The Center's educational psychologist Elena Egorovna Osipova presents the “My Values” exercise, which she uses in her work with candidates for surrogate parents as part of the educational program “School of Guardians” on the topic “Characteristics of a child separated from his family.”

To conduct the exercise, group members need to explain meaning of the name. The most important thing in our life is the ability and opportunity to be ourselves. You can live without this, but you cannot be happy and you cannot fully develop. The most important aspect in the ability to be yourself is the ability to build and maintain close relationships, to be attached to someone, to love. Attachments are of particular importance in a child’s life. He cannot grow up to be a full-fledged individual, a member of society, if from birth he is not involved in close, emotional relationships with other people.

The loss of a close relationship is a trauma, the pain of which gradually passes, but the memory of it remains, and in the future it can have both positive and negative effects on a person’s family and friendships.

The educator (substitute parent) must be able to provide for the child’s needs, and among them are two most important: the need for identity and the need for attachment.

Exercise “My values” (work in a large group).

Goals: forming an idea of the feelings of a child who is forced to give up something important to him; awareness of the significance of loss of identity for a person.

Tools: a set of cards for each person in the group (each value is written on a separate card), calm music.

Duration of exercise: 45-60 min.

Progress of the exercise:

Ask participants to refer to the list of values:

1. People

Among the people who are important to me, the most significant...

2. Groups of people

I consider myself a participant, a member of the following group of people...

3. Religion and/or beliefs

4. Places

The places that are important to me are...

5. Affairs

The following things and activities give me meaning and purpose in life...

6. Pleasures

I enjoy...

7. Desires

8. Past

Events from my past that are important to me...

Individual work of each group member. Give listeners 1 minute to review the list of values. Explain that they must complete the sentences describing information that is important to them. What they write will be kept secret and no one else will know anything about it.

Participants should be warned that the exercise may be emotional, but it is important to complete each sentence. For each heading, explain what you mean. Then give participants time to write down their answers. This should be done quickly, without much thought. ( While filling out the cards, the presenter can turn on calm music). You can draw the group's attention to the fact that in the hustle and bustle of life we do not pay attention to what supports us, what is valuable to us, but now there is an opportunity to think about it.

Having completed the first task, participants need to sort the values according to their importance for themselves: from the most important to the least important. Next, they should imagine that someone very powerful came into their life and decided that they should lose something in their life. It is necessary to remove the value that they are currently willing to part with. To make what is happening convincing, say that this person is very powerful, and it is useless to fight him, in fact, as in life with some events. It's important to make sure everyone has set aside some value.
Having completed the second task, the participants must again exclude something else from the values, because a powerful man came into their lives again. This time they have no choice and must set aside the item labeled "Pleasure."
Pause, look around the group with a calm look and say: “By the way, those who do not have brown eyes should lose another value. I intended to say this at the very beginning.”
Some participants may refuse to part with the value, express dissatisfaction, or show aggression towards the leader. Point out to them that sometimes a child or teenager reacts this way, but this behavior is often characterized as “bad.”
You can use the image of a “powerful man” to remove 1-2 more values.

Discussion in the general group.

Ask each participant: “How did you feel when you had to part with something valuable? How do you feel now, when you don’t have many valuables left?” Pay attention to the physiological reaction to what is happening “What does your body feel - arms, legs, head?” (Most often people note discomfort in the chest - cold, heaviness). Pay attention to non-verbal manifestations of excitement - they manipulate their hands, rub the back of their head, hide their gaze. Tears may occur when participants talk about feelings. In any case, thank them for their openness and move on to the next participant.
After all the statements about feelings, sensations at the present moment in time, pay attention to the participants, what exactly this essentially happens to a child who is torn away from his birth family . Emphasize that resistance to attacks on values and identity is a natural reaction of a normal person. In such cases, it is important to remember what it is like for the child to feel.
Emphasize that people differ in what is important to them. For example, some people have no religious beliefs and feel they have little to lose by giving them up. But for another person it would be a terrible loss.
Some participants may question why you asked participants with non-brown eyes to cross out an additional item. Some people don't see anything special in this requirement. However, you should always explain that dividing people on any formal basis may be perceived as unfair.
Let the group know that nothing has changed in their lives and all the valuables are returning to them. You can take the cards that have been put aside and combine them with the remaining ones.
Ask if the feelings have changed since the values returned. Pay attention to the physiological reaction to what is happening “What does your body feel now - arms, legs, head? Have your feelings changed?" As a rule, all participants report relief.

