The program for the correction of aggressive behavior of adolescent children with mental retardation. Thesis: Game exercises as a means of correcting aggressive behavior in children of primary school age with mental retardation

GAME EXERCISES AS A MEANS OF CORRECTION OF AGGRESSIVE BEHAVIOR IN CHILDREN OF PRIMARY SCHOOL AGE WITH IDENTIFICATION

final qualifying work

Introduction

Chapter 1. Theoretical basis corrections aggressive behavior in children of primary school age with mental retardation

1.1 Studying the problem of aggressive behavior in special psychological and pedagogical literature

1.2 Psychological and pedagogical characteristics of children of primary school age with mental retardation

1.3 Game exercises as a means of correcting aggressive behavior in children of primary school age with a delay

Conclusions on the theoretical chapter of the study

Chapter 2. An empirical study on the problem of correcting aggressive behavior in children of primary school age with mental retardation through play exercises

2.1 Determination of the initial level of aggressive behavior of children of primary school age with mental retardation

2.2 Correction of aggressive behavior of children of primary school age with mental retardation through game exercises

2.3 Determination of the effectiveness of the formative stage of the study

Conclusions on the empirical chapter of the study

Conclusion

Bibliography

Applications

Introduction

Modern society is characterized by the aggressiveness with which it infects its younger generation. The danger lies in the fact that in the new generation aggressiveness can become innate and mass, turn from a social pathology into a social norm. After all, aggressiveness is quite stable over time and there is a high probability that aggression in childhood can turn into persistent asocial or anti-social behavior. social behavior. aggressive behavior correction

The problem of child aggression is one of the most important in elementary school and is currently very relevant due to its prevalence and destabilizing influence.

The aggressiveness of modern children carries certain psychological features, affecting not only the people around the child - parents, educators, teachers, peers, it creates difficulties for the child himself, in his relationships with others, determines the development of his entire personality, its various aspects.

The literature has enough theoretical and practical developments in the field of studying the aggressive behavior of normally developing schoolchildren. This issue was dealt with by such authors as Z. Freud, K. Lorentz, A. Bandura, M. Alvor, P. Baker, G.B. Monina, E.K. Lyutova, N.L. Kryazheva, K. Fopel, Yu.S. Shevchenko and others.

The problem of aggressive behavior of children with mental retardation is currently insufficiently studied. In the available theoretical material, more attention is paid to the issue of the research, cognitive and activity sphere, rather than the emotional-volitional one.

It should also be noted that the behavioral characteristics present on one age stage provided that they are not secured, they disappear upon transition to another. With regard to aggressive forms of behavior, consideration of this issue is very significant. Psychologists, teachers, parents, having such information, will be able to understand and adequately respond to the child's aggressive actions, choose effective ways to influence the child's personality, preventing their consolidation as a stable trait (aggressiveness).

Since the physical and mental components in games are closely related, playing exercises with children is a very effective way to correct deviations in the development of aggressive behavior. In mobile and sports games, children not only realize their need for movement, expend accumulated energy and improve basic motor skills, but also learn, on the one hand, initiative, independence, perseverance, and on the other hand, the ability to control themselves and reckon with partners, coordinate their actions with the actions of other players.

Authors dealing with the correction of aggressive behavior suggest a large number of various games and recommendations, but few people systematize them into sets of game exercises, in particular, for younger students with mental retardation (MPD).

Specially organized psychological games in work with children with mental retardation can help him not only control his behavior in the process of communication, but also express his emotions. According to D.B. Elkonin, in the game the child can overcome egocentrism, which is provided by the mechanism of taking on a role and fulfilling this role. Thus, the game contributes to the development of both intellectual and emotional-personal decentration, which, in turn, develops the child's ability to more effectively resolve problem situations. In the course of performing a particular role, the child models interpersonal relationships that are significant for him, in which emotional experiences associated with this role are reflected; these actions give the child the opportunity to feel the consequences of their actions, to identify the meanings and meanings of their activities, and also form new social motives for activity.

Despite the relevance of the problem under study, there is contradiction between the corrective possibilities of game exercises and their insufficient use in working with aggressive children.

Problem: what is the role of game exercises in the correction of aggressive behavior in children of primary school age with mental retardation.

Purpose of the study: theoretically substantiate and empirically test the possibility of using game exercises to correct aggressive behavior in children of primary school age with mental retardation.

Object of study: aggressive behavior of children of primary school age with mental retardation.

Subject of study: game exercises as a means of correcting aggressive behavior in children of primary school age with mental retardation.

Research hypothesis: we assume that game exercises will be effective tool in the correction of aggressive behavior of children of primary school age with mental retardation, provided:

If the exercises are aimed at using a variety of ways to relieve aggressiveness;

If the exercises are offered to work in the complex.

