking us. At such moments we get scared. Let's try to close our eyes and imagine the situation when you were scared. Notice the sensations that arise inside your body. Now open your eyes and try to take turns talking about your fear or what you are afraid of. You can make up a whole story, because we are sitting on a magic stump.”

At this stage, the final stage begins, this is done as follows: the children are brought to a basin with magic water, they are asked to put their hands in it, perform some smooth actions, and then wash themselves with this water and wipe themselves dry again with a towel. We ask the children to say a few words about how they feel now, how their inner feelings have changed, and what their mood is. Then the lamp turns off and the door of the room opens. The words are voiced to the children: “Today you and I made a magical journey, where we met our fear and conquered it. Fear has been destroyed. He's gone. We are now strong, confident and fearless. Well done. Thank you".

Topic No. 9 “How to overcome self-doubt.”

Goal: to introduce skills of confident behavior.

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

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

Does not allow you to create situations of new experience socially, achieve career advancement,

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

1. Start being interested in others yourself

2. More often allow yourself to go into the discomfort zone and remember the sensations in the body, for example: scratching on the palms, intense sweating under the arms, pulsation in the temples, pressure in the chest...

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

Topic No. 10 “You will succeed!”

Goal: To develop skills of confident behavior in a classroom or school environment.

Exercise "Interview".

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

Reflection “Everything is in your hands.”

To sum up our meeting, we will try to evaluate today as follows. Take a piece of paper and trace your hand. Write on each finger answering the question:

Big - it was important for me...

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

Average - I had a hard time (I didn't like it)…

Nameless - was not enough for me...

Little finger - I can feel it now.....

Exercise “You will succeed!”

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

Topic No. 11 “Our aggressiveness.”

Goal: Training participants in safe ways to discharge anger and aggressive emotions. Development of self-regulation skills.

Dealing with anger

Game "Anger on stage"

This gaming correction technique is based on the visual representation of an image of your negative feeling.

When your child gets angry, ask him to imagine what his anger would look like on stage in the theater. Who would the actor playing anger be portrayed as - a monster, a human, an animal, or perhaps a shapeless spot? What color would his suit be? How would it feel to the touch - hot or cold, rough or smooth? What would it smell like? What voice would you use? What intonations? How would he move on stage? If desired, the child can draw an image of his anger, or even better, enter into the role of this actor and portray anger “in the first person,” moving expressively for him and pronouncing the lines that he wants to say at the moment, and with such volume and intonations, as he sees fit. Ask your child how anger would begin? How would it develop? How should it end? Let him show you the whole performance. A positive aspect in this game is the ability for the child to combine the roles of director and actor playing anger, that is, while getting the opportunity to throw out anger, he at the same time has the opportunity to direct it and, in the end, “remove” it from the stage.

Topic No. 12 “Is it easy to be a student?”

Goal: to promote the development of imagination and collaboration skills.

Help children understand what qualities are needed to be a good student;

Promote the development of imagination and collaboration skills.

Greetings

Homework discussion

Ask the children to talk about ground rules in class.

During the discussion, it often turns out that different teachers require different rules. For example, in a math lesson on mental arithmetic, you must be involved in the work at the same time, and for a Russian language lesson you need to write down the date of the next day in your notebook in advance, while still at home. Try to ensure that children understand the meaning of following certain rules.

The parable of the shoemaker speaks about how important it is to be able to rationally plan time and prepare for work in advance.

Exercise "Blots"

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

Children predisposed to anger choose predominantly black or red paint. Children with low moods prefer purple and lilac tones. Gray and brown tones are chosen by children who are tense and conflicted. However, it is often impossible to trace a clear connection between the chosen color and the child’s mental state, so serious diagnostic conclusions cannot be made based on the drawings; we can only talk about general trends that will help choose the right direction of work for a more in-depth diagnosis.

Discussion of the lesson results

Homework

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

Topic: No. 13 “Learning to plan.”

Help children understand personal goals for the period of study in the fifth grade;

Summarize the group's work.

Greetings

Exercise “Determine how much you believe in yourself, in your strength?”

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

Statements:

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

I like my reflection in the mirror.

I really love school.

There are many good things in my life.

I am an optimist.

I can laugh at my mistakes.