Conclusion: separation from the family, from what is valuable to the child, negatively affects not only his physiological state, but also his mental state.

exercise is that it is easier for the exercise participants to master the concept of “psychological characteristics of orphans and children without parental care.”

←

Training for teenagers: Family values. Training "The value of my life"

Training session “Health is the main value of a person”

Topic: “The path to health”

The work provided will be of interest to teachers, social workers, students aged 13-16 and students. The event is structured taking into account the psychological and age characteristics of adolescents and is designed for active learning of the material. The development describes in detail the goals of the proposed exercises, which can be used separately to develop children's creativity, innovative thinking, and communication abilities. This material can be used in lessons, extracurricular and extracurricular activities.

Training duration is 60 minutes. The number of participants is 15-20 people.

Target: contribute to the determination of one’s own spiritual values and orientation towards a healthy lifestyle.
Tasks: explain the meaning of the concept of “health”; foster a sense of responsibility for maintaining health; to form in adolescents the desire to take an active life position.
prove the priority of health among other human values and the negative impact of bad habits on a teenager’s well-being.

Learning outcomes
At the end of the lesson, students:
- explain the meaning of the terms: health, components of health, holistic view of health;
- give arguments in favor of health;
- demonstrate skills in obtaining information, critical thinking, and responsibility for their actions.
- show the ability to understand the values of one’s own health and decision-making skills to preserve one’s own health.

Methodical recommendations (to achieve the goal): taking into account the psychological and age characteristics of children of late adolescence, conversations about health should be conducted in a delicate manner so that it is not perceived as pressure and teaching. To more effectively influence the perception, understanding and memorization of information, it is appropriate to use examples from the lives of their peers and various visual materials.
Equipment: poster image of a mountain with a “health” peak; notebooks, paper, pens, markers, stickers, paper clips, images of footprints (two for each participant)
Contents of the work
1. Updating knowledge (1-2 min).
2. Introduction (5-7 min).
3. Waiting (2-3 minutes).
4. Exercise “Interview” (9-10 min).
5. Information block “Holistic approach to health” (5 min).
6. Exercise “Clip” (5 min).
7. Exercise “Find yourself a partner” (3 min).
8. Exercise “Life Threat” (2 min).
9. Work in small groups. Exercise “Health Benefits” (15 min).
10. Summing up. Exercise “Feedback” (3 min).
11.Exercise “The Path to Health” (5 min).
12.Completion of the training (2 min).

1.Updating knowledge (1-2 min). The epigraph for the lesson is written on the board:
The main treasure of life is not the lands you conquered, not the wealth you acquired... The main treasure of life is health, and to preserve it, you need to know a lot.
Avicenna

Summary of a training session with younger teenagers on the topic "Family Values"

Description of material: I offer a summary of a lesson for younger teenagers on the topic “Family Values”. This lesson is conducted in a training form. Students are developing an understanding of family values in modern families. The summary will be interesting not only for educational psychologists, but also for mid-level teachers, class teachers, parents and, of course, young professionals.

Target: formation in students of ideas about family values in modern families.
Tasks: discussing with students what a family is, family values; teaching students how to interact in the family; nurturing love for family; class unity; creating a favorable psychological climate.

I. Introduction
Greetings to the participants. A message about the purpose and content of this lesson.
Warm-up for training “Zoo”
The facilitator gives the training participants cards with the names of animals: dog, crow, lion, cat, ram, goose, snake, etc. There must be 2 identical cards for 1 animal. Assignment for participants: Now each of you has received a card with the name of an animal, and in a minute you will have to depict this animal - with sounds, gestures, movements. Each animal has its own pair - find your pair.

II.Main part:
Discuss with students what family is and family values. We learn to find a compromise. Teaching socially acceptable ways of interacting in the family. Expressing positive and negative family memories; response to painful memories.