Research objectives:

1. To study and analyze special psychological and pedagogical literature on the problem of aggressive behavior of children of primary school age with mental retardation;

2. To study and analyze the literature on the problem of using game exercises as a means of correcting aggressive behavior;

3. To identify the level of aggressiveness of children of primary school age with mental retardation;

4. Select and test game exercises aimed at correcting the aggressive behavior of children of primary school age with mental retardation;

5. To determine the effectiveness of selected and conducted gaming exercises in correcting the aggressive behavior of children of primary school age with mental retardation

Research methods:

theoretical: analysis, synthesis, generalization, concretization;

empirical:

1. Questioning of educators "Criteria of aggressiveness in a child" (authors Lavrentyeva G.P., Titarenko T.M.)

5. Projective technique "Cactus"

Research base: State educational institution for orphans and children left without parental care (“orphanage No. 5”)

Number of test subjects: 8 people.

Chapter 1. Theoretical foundations for the correction of aggressive behavior in children of primary school age with mental retardation

1.1 Studying the problem of aggressive behavior in special psychological and pedagogical literature

The problem of aggressive behavior remains relevant throughout the existence of mankind due to its prevalence and destabilizing influence.

The word "aggression" comes from the Latin "agressio", which means "attack", "attack".

In modern literature, many definitions of the concept of “aggression” are given, however, the following definition of this term is given in the psychological dictionary: “Aggression is a motivated destructive behavior that is contrary to the norms and rules of the existence of people in society, causing harm to the objects of attack (animate and inanimate) causing physical and moral damage to people or causing them psychological discomfort (negative experiences, states of tension, fear, depression, etc.)”

Aggressiveness is a personality trait that is expressed in readiness for aggression, as well as in a tendency to perceive and interpret the behavior of another as hostile. (Psychological Dictionary)

Aggressive behavior can be direct, i.e. directly directed at an irritating object or displaced, when for some reason the child cannot direct aggression to the source of irritation and is looking for a safer object for discharge. Since aggressiveness directed outside is condemned, the child may develop a mechanism for directing aggression towards himself (the so-called auto-aggression - self-humiliation, self-accusation).

Spontaneous aggression is the subconscious joy that a person experiences when observing difficulties in others.

Reactive aggression - manifested in distrust of people.

Modern literature offers a wide variety of classifications of aggression and aggressive behavior.

One of the most common classifications is proposed by such authors as A. Bass and A. Darki. They identified five types of aggression:

1. Physical aggression - use physical strength against another person (fights);

2. Verbal aggression - expression negative feelings both through the form (shout, screech) and through the content of verbal responses (curses, threats);

3. Indirect aggression:

Directed (gossip, jokes);

Non-directional (shouts in the crowd, stamping feet);

4. Irritation (temper, rudeness);

5. Negativism is an oppositional demeanor.

E. Fromm identifies "benign" and "malignant" aggressiveness.

1. Aggression "benign" (perseverance, assertiveness, sports anger, courage, boldness, bravery, courage, will, ambition). It contributes to the maintenance of life and is a response to a threat to vital needs;

2. Aggression "malignant" (violence, cruelty, arrogance, rudeness, evil). Such aggression is not biologically adaptive, and it is not designed to protect the vital interests of a person.

O. Khukhlaeva, taking as a basis the style of behavior in conflict, highlights the following types aggressiveness:

1. Protective. It occurs when, if the child has an active position, fear of the outside world is fixed. The main function of aggression in this case is protection from the outside world, which seems unsafe to the child;

2. Destructive. If a child at an early age lacks autonomy, the ability to make independent choices, judgments, assessments, then in the active version he develops destructive aggressiveness;

3. Demonstrative. It arises not as a protection from the outside world and not causing harm to anyone, but as a desire of the child to draw attention to himself;

N.D. Levitov offers the following classification of aggression:

1. Aggression typical of a person's character;

2. Atypical for the character of a person aggression (it may reflect the beginning of the emergence of new character traits);

3. Episodic, transient aggression.

It should be noted that in life most often there is a combination of some or even all types of aggression.

Aggression in human society has specific functions. First, it acts as a means to achieve some significant goal. Secondly, often aggression is a way of replacing a blocked need and switching activities. Thirdly, aggression is used by some people as a way to satisfy the need for self-realization, self-assertion and as a defensive behavior.

There are various theories of the appearance of aggressiveness: a biological cause and insufficient or poor education. The debate about whether a person is initially evil or good has been going on for centuries. Already in ancient philosophy There are opposing points of view on this issue. The Chinese philosopher Xiong-tzu believed that man has an "evil nature." Another Chinese philosopher Mencius proclaimed the idea that all people are born good or neutral, and evil appears in them under the influence of social factors.

A similar idea was expressed and continued 19 centuries later by Jean-Jacques Rousseau. According to Lewis DO, unlike some species, no group of people has shown itself to be inherently more aggressive (although sometimes some people turned out to be more aggressive than the rest).