Say the following: “If you agreed with most of the statements, it means that you are quite confident in your abilities and can do a lot on your own. If there were more people with whom you disagree, don’t be upset, you still have everything ahead of you! »

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

Discussion of the training results

Draw the children's attention to the knowledge and skills they acquired during the training. It is advisable to award each participant with a certificate for certain achievements.

Topic: No. 16 “Preparing homework.”

Goal: to develop skills in preparing oral and written homework.

Keyword method.

Keywords are the most important words in every paragraph.

The keyword should help reproduce the corresponding paragraph. When we remember key words, we immediately remember the entire paragraph.

As you read a paragraph, choose one or two key words for it. After selecting keywords, write them down in the order needed to complete the task.

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

Connect two adjacent keywords using questions.

After each keyword is connected to its section of text and to the next keyword, a chain is formed.

Write down this chain and try to learn it.

Retell the text based on this chain.

4. Detailed plan - lesson notes

Summary of a psychological lesson with schoolchildren"The Path to Friendship"

Target: introduce schoolchildren to the rules that contribute to the creation of friendly relations.

Objectives: correction and development of the communication process and relationships among schoolchildren, development of understanding of the personal characteristics of each person, awareness of the perception of oneself by the people around them, gaining the skill of building friendly relationships.

Stimulus material: preparing silhouettes of a boy and a girl without facial expressions according to the number of people, sticks of different colors, recording songs: “True Friend”, “Swan Song”, colored pencils, pictures with written rules, a poster with the inscription “Friendship”, cut out of paper clouds.

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

"What it is?" - the traveler asked the gatekeeper.

"This is heaven, you've already died, and now you can go in and truly relax."

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

“Will they give you something to eat?”

- "Whatever you want".

"But I have a dog with me."

- “I’m sorry sir, dogs are not allowed. She will have to be left here.”

And the traveler walked past.

After some time, the road led him to a farm. There was also a gatekeeper at the gate.

“I’m thirsty,” the traveler asked.

"Come in, there is a well in the yard"

"What about my dog?"

- “Near the well you will see a drinking bowl.”

"What about something to eat?"

- “I can treat you to dinner.”

"What about the dog?"

- “There will be a bone.”

"What kind of place is this?"

- "It is a paradise".

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

- “He’s lying all the time. It’s hell there.”

“How can you, in heaven, tolerate this?”

- “This is very useful for us. Only those who do not abandon their friends reach heaven.”

Tell me, do you have friends?

What does it mean to be friends??

How many important words have you just mentioned?

Tell me, can friendship be learned?

And in order to learn something, what must we first learn? (rules)

Today we will try to learn these rules.

Exercise "Compliment".

Participants line up in two circles - inner and outer, facing each other.

The number of people in both circles is the same. Participants standing opposite compliment each other. Then, at the psychologist’s command, the inner circle moves (clockwise), and the partners change. The procedure is repeated until every member of the inner circle has met every member of the outer circle.

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

Try to make your friend feel good in your company.

Rejoice in successes and victories with a friend.

And now I again invite you to play the game.

Exercise “The Blind Man and the Guide”.

Objects and obstacles are placed around the room. Group members are divided into pairs. One closes his eyes. The second becomes a guide. He must guide his partner through the entire group, while avoiding obstacles. Then the pair members change roles.

Tell me, what should a “blind” person experience in order to calmly follow a guide?

Trust.

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

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

Now listen to an excerpt from one song called “Swan Fidelity”

How selflessly he acts towards his girlfriend.

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

How does this happen in people?

Exercise "Clouds"

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

Was it difficult to walk alone, and how was it when a friend came to help?

Don't criticize.

Support in difficult times

Look how many rules of friendship we have discovered

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

Poster "Friendship".

As a reflection, children are given silhouettes of boys and girls, but without a face image. They complete the emotions they experience at the end of the lesson. Then a common poster “Friendship” is created.

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

Remember that it is never too late to learn to be friends!!!

5. Material for testing knowledge

Cards with test questions were developed for each topic, which students answered orally.

Introduction.

Card 1.

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

Card 2.

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

Card 3.

What are your individual characteristics and the characteristics of your classmates?

Creating a group, establishing rules.

Card 1.

What is psychological training?

Card 2.

What are the ways of interaction during training sessions?

Group cohesion. Consolidation of rules.

Card 1.

What are the rules for working during training sessions?

Card 2.

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

Hello class!

Card 1.

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

Card 2.

Are you able to provide support to your classmates?

We find friends.

Card 1.