Exercise "Brainstorming".
The presenter writes down associations on the board. Evocative of the word “family”. then there is individual work, students choose for themselves the five most important words that characterize “family”, write down their thoughts on pieces of paper, what they mean by the word family. Then the work continues in groups.
Exercise “Family Sculpture”.
Each participant takes turns becoming a sculptor. He recreates his family in the form of a living sculpture, choosing other members of the group to play the roles of its members and placing them in the room so that they symbolize the family environment.
Examples include: Strength and control can be expressed by placing powerful family members above weak ones. If mom has authority, she can be asked to stand on the table. Family members lying on the floor feign powerlessness. Close or cold relationships can be reflected by distance between family members. Ideally, the sculptor chooses someone who occupies his own place in the sculpture. This is not always possible when the number of family members exceeds the number of group members.
Once the sculpture is completed, its creator interprets his work, explaining why the family members are positioned the way they are.
After this, the presenter invites the sculptor to rebuild the sculpture, giving it the look that he would like his family to see.
Exercise “Family stories”.
Materials: sheets of drawing paper and colored markers
Participants are given paper and markers.
A sheet of paper is divided in half by a dark line, which symbolizes the boundary between happiness and unhappiness that occurs on the sheet, that is, in the family.
The children are told that in every family both good and bad events happen, and they are asked to draw a happy memory associated with their family on one half of the paper, and an unhappy memory on the other.
When the group has finished drawing, invite each participant in a circle to imagine their story depicted in the picture.

III. Final part.
Exercise “Tree of Family Values”
Everyone receives a blank “Tree of Family Values” and an approximate list of possible values (to make it easier for participants to navigate). The participants’ task is to rank the values: – the most important ones are placed in the root system, which will not be abandoned under any circumstances. - into the trunk - important, but which in some cases can be abandoned. - in the crown - desirable, but not obligatory values. Participants are explained that they can use a hint from the list and can add something of their own.
List of possible family values: Respect, care for each family member, family holidays, financial security, health, love, mutual understanding, common goals, family traditions, common hobbies, education, connection between generations, spending weekends and holidays together, comfortable housing, children, sports, highly paid work, having mutual friends, traveling together, knowledge, devotion, dignity, creativity, honor, beauty, happiness, entertainment, physical strength, teamwork, principles, master's degrees, fidelity, career growth, trust.

Reflection: Questions for discussion. Evaluation of the lesson by each participant. Feedback. Farewell ritual.

Training “Reproductive health and sexually transmitted infections”

Training “Tobacco Prevention”

Training “Prevention of alcoholism”

Training “HIV and AIDS”

Training “Drugs, drug addiction, causes and consequences of consumption, formation of addiction”

Homework

Game library 1. Introduction and warm-ups

Game library 2. Unity games

Game library 3. Warm-up games

Game library 4. Business game.

Training

“Volunteering. Prevention"

Tasks:

· Consider the concepts of “Volunteerism” and “Prevention”;

· Consider the principles, motives, types of volunteering;

· Consider types of prevention.

Training duration: 90 minutes.

Equipment:

· flipchart;

· flipchart paper;

· markers.

Progress of the lesson:

Introduction:

- Introducing presenters, voicing goals, objectives and work regulations;

Welcome the participants, introduce yourself and tell us a little about yourself. If you are the main leader of the meeting, introduce your co-leaders by name and let them tell you a little about themselves.

After the facilitators have introduced themselves, the main facilitator should introduce the purpose of the training and talk a little about what will actually happen.

It is important for all participants to know how long the training and its individual parts will take. Regulations - duration of work, number and duration of breaks.

About the work regulations, you can say, for example, like this: “Our meeting (training) today will last 1.5 hours.”

- Group rules– publicly announced, understandable and accepted by all group members rules of behavior and interaction of participants. On a piece of paper or board (only in the part that will remain untouched throughout the training) write the heading “Rules of Operation”. Invite participants to name the rules by which they would like to work. If the group cannot offer rules, the leader suggests them:

· Everyone has the right to their own opinion;

· You cannot disclose what you have learned about the personal lives of other participants in the lesson (Confidentiality);

· In discussions, everyone speaks in turn (right-hand rule);

· Do not evaluate other participants (non-judgmental);

· Everyone speaks for himself (I-statement)

· 0:0 (no delays)

· Telephone (switching the phone to vibrate or silent mode)

When writing down the rules, the presenter must comment on them, because each participant must have an idea of what each rule means. The list of rules can also be prepared in advance on a separate sheet of Whatman paper.

Information block “Volunteering, principles of volunteering”

Question about volunteering for the guys. What do you think volunteering is?

Volunteering – charitable (free of charge) socially significant activities carried out out of goodwill.