Z. Freud first formulated his understanding of aggression in his work "Beyond the Pleasure Principle" (1912). In it, he considered aggression as a combination of Eros (libido, the creative principle) and Thanatos (mortido, the destructive principle), with the latter predominating, that is, as a fusion of the sexual instinct and the death instinct with the dominance of the latter. He argued (1933) that Thanatos opposes Eros and its goal is to return to the original inorganic state. Freud believed that there is a mechanism for neutralizing internal aggression, which is main function Ego. But the Ego does not appear with the birth of a child, but is formed in the process of its development. Along with its formation, the mechanism for neutralizing aggression also begins to develop.

Modern psychologists, physiologists, ethologists, philosophers still hold different points of view on this matter. The current theories of aggression explain the causes and mechanisms of aggressive human behavior in different ways. Some of them associate aggression with instinctive drives (Z. Freud, K. Lorenz), Dr. H. Parens, who dedicated his scientific activity studying aggression in children, considers it unconditional that children are already born with different levels of aggression. True, he practically identifies aggression with activity, believing that with the normal development of the personality, aggression is transformed into activity. In others, aggressive behavior is interpreted as a reaction to frustration. (J. Dollard, L. Berkowitz), thirdly, aggression is seen as the result of social learning (A. Bandura).

There are many variations of these approaches. The frustration theory of aggression and the theory of social learning received the greatest experimental confirmation. However, there are still disputes about the biological conditionality of aggression. K. Lorenz considers aggression an important element of evolutionary development. Observing the behavior of animals, he came to the conclusion that aggression directed against fellow species is in no way harmful to that species. On the contrary, it performs the function of preserving it, because it is aggression that allows the group to have the strongest and most intelligent individuals, and the best possible leaders.

Social and biological sciences have come to the conclusion that perhaps the most important influence on the formation and development of aggressive behavior is exerted by environmental factors. These include vicious upbringing, including physical punishment, moral humiliation, social and sensory isolation, taboos on emotional manifestations, as well as such mega-factors as overcrowding (an unprecedented increase in population density). The nature of human aggression is difficult to analyze.

Having considered the phenomenon of aggression, it makes sense to turn to understanding its causes in different age periods. It is known that aggressiveness increases during critical age periods (0, 1, 3, 7, 13, 17 years). This fact is considered by experts as an indicator of the normal growth of the body.

Criteria for aggressive behavior according to M. Alvord, P. Baker:

1. Often loses control of himself.

2. Often argues, swears with adults.

3. Often refuses to follow the rules.

4. Often deliberately annoying people.

5. Often blames others for his mistakes.

6. Often gets angry and refuses to do anything.

7. Often envious, vengeful.

8.Sensitive. He reacts very quickly to various actions of others (children and adults), which often irritate him.

Signs of aggressiveness (I.P. Podlasy):

1. Stubbornness, constant objections, refusals even from easy assignments, ignoring the requests of the teacher.

2. Pugnacity.

3. Constant or prolonged depression, irritability.

4. Causeless outbursts of anger, anger.

5. Cruelty to animals.

6. The desire to offend, humiliate.

7. Authority, the desire to insist on one's own.

8. Egocentrism, inability to understand others.

9. Emotional deafness. Heartbreak.

10. Self-confidence, high self-esteem.

There are many factors that influence the appearance of aggressiveness:

a) Parenting style:

Overprotection

Hypocustody

b) Emotional closeness with the child

c) Socio-cultural status of the family, etc.

2. Individual characteristics of a person;

a) Reduced randomness

b) Low level of active braking, etc.;

3. Peers (through interaction with them, a certain model of behavior is formed);

4. Funds mass media, which are now becoming increasingly important in the formation of aggressiveness not only in children, but in the entire population as a whole;

5. Unstable social - economic situation.

Persistent aggressive tendencies in the behavior of children of primary school age have their origins in the sphere of relationships with significant adults, and these are parents and teachers.

The main source of living examples of aggressive behavior for most children is the family. Numerous studies have shown that families from which aggressive children come out are characterized by special relationships between family members. Such tendencies are described by psychologists as a “cycle of violence.” Children tend to reproduce the kinds of relationships that their parents “practice” with each other. Children, choosing methods for clarifying relations with brothers and sisters, copy the tactics of resolving conflicts from their parents. When children grow up and get married, they use rehearsed ways of resolving conflicts and, closing the loop, pass them on to their children by creating a distinctive style of discipline. It has been reliably established that the abuse of a child in the family not only increases the aggressiveness of his behavior towards peers, but also contributes to the development of a tendency to violence at a more mature age, turning physical aggression into lifestyle personality. Thus, children often adopt aggressive forms of behavior from their parents.

Often an aggressive child feels rejected, useless. The cruelty and indifference of parents leads to a violation of the parent-child relationship and affects the soul of the child, the belief that he is not loved. “How to become loved and needed” is an insoluble problem facing a small person. So he is looking for ways to attract the attention of adults and peers.