How to interact in a group.

Card 2.

What is self-esteem?

We and our loved ones.

Card 1.

Who are the people closest to you?

Card 2.

Why does a person need close people?

We and our mood.

Card 1.

What is a mood?

Card 2.

Tell us about your experiences of good and bad moods.

What am I afraid of?

Card 1.

What is fear?

Card 2.

How to recognize your school fears?

Card 1.

What is self-doubt?

Card 2.

What is self-concept?

You will succeed!

Card 1.

How should you treat yourself?

Card 2.

Why do you need to treat yourself correctly and adequately?

Our aggressiveness.

Card 1.

What is aggressiveness?

Card 2.

Why can't you be aggressive?

Card 3.

Tell us about your experience.

Card 1.

What are negative experiences?

Card 2.

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

Card 3.

What will help me learn?

Card 1.

What rules for working in class do you know?

Card 2.

Why do you need to follow classroom rules?

Is it easy to be a student?

Card 1.

Who is a good student?

Card 2.

Learning to plan.

Card 1.

What is a plan?

Card 2.

Why do you need planning?

Card 3.

How do you plan your day?

We prepare homework.

Card 1.

What is homework?

Card 2.

Why is homework assigned?

Card 3.

How to prepare homework correctly?

6. Topics for independent work

Topics for independent work were developed.

What am I afraid of?

Prepare an essay about your fear.

We and our mood.

Prepare an essay about your mood.

How to overcome self-doubt.

Prepare an essay on how you developed self-confidence.

You will succeed!

Prepare an essay about how you feel about yourself.

Our aggressiveness.

Prepare an essay on how you worked to reduce your aggressiveness.

Working with negative experiences.

Prepare an essay about what negative experiences you experienced and how you dealt with them?

What will help me learn?

Prepare an essay on what helps you learn?

Is it easy to be a student?

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

Learning to plan.

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

Preparing homework

Prepare an essay on how you prepare your homework?

Abstract evaluation criteria:

1. How much the topic is covered.

2. Availability of examples from life.

3. Having your own reasoning.

4. Correct design.

5. Availability of conclusions.

6. Availability of a list of references.

Bibliography

1. Zabrodin Yu.M., Popova M.V. Psychology at school: An experimental training course for adolescents. - M.: All-Russian Scientific and Practical Center for Career Guidance and Psychological Support of the Population, 2010. - 378 p.

2. Meliburda E. I-You - We. Psychological possibilities for improving communication. Translation from Polish. - M.: Progress, 2009. - 267 p.

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

4. Robert M.A. , Tilman F. Psychology of the individual and group. - M.: progress, 2010. - 190 p.

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

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

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

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FORMATION OF PSYCHOLOGICALCULTURE AT PUPILS OF PRIMARY SCHOOL AGE

Galina Vinokurova

candidate of Sciences, Dean of faculty of Psychology and Defectology, assistant professor of Mordovian State Pedagogical Institute,

Russia,Republic of Mordovia,Saransk

Maria Dementieva

4th year student of faculty of Psychology and Defectology Mordovian State Pedagogical Institute,

Russia,Republic of Mordovia,Saransk

ANNOTATION

The article is devoted to a problem that is relevant for modern psychology - the formation of psychological culture among students of primary school age. The concept of psychological culture and its structural components are revealed. A technology for the formation of psychological culture in children of primary school age is proposed through purposefully organized work on the development of the main structural components of this personal education. The results of a tested program for the formation of psychological culture in primary school students are presented.

ABSTRACT

The article is devoted topical the problem for modern psychology – the formation of psychological culture at pupils of primary school age. Reveals the notion of psychological culture, its structural components. Offered the technology of formation of psychological culture among children of primary school age by means of purposefully organized work on the development of the main structural components of the personal education. Presented the results of a proven program on the formation of psychological culture among pupils of primary school age.

Keywords: psychological culture; structure of psychological culture; technology for the formation of psychological culture; junior school age.

Keywords: psychological culture; the structure of psychological culture; technology of formation of psychological culture; primary school age.

The progressive development of society is impossible without educating a new generation of people who have fully absorbed all the achievements of material and spiritual culture. The most important direction of this process is the formation of psychological culture among the younger generation.