In Russia today, the importance of developing volunteerism has been declared at the very top echelons of power. In his Address to the Federal Assembly in 2007, Russian President V. Putin noted the importance of developing volunteerism in Russia: “The number of operating non-governmental organizations in the country is also growing. As well as their members - volunteers performing various socially significant work. There are already about 8 million of them in Russia. All these are real indicators of the formation of an active civil society in Russia.”

No matter how voluntary work is structured, it has three things in common: principle:

Ask the guys what they think, what are the principles of volunteering?

No reward. Voluntary assistance provided by a person or group of people does not provide financial reward. However, an organization that invites a volunteer to do some work can pay for travel expenses, food, special clothing, etc.

Without coercion. There is still such a phenomenon as voluntary-forced labor, for example, when the head of a municipality or a commercial company forces his employees to take part in a cleanup day or when the dean sends students instead of a lecture to march at political rallies... Such activity may bring some benefit, however, it can no longer be considered voluntary.

Benefit to society and people. Volunteer activities must have a socially useful orientation and bring real benefits to a specific recipient, society, and the environment. Activities must take into account the social needs of the community and contribute to the solution of socially significant problems.

Every person has the right to become a volunteer and terminate their obligations if necessary.

Volunteer work creates opportunities for people to acquire new knowledge and skills, to fully develop their personal creative potential and self-confidence.

Volunteerism complements, but does not replace, the responsible actions of other sectors and the efforts of paid workers;

Volunteers are not “cheap labor”; their participation in projects is determined by their own voluntary desire and personal motivation.

Information block “Forms of social activity”

Often volunteerism is confused with some other forms of social activity, such as:

Missionary(from Latin missio - sending, order) - one of the forms of activity of religious and educational organizations. Its main goal is the conversion of non-believers or representatives of other religions. Missionaries, like volunteers, work for free. But their goal is to spiritually help people through conversion.

Donation(Latin donare - give) - voluntary provision of part of the blood, as well as other tissues or organs for medicinal purposes.

Charity- providing free assistance (donations) to those who need it. Donations can be private or collective, when the money is transferred by an organization. This can be not only financial resources, but also things, food, toys, medicines, etc.

Patronage– patronage of art, sciences, collecting large libraries, collections, creating art galleries, theaters, etc. Unlike volunteering, the help of patrons and philanthropists does not consist in providing their services and labor, but in providing material support.

Exercise. "Motives"

Why do I need all this?

Today, only 5% of the Russian population is involved in volunteer work. However, research shows that more than 40% of people are willing to become more actively involved in community service.

“Why do you need this?” - this is a question that volunteers are asked thousands of times by their friends, relatives, and colleagues. Some people keep silent and laugh it off, others come up with stereotyped answers just to get left behind... Indeed, why, instead of sitting in front of the TV or drinking beer with friends, does this “crazy guy” run off to do something for which not only will he not be paid any money? , but they won’t always say “thank you.”

Divide participants into two groups and ask them to make a list of reasons why people volunteer.

After the groups have spoken, you can add to them.

“I just like helping others.” Of course, there are people who, due to their high morality or religious beliefs, help others completely unselfishly. But let's be honest with each other - there are few such people... very few... According to statistics, no more than 7% are altruists. And often those who declare this to be their main motive simply do not want to talk about their true motives or are not even aware of them.

“I have a similar problem and I want to solve it together with others.” The mother of a child with disabilities understands better than others what difficulties such a family faces. She knows that in order for her child to attend a regular school, it must have ramps. Teaming up with other parents or an NGO, she will work to solve their common problem.

Gaining new knowledge and skills. For young people, participation in volunteer projects provides an opportunity to learn things that will be useful to them in their future careers and to develop their organizational and leadership skills. "It's a great party." For young people, this is probably the main motive for participating in volunteer activities - the opportunity to make new acquaintances and communicate with like-minded people, the opportunity to do something together.

Remember famous people in volunteering. " It works for my image." Gradually, not only in the West, but also in Russia, it is becoming fashionable to be socially responsible and do good deeds. Chulpan Khamatova, Vladimir Pozner, Svetlana Sorokina, Lolita, Gosha Kutsenko and other “stars” have recently become increasingly involved in volunteer activities. “I want something in life other than a stuffy office, beer and TV.” For many people, volunteering is an opportunity to briefly escape from the usual circle of life, to escape from everyday worries, from eternal conversations about where it is cheaper to buy and more expensive to sell.