E.K. Lyutov and G.B. Monina argue that in almost every class there is at least one child with signs of aggressive behavior, he attacks other children, calls them names and beats them, takes away and breaks toys, deliberately uses rude expressions, in a word, becomes a "thunderstorm" of the entire children's team, a source disappointment of educators and parents. This pugnacious, rude child is very difficult to accept for who he is, and even more difficult to understand.

Children learn aggressive behavior in the course of interaction with other children. One way to teach aggressive actions from peers is through play. These games include those in which children push each other, catch up with each other, tease, etc. In addition, at this age, reactivity or the so-called reciprocal aggressiveness to the actions of peers is most characteristic. Aggression can often occur as a response to the unacceptable behavior of others, that is, as an act of retribution for something.

As already noted, the formation of the aggressive behavior of a younger student is influenced by the family environment and the characteristics of interaction with other children; but one more factor cannot be ignored, which, especially in last years causes serious concern among parents, educators, and psychologists. This is the influence of the media.

Modern children often resort to aggression because. learn to see it as a solution life difficulties, i.e. we can talk about the process of socialization of aggression as a result of mastering the skills of aggressive behavior and the development of aggressive readiness of the individual. This concept is supported by the fact that the child, as a rule, does not choose aggression consciously, but prefers it, without having the skills to constructively solve his problems. Aggression is seen as a social behavior that involves skills and requires learning. To perform an aggressive action, a person must know a lot: for example, what words and actions will cause suffering, what techniques will be painful, and so on. this knowledge is not given at birth. People must learn to behave aggressively.

Learning aggressive responses from experience is important, but observational learning has an even greater impact. A person who has witnessed violence discovers new facets of aggressive behavior that were previously absent in his behavior. Observing the aggressive actions of others, a person can reconsider the limitations of his behavior: others can, so I can. Constant observation of scenes of violence leads to the loss of emotional susceptibility to aggression and other people's pain. As a result, he becomes so accustomed to violence that he ceases to consider it as an unacceptable form of behavior.

American sociologists have calculated that in the most popular television programs for every hour of broadcasting, there are on average about 9 acts of physical and 8 acts of verbal aggression. Sex and violence appear in one way or another in more than 60% of TV program announcements (according to data presented by R. Baron, D. Richardson). So far, there are no similar sociological data for Russia, but it is very likely that this figure is no less.

There is now a growing body of scientific research confirming the fact that scenes of violence shown in movies or on TV screens contribute to an increase in the level of aggressiveness of the audience.

Thus, we can conclude that the aggressiveness of modern children is relevant in the current conditions of our life, because it carries certain psychological characteristics, affecting not only the people around the child - parents, educators, teachers, peers, it creates difficulties for the child himself child in his relationships with others. Aggressiveness is not something indifferent for the child himself, because "the manifestation of aggression by the child is a consequence of the presence of some serious trouble in the course of his development."

Due to the collapse of moral principles, instability in our country, reassessment of values, aggression is the norm in interpersonal relationships.

Aggression determines not only the current position of the child in the system of social relations and relations, but its influence on the development of the personality is of a more long-term nature. Longitudinal studies show that aggressiveness is quite stable over time, and there is a high probability that childhood aggression can turn into persistent antisocial or antisocial behavior in adolescents. Aggressive behavior affects not only the child's relationship with the surrounding reality, but also determines the development of her entire personality, its various aspects. Initially, aggressiveness and cruelty arise as specific situational phenomena, the source of which is external circumstances.

The society we live in sick with aggression and intolerance due to the instability of material and domestic, socio-economic conditions infects its young generation. The danger lies in the fact that in the new generation the disease can become congenital and mass, turn from a social pathology into a social norm. If the accusations are adjacent to the indifference and immoral behavior of parents and the public and the use of physical force by them both in conflicts between themselves and in relation to the child, then due to children's imitation and the absence of another life experience the child is convinced that the easiest way to achieve the goal is through aggression.

1.2 Psychological and pedagogical characteristics of children of primary school age with mental retardation

Most of the contingent of children with learning difficulties is the group that is defined as "children with mental retardation". This is a large group, accounting for about 50% of underachieving junior schoolchildren.

The concept of "mental retardation" (MPD) is used in relation to children with minimal organic damage or functional insufficiency of the central nervous system, as well as those who are in conditions of social deprecation for a long time. They are characterized by immaturity of the emotional-volitional sphere and underdevelopment cognitive activity, which have their own qualitative features, compensated under the influence of temporary, therapeutic and pedagogical factors.

An important difference between them and mentally retarded children is that the stimulation of the activity of these children, the provision of timely pedagogical assistance to them, makes it possible to single out their zone of proximal development, which is several times greater than the potential capabilities of mentally retarded children of the same age.