In its most general form, psychological culture can be defined as a system of mental processes and properties of a person, thanks to which an understanding of oneself and other people as subjects and individuals is achieved, effective influence on other people and on oneself, an adequate attitude towards people (including oneself) as to individuals. In accordance with this, the main structural components of this culture are: intellectual (cognitive), regulatory-practical (behavioral) and value-semantic (spiritual-moral).

The problem of psychological culture at the present stage of development of society is being actively solved both at the theoretical and practical levels. However, despite numerous studies done by scientists (S.V. Borisova, E.V. Dementieva, L.S. Kolmogorova, K.M. Romanov, O.N. Romanova, etc.) on various aspects of the study of the psychological culture of the individual , the problem of its formation is relevant. It becomes especially significant during the period of primary school age, when the most important changes occur in the cognitive and personal spheres of a person. Already in elementary school, students show an increased interest in both studying their own inner world, their own characteristics and the possibilities of interpersonal relationships, and the spiritual component of their lives in general. That is why it is important from now on to form psychological culture as a holistic personal formation.

To form a psychological culture and improve it in recent decades, independent training courses in psychology for primary and secondary schools have begun to be introduced into school practice (I.V. Dubrovina, Yu.M. Zabrodin, M.V. Popova, G. Bardier, I.M. Nikolskaya, etc.), as well as integrated courses, including the psychological aspect: “Humanology” (L.S. Kolmogorova, etc.); “Humanology” (L.I. Malenkova and others), “Valeology” (V.V. Kolbanov and others). Technologies for the formation of psychological culture are also presented in the works of S.V. Borisova, E.V. Dementieva, K.M. Romanova, O.N. Romanova and others. However, it should be noted that at present in the system of psychological education there are no comprehensive methods, techniques, techniques aimed at the formation of psychological culture as an integral personal education. Most often, the techniques are aimed at the formation of only its individual components. In connection with the existing problem, we have attempted to develop and test a comprehensive program aimed at developing a psychological culture among primary school students.

In order to study the level of formation of the components of psychological culture in junior schoolchildren, at the stage of the ascertaining experiment, we conducted an appropriate diagnosis, in which twenty-two fourth-grade students of the municipal educational institution “Gymnasium No. 23” took part. Saransk. The following methods were used as psychodiagnostic tools: the “Psychological Literacy” questionnaire (L.S. Kolmogorova), the “How do I behave?” questionnaire. (L.S. Kolmogorova), method “Unfinished sentences” (modified by L.S. Kolmogorova), method “Diagnostics of the level of development of reflexivity” (A.V. Karpov), method “Determination of self-esteem” (Dembo-Rubinstein in modification A M. Parishioner) . The data obtained is presented below:

1. The majority of junior schoolchildren have a low level of psychological literacy and psychological competence (54.5%), an average level is observed in 36.4%, and a high level in 9.1% of subjects.
2. A positive nature of relationships in relation to others and oneself is observed in 9.1% of junior schoolchildren, negative – in 36.4% of subjects. The majority of children (54.5%) have a neutral relationship.
3. The majority of children of primary school age showed an average level of development of reflexivity (54.5%), a high level was found in 9.1% of the subjects, and a low level in 36.4%.
4. The majority of junior schoolchildren have an inflated level of self-esteem (54.5%), an adequate level of self-esteem was found in 36.4% of children, and a low level of self-esteem in 9.1%.

Analyzing the data presented above, we can say that the majority of primary school students do not have certain psychological knowledge, awareness in the field of human mental activity, and therefore do not know how to apply them in the course of interpersonal interaction and communication with others. In most cases, children have a neutral relationship, an average level of reflexivity as an awareness of the characteristics of their personality, and an inflated level of self-esteem, which is characteristic of this stage of development.

To organize effective work, we randomly divided the group into two equal subgroups (11 people each) and carried out formative work with one of them (group No. 1 - experimental) according to a previously developed program, having previously determined whether there were statistically significant differences between these subgroups in indicators of the formation of components of psychological culture. Mathematical data processing carried out using the Mann-Whitney U test and the φ٭ criterion - Fisher's angular transformation showed that the differences are minimal and statistically insignificant.

I would like to describe our program a little. This program is focused on the development of psychological culture in students of primary school age (10–11 years old) and consists of diagnostic, installation, developmental stages, as well as a block of effectiveness of developmental activities. Includes various psychological technologies (diagnostic, developmental, educational), which are built in a certain sequence and are represented by developmental exercises, role-playing games, analysis and modeling of various situations, art therapy techniques, etc. It is based on the following methodological principles of the formation of psychological culture: the principle of activity, the principle integrity, the principle of relying on individual everyday psychological experience, the principle of relying on elementary units and genetically early forms of existence of psychological culture, the principle of taking into account age and individual psychological characteristics.