At present, great success has been achieved in the clinical and psychological-pedagogical study of children with mental retardation. The studies of domestic scientists made it possible to give a detailed clinical characteristics children in this category.

Numerous studies have shown that younger schoolchildren with mental retardation, compared with normally developing children, are characterized by age-inappropriate insufficient development of attention, perception, memory, underdevelopment of the personality-activity basis, lag in speech development, low level of speech activity, slow pace of formation of the regulatory function of speech.

Psychologists and teachers note the impulsiveness of actions, insufficient expression of the indicative stage, purposefulness, and low productivity of activity, which are characteristic of younger schoolchildren with mental retardation. There are shortcomings in the motivational-target basis for the organization of activities, the lack of formation of methods of self-control, planning.

The features of the moral sphere of the personality of children with mental retardation are revealed. They are poorly oriented in the moral and ethical standards of behavior, social emotions are formed with difficulty. In relationships with peers, as well as with close adults, emotionally “warm” relationships often do not happen, emotions are superficial and unstable.

Emotional-volitional immaturity is represented by organic infantilism. With this infantilism in children, there is no typical healthy child liveliness and intensity of emotions. Sick children are characterized by a weak interest in evaluation, a low level of claims. Their suggestibility has a coarser connotation and often reflects an organic defect in criticism.

This pugnacious, rude child is very difficult to accept for who he is, and even more difficult to understand.

Children with mental retardation are prone to stereotyped actions and ways of solving problems.

Several ways to resolve conflict situations observed in children with mental retardation (Sturma, 1982):

1. aggression directed either directly at an object, which may be young children, physically weaker children, animals, or things;

2. flight. The child "runs away" from a situation that he cannot cope with successfully, for example, refusing to attend kindergarten. The most specific form of flight is "going into illness", which can manifest itself in neurotic somatic reactions, for example, in morning vomiting, abdominal pain, headaches, etc.;

3. regression (return to a lower level of development) is also a fairly common reaction of a child with mental retardation. He does not want to be big and independent, as this brings only trouble;

4. denial of difficulties and inadequate assessment of the real situation. The child represses from consciousness a reality that is too traumatic, in which he always fails and from which he cannot escape.

I. A. Furmanov (1996), based on manifestations of aggression, identifies four categories of children:

1. Children prone to physical aggression

These are active, active and purposeful guys, distinguished by determination, risk-taking, unceremonious adventurism. Their extraversion (sociality, looseness, self-confidence) is combined with ambition and the desire for social recognition. Usually this is supported by good leadership qualities, the ability to rally peers, correctly distribute group roles between them, and captivate them. At the same time, they like to demonstrate their strength and power, dominate other people and show sadistic tendencies.

In addition, these children are distinguished by low prudence and restraint, poor self-control. Usually this is due to insufficient socialization and the inability or unwillingness to restrain or delay the satisfaction of their needs. They constantly strive to experience thrills, and in the absence of such, they begin to get bored, as they need constant stimulation. Since any delay is unbearable for them, they try to realize their desires immediately, without thinking about the consequences of their actions, even in those cases when they understand that the matter will not end well. Aggressive children act impulsively and thoughtlessly, often do not learn from their experience, and therefore make the same mistakes. They do not adhere to any ethical and conventional norms, moral restrictions, they usually simply ignore them. Therefore, such children are capable of dishonesty, lies, treason.

2. Children prone to verbal aggression

These guys are distinguished by mental imbalance, constant anxiety, doubts and self-doubt. They are active and efficient, but emotional manifestations inclined

to a lowered mood background. Outwardly, they often give the impression of being gloomy, inaccessible and arrogant, but upon closer acquaintance they cease to be constrained and fenced off and become very sociable and talkative. They are characterized by constant intrapersonal conflict which entails states of tension and excitement.

Another feature of such children is low frustration.

Tolerance, the slightest trouble unsettle them. Since they have a sensitive warehouse, such weak irritants easily cause outbursts of irritation, anger and fear in them. They do not know how and do not consider it necessary to hide their feelings and attitude towards others and express them in aggressive verbal forms.

They combine spontaneity and impulsiveness with resentment and conservatism, a preference for traditional views that fence them off from experiences and internal conflicts.

3. Children prone to the manifestation of indirect aggression

Such children are distinguished by excessive impulsivity, weak self-control, insufficient socialization of drives and low awareness of their actions. They rarely think about the reasons for their actions, do not foresee their consequences and do not tolerate delays and hesitation. In children with low spiritual interests, there is an increase in primitive drives. They gladly indulge in sensual pleasures, strive for immediate and immediate satisfaction of needs, regardless of circumstances, moral norms, ethical standards and the desires of others. The indirect nature of aggression is a consequence of the duality of their nature, on the one hand, they are characterized by courage, determination, a tendency to risk and social recognition, on the other hand, feminine character traits: sensitivity, gentleness, compliance, dependence. In addition, because of their sensitivity, the guys do not tolerate criticism and comments addressed to them very well, so people who criticize them cause them feelings of irritation, resentment and suspicion.

4. Children prone to the manifestation of negativism

The guys in this group are distinguished by increased vulnerability and impressionability. The main character traits are selfishness, complacency, excessive conceit. Anything that offends their personality evokes a feeling of protest. Therefore, both criticism and the indifference of others are perceived as an insult and an insult, and, since they have frustration tolerance and are not able to control emotions, they immediately begin to actively express their negative attitude. At the same time, these children are reasonable, adhere to traditional views, weigh their every word, and this protects them from unnecessary conflicts. True, they often change active negativism to passive - they fall silent and break contact.

E.K. Lyutov and G.B. Monina argue that in almost every class there is at least one child with signs of aggressive behavior, he attacks other children, calls them names and beats them, takes away and breaks toys, deliberately uses rude expressions, in a word, becomes a "thunderstorm" of the entire children's team, a source disappointment of educators and parents.

1.3 Correction of aggressive behavior in children of primary school age with mental retardation through game exercises

The psychological and pedagogical literature describes a variety of approaches to the organization of corrective work with aggressive children. The choice of correction methods largely depends on the causes of aggressive behavior, ways of expressing aggression, individual characteristics of the personality of a younger student. Family relationships should also be taken into account.

Table. Causes of aggressiveness in children and methods for their correction

Speaking about the correction of aggressive behavior, we can distinguish specific and non-specific ways of interacting with the child.

To non-specific, i.e. suitable for all children, methods of interaction include the well-known "golden rules" of pedagogy:

Don't focus on unwanted behavior child and not fall into an aggressive state. Banning and raising your voice are the most ineffective ways to overcome aggressiveness. The expression of surprise, bewilderment, disappointment of teachers about the inappropriate behavior of children forms restraining principles in them;

Respond and respond to any positive changes in the child's behavior, no matter how small they may be. This is a difficult task. Teachers admit that sometimes you have to spend several weeks searching for the positive in a child, but you need to respond immediately, according to the situation. The child wants to feel at every moment of time that he is accepted and appreciated.

Specific correction methods include:

Relaxation training, which the teacher can both introduce into the lesson and use in special remedial classes. The experience of using various "journeys" in the imagination in the classroom indicates a decrease in hyperactivity, internal tension as a prerequisite for aggressive acts;

Game exercise - repeated performance of an action carried out in a game form in order to master it. Also, a game exercise can be defined as a learning technique, with the help of which, in the process of playing activity, children develop the skills of practical use of the acquired knowledge.

Various means can be used to correct the aggressive behavior of younger schoolchildren with mental retardation, one of them can be game exercises. We believe that they are powerful tool development and psychological impact in working with children of this category.

Game exercises are an effective method of correcting emotional and behavioral disorders in children, which is based on the child's way of interacting with the outside world - a game. Game exercises allow you to optimize the process of finding a solution to a problem situation and are implemented in the process of the game, where the focus is on communication methods. The main tasks of game exercises in working with children with mental retardation of primary school age are: to alleviate the psychological suffering of the child; strengthening the child's own self, developing a sense of self-worth; development of the ability of emotional self-regulation; restoration of trust in adults and peers, optimization of relations in the systems "child - adults", "child - other children"; correction and prevention of deformation in the formation of I - concept; correction and prevention of behavioral deviations.

The main purpose of using game exercises - to help children with mental retardation of primary school age express their experiences in the most appropriate way for him - through the game, which is one of the strongest educational tools for children with mental retardation, as it is the leading activity for them. Be creative in solving complex problems life situations, "playable" or simulated in the gameplay.

Specialists working with problem children (psychologists, psychotherapists, pediatricians, social workers and educators) have long noticed that it is much easier for a child to express his feelings, needs, dreams in the game process. The game can give the key to enter reality in new ways , can help a child with mental retardation to know the world, can gift his imagination and teach him to critically perceive the environment.

The game is a special activity that flourishes in childhood and accompanies a person throughout life. It is not surprising that the problem of play has attracted and continues to attract the attention of researchers, not only educators and psychologists, but also philosophers, sociologists, biologists, ethnographers, and art critics. Representatives of all scientific branches agree that the game is an integral part of human culture.

In psychoanalytic practice, the game is considered as a symbolic activity in which the child, with the help of toys of roles and play actions, being free from prohibitions from the social environment, expresses unconscious impulses and drives.

Play is to a child what speech is to an adult. This is a means for expressing feelings, exploring the relationship of self-realization. Play is the child's attempt to organize his experience, his personal world. During the game, the child experiences feelings of control over the situation, even if the real circumstances contradict this.

The game is free from the influence of adults, coercion, gives the child the opportunity for free self-expression and self-exploration of feelings and experiences; it allows you to get rid of frustration, to displace emotional tension.