At the stage of the control experiment, a repeated diagnosis of the level of formation of the components of psychological culture was carried out using diagnostic tools used at the diagnostic stage of the study. General data for the experimental and control groups are presented in Tables 1–5.

Table 1.

Results of studying the psychological literacy of subjects in the experimental and control groups after the formative experiment

The data in Table 1 indicate that the level of development of psychological literacy in the subjects of group No. 1 after the formative experiment became significantly higher than that of the subjects in group No. 2 (control group) by p≤0.01. This circumstance allows us to draw the following conclusion: junior schoolchildren in the experimental group have certain psychological knowledge, greater awareness in the field of the surrounding reality, mental activity and human characteristics than the children in the control group.

Table 2.

Results of studying competence in behavior and communication of subjects of the experimental and control groups after the formative experiment

The data in Table 2 indicate that the level of development of competence in behavior and communication in the subjects of group No. 1 after the formative experiment became significantly higher than in the subjects of group No. 2 (control group) by p≤0.01. This circumstance allows us to draw the following conclusion: younger schoolchildren in the experimental group are able to better control their actions and statements, find ways of harmonious relationships and communication with the people around them.

Table 3.

Results of studying the characteristics of the nature of the relationships between the subjects of the experimental and control groups after the formative experiment

Significance level: * – p≤0.05 (1.64); ** – р≤ 0.01 (2.31)

The data in Table 3 indicate that, in general, among the subjects of group No. 1, a positive attitude is predominant (45.4%), and among the subjects of group No. 2, a neutral attitude (54.5%) is predominant. A significant difference between the indicators of the subjects of these groups was obtained in the positive sphere of relationships at p≤0.05. The results obtained indicate that the majority of junior schoolchildren in the experimental group have a positive self-attitude and attitude towards others than their classmates.

Table 4.

Results of studying the level of development of reflexivity of subjects in the experimental and control groups after the formative experiment

The data in Table 4 indicate that the level of reflexivity in the subjects of group No. 1 after the formative experiment became significantly higher than in the subjects of group No. 2 (control group) by p≤0.05. This suggests that the younger schoolchildren of the experimental group gradually began to pay attention to themselves, analyze their actions, speech, products of their own activity, etc.

Table 5.

Results of studying the level of self-esteem of subjects in the experimental and control groups after the formative experiment

The data in Table 5 indicate that the level of self-esteem in the subjects of group No. 1 after the formative experiment became significantly higher than that of the subjects in group No. 2 (control group) by p≤0.05.

In accordance with the above results, we can conclude that the tested program is quite effective and can be used by school psychologists when working with primary schoolchildren. Purposeful work on the formation of psychological culture contributes to the development of its main structural components in younger schoolchildren.

Bibliography:

1. Karpov A.V. Reflexivity as a mental property and methods of its diagnosis // Psychological Journal. – 2003. – No. 5. – P. 13–23.
2. Kolmogorova L.S. Diagnosis of the psychological culture of schoolchildren: a practical guide for school psychologists. – M.: Vlados-Press, 2002. – 360 p.
3. Romanov K.M. Psychological culture: textbook. allowance. – M.: Kogito-Center, 2015. – 314 p.
4. Romanova O.N. Formation of psychological culture of junior schoolchildren: dis. ...cand. psychol. Sci. – Kazan, 2003. – 203 p.
5. Shukshina L.V. The influence of psychology lessons on the formation of psychological culture // Human psychological culture: theory and practice: materials of the All-Russian Federation. scientific-practical conf. with international participation (Saransk, February 27–28, 2012). – Saransk, 2012. – P. 100–104.
6. Encyclopedia of psychodiagnostics. Diagnostics of children / ed. D.Ya. Raigorodsky. – Samara, 2007. – 234 p.

Class notes for 9th grade

Topic: "Psychological culture of personality"

Preface

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

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

Tasks:

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

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

Form: an hour of active communication.

Equipment: multimedia presentation, self-characterization questionnaires, tables, reminders.

How to properly evaluate yourself?

1. Judge yourself by your actions.

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

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

- One criticizes - think about it.