The form of playing exercises (individual or group) is determined by the nature of the child's emotional problems. The game has a strong influence on the development of the personality, contributes to the creation of close relationships between group members, helps to relieve tension, increases self-esteem, allows you to believe in yourself in various situations of communication, removing the danger of socially significant consequences.

In any form, the center of psychological work is each child and his individual psychological characteristics.

The main stage of corrective work with the emotional sphere of the child can be based both on the group and on the individual form, but due to the fact that The final stage correction is associated with the transfer of acquired positive neoplasms in the emotional sphere of the child to the actual practice of social relations, this stage is based on the group conduct of game exercises.

Chapter 2

2.1 Determination of the initial level of aggressive behavior of children of primary school age with mental retardation

Having studied the theoretical aspect of the chosen topic, we moved on to the empirical part of the study.

It was held on the basis of the State Educational Institution for Orphans and Children Left without Parental Care (“Orphanage No. 5”) of the Kirov Administrative District.

The study involved 8 pupils (of which 4 girls and 4 boys). The number is determined by the specifics of the occupancy of groups, taking into account the defects of children.

Taking into account the characteristics of children in this category, research methods were determined. The study itself was conducted in the form of a pedagogical experiment and consisted of three stages:

stating;

Formative;

Control.

The purpose of the study: to theoretically substantiate and empirically test the possibility of using game exercises to correct aggressive behavior in children of primary school age with mental retardation.

Terms of the ascertaining stage of the study - 18.02.2008 to 29.02.2008

Purpose: to identify the level of aggressive behavior in younger students with mental retardation.

To obtain data for the study, we relied on the following criteria and indicators of aggressive behavior of younger schoolchildren (according to N.M. Platonova):

1. Form of manifestation of aggression

To identify the level of aggressiveness of younger schoolchildren with mental retardation, the following methods were used:

2. Questionnaire "Know yourself" (Podlasy I.P.)

3. Observation (observation scheme from Platonova N.M.)

4. Projective technique "Non-existent animal"

1. Questioning of educators "Criteria of aggressiveness in a child" (authors Lavrentyeva G.P., Titarenko T.N.)

Purpose: to assess the degree of development of aggressiveness in younger students. (Annex 1).

4 children have high level aggressiveness;

2 children have an average level of aggressiveness.

50% - high level of aggressiveness;

25% - the average level of aggressiveness.

As a result of this technique, we found that a high level of aggressiveness prevails.

2. Questionnaire "Know yourself" (Podlasy I.P.)

Purpose: to get an idea of ​​the aggressive inclinations of students. (Appendix No. 2).

After counting the number of children for each level of aggressiveness, we obtained following results:

The conversion into a percentage was carried out according to the following formula: n × 100 \ k, where k is the number of children in the class, n is the number of students with a level of aggressiveness.

We got the following results:

3. Observation (observation scheme from Platonova N.M.)

After counting the number of children for each level of aggressiveness, the following results were obtained:

The conversion into a percentage was carried out according to the following formula: n × 100 \ k, where k is the number of children in the class, n is the number of students with a level of aggressiveness.

We got the following results:

25% - the level of aggressiveness is below average.

As a result of this technique, we found that the levels of aggressiveness above average and average prevail.

4. Projective technique "Non-existent animal" (author E.I. Rogov).

Purpose: to assess the degree of development of aggressiveness in younger students. (Appendix 4).

After counting the number of children for each level of aggressiveness, the following results were obtained:

3 children have a level of aggressiveness above average;

3 children have a low level of aggressiveness.

The conversion into a percentage was carried out according to the following formula: n × 100 \ k, where k is the number of children in the class, n is the number of students with a level of aggressiveness.

We got the following results:

37.5% - the level of aggressiveness is above average;

37.5% - low level of aggressiveness.

As a result of this technique, we found that the levels of aggressiveness are above average and low.

We assessed the level of aggressive behavior according to the following criteria (according to N.M. Platonova):

1. Form of manifestation of aggression

2. Frequency of aggressive manifestations

3. The degree of manifestation of aggression

In accordance with the criteria, we considered the following levels of aggressive behavior:

Low level - subnormal aggression - the complete absence of aggressive actions, even if self-defense is necessary;

Below average - normal aggression - lack of aggression in familiar and safe situations; adequate use of aggression in situations of real threat for self-defense; sublimation of aggression in activity and in striving for success; lack of destructiveness;

Medium - moderately defensive aggression - a moderate manifestation of aggression in familiar situations due to an imaginary threat from the surrounding people (without real danger); inadequate use of aggression in critical situations; a small degree of destructiveness, including in the form of self-destruction;

Above average - hypertrophied aggression - high frequency and strength of aggressive reactions even for a small reason; a pronounced degree of destruction - danger to others;

High - brutal aggression - excessively frequent or super-strong aggressive reactions, accompanied by the destruction of objects or violence towards others; this behavior is not adequate to the situation; it poses a high threat to the life of others or the person himself.