- There are two critics - analyze your behavior.

- They criticize three - remake yourself.

4. Be strict with yourself and gentle with others.

Class plan

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

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

III. Interactive conversation on the topic "Why is psychological culture needed?"

IV. Work in groups on the topic“Determination of the level of self-esteem”.

V.Problem situation “How to evaluate yourself?”

VI. Drawing up a self-characteristic.

VII. Game "Compliment".

VIII. Summing up (reflection).

IX. Final word.

Class progress

I. Opening remarks

As you know, 2014 was declared the “Year of Culture” in Russia. During this year, in lessons and classroom hours held in different formats throughout our country, including at your school, many sides, types and facets of culture were examined. But, perhaps, the most invisible type of culture at first glance, but which plays a very important role in the life of an individual and society as a whole, has not been given enough attention. I am talking about the psychological culture of the individual.

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

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

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

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

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

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

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

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

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

Types of culture

Typically, a culture is classified based on its structure:

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

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

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

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

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

So,psychology (from ψυχή - « »; λόγος - , ) , studying structures and processes inaccessible to external observation in order to explain And , as well as the characteristics of the behavior of individuals, groups and teams.

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

I I I. Interactive conversation on the topic “Why do we need psychological culture?”

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

(Children answer)

So what exactly is “Psychological culture”?

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

Emerging todayInformation and computer civilization needs people with a special type of psyche that would meet the needs of modern life. A person today constantly finds himself in situations where it is highly desirable for him to show initiative and enterprise, the ability to relate his intentions and goals with the aspirations of other people. This requires the ability to understand not only one’s own, but also someone else’s personal world and psychological experiences.

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

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

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

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

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

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

Sample answers from children:

Your physical capabilities, health status.

Your talents, abilities (mental, creative).

Your character, temperament, will.

Your tastes, habits.

Your strengths and weaknesses.

You need to get to know yourself in order to objectively assess your abilities and capabilities. What will this give? Why do we need proper self-esteem at all?

Sample answers from children:

Find out your calling, choose a profession.

Avoid mistakes and disappointments.

Behave correctly with others.

Don't take on impossible tasks.

Correctly determine your goal in life.

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

I V . Work in groups on the topic “Determining the level of self-esteem”

How can you recognize a person with correct self-esteem?

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

(Children work for 3 minutes)

Time is up, let's listen to the groups' opinions.

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

Notes on pieces of paper

Overstated: arrogance, self-confidence, impudence, hot temper.

Low: passivity, touchiness, suggestibility, cowardice.

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

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

What can you advise a person with low self-esteem? (Get involved in sports, overcome your cowardice, learn to say “no”, etc.)

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

V. Problem situation “How to evaluate yourself?”

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

Grandmother and mother believe that Natasha is the smartest and most beautiful girl in school. But all the teachers constantly find fault with her and give her C grades, as well as her friends Svetka and Galka, whom Natasha considers much stupider than herself.

Svetka and Galka, however, do not think so, and even told Natasha that she had too high an opinion of herself. Natasha’s former friend Sergei, with whom she had a fight, said the same thing. Natasha doesn’t talk to all of them now. She thinks everyone is just jealous of her. But when she becomes a world-famous fashion model, then she will prove to everyone that they are no match for her!

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

Did Natasha evaluate herself correctly?

What mistakes did she make in evaluating herself?

Sample answers from children:

I judged myself according to my mother and grandmother.

She attributed educational failures to teachers’ nagging.

She compared herself not with stronger people, but with weaker ones.

She was demanding of others and condescending to herself.

She didn’t listen to criticism; three people told her the same thing, but she didn’t draw any conclusions.

She had a fight with friends who talked about her shortcomings.

I set unrealistic goals for myself.

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

Guys, you know that after finishing 9th grade, schools often give characteristics to graduates. These characteristics are compiled by the class teacher. I decided to turn to your help to compile a self-description. To do this, I ask you to answer the questions in the questionnaire.

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

Anyone who wants can leave the questionnaire with them. I hope it helps you with your self-esteem.

(Those who wish to submit forms)

VII. Game "Compliment"

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

Thank you! Take your seats.

VIII. Summing up (reflection)

Did you feel comfortable in class today?

What did today's class teach you?

Were you able to learn something new about yourself and others?

IX. Final word

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

Additional material

Questionnaire “Self-characteristics”

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

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

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

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

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