After processing the data, we obtained the following results: low and high levels were not found, the level below the average was 25%, the average level was 37.5%, and the level above the average was 37.5%.

Thus, we can conclude that the level of aggressive behavior in the children of the study group is mainly characterized as average and above average. (Annex 6)

2.2 Correction of aggressive behavior in children of primary school age with mental retardation through game exercises

Based on the results of the ascertaining experiment, a formative stage of the study was carried out. Terms of the study: March-April 2008.

Purpose: to select and conduct game exercises in order to correct the aggressive behavior of younger students with mental retardation.

To conduct the formative stage of the study, we selected game exercises proposed by the following authors ... E.K. Lyutova, G.B. Monina, N.L. Kryazheva, K. Fopel, I.V. Shevtsova, E.V. Karpov…

We organized the work in the second half of the day, during the time allotted for children's games, the exercises were carried out frontally, the frequency was three times a week, every other day.

In order to use the exercises in a complex, we relied on the structure of aggressive behavior, in which several interrelated levels are distinguished:

Behavioral (aggressive gestures, statements, facial expressions, actions);

affective (negative) emotional states and feelings, such as anger, anger, rage);

Cognitive (inadequate ideas, prejudices, racial and national attitudes, negative expectations);

Motivational (conscious goals or unconscious aggressive aspirations).

Therefore, in order to take into account all components of the structure of aggressive behavior, we used different types game exercises.

1. Game exercises with which the child could throw out his anger (“Call names”, “Two rams”, “Pushers”, “Buzz”, “Chopping wood”, “Yes and no”, “Tuh-tibi-dukh” , "Burst into the circle")

2. Game exercises aimed at finding a way out of a difficult situation (“Headball”, “Pebble in a shoe”, “Let's say hello”, “King”, “Tender paws” and others)

3. Game exercises to relieve excessive muscle tension (“Walking on a boat”, “Walking in the mountains”, “Summer field”, “Mountains”, “Summer rain”, “Climbing a mountain”, “Underwater travel”)

From these types of game exercises, we made up complexes, which included 1 exercise of the first type, 2 exercises of the second type, 1 exercise of the third type, the exercises were given in the specified sequence.

For younger schoolchildren with mental retardation, the following are typical: impulsiveness of actions, insufficient severity of the indicative stage, purposefulness, low productivity of activity. There are shortcomings in the motivational-target basis for the organization of activities, the lack of formation of methods of self-control, planning.

Features are manifested in the leading game activity, which is not fully formed in them and characterizes the poverty of imagination and creativity, certain monotony and monotony, the predominance of the component of motor disinhibition. The desire to play itself often looks more like a way of avoiding difficulties in tasks than a primary need: the desire to play often arises precisely in situations where purposeful intellectual activity and lesson preparation are necessary.

Six-seven-year-old children with mental retardation show no interest in games according to the rules that are essential in preparing for educational activities as a leading one for primary school age. In general, such children prefer outdoor games that are characteristic of a younger age.

The emotional world of this category of children is not rich enough, gloomy tones prevail in the palette of their feelings, the number of reactions even to standard situations is very limited. Most often this defensive reactions. In addition, children cannot look at themselves from the outside and adequately assess their behavior.

Such children often cannot assess their aggressiveness themselves. They do not notice that they instill fear and anxiety in others. On the contrary, it seems to them that the whole world wants to offend them.

Children with mental retardation and some degree of aggressive behavior are very often suspicious and wary, they like to shift the blame for the quarrel he started on others.

2.3 Determination of the effectiveness of the formative stage of the study

The control stage of the experiment took place from 08.04. until April 15, 2008.

Purpose: to determine the effectiveness of selected and conducted game exercises in correcting the aggressive behavior of children of primary school age with mental retardation.

At the control stage of the experiment, the same diagnostic techniques were carried out as at the ascertaining stage of the experiment, but instead of the projective technique "Non-existent animal", the projective technique "Cactus" was used.

1. Questioning of educators "Criteria of aggressiveness in a child" (authors Lavrentyeva G.P., Titarenko T.N.)

Purpose: to determine the level of aggressiveness of younger students. (Annex 1).

After counting the number of children for each level of aggressiveness, the following results were obtained:

1 child have a high level of aggressiveness;

3 children have a level of aggressiveness above average;

2 children have a level of aggressiveness below average;

2 children have a low level of aggressiveness.

The conversion into a percentage was carried out according to the following formula: n × 100 \ k, where k is the number of children in the class, n is the number of students with a level of aggressiveness.

We got the following results:

12.5% ​​- high level of aggressiveness;

37.5% - the level of aggressiveness is above average;

25% - the level of aggressiveness is below average;

25% - low level of aggressiveness.

As a result of this technique, we found that the level of aggressiveness above the average prevails.

2. Questionnaire "Know yourself" (Podlasy I.P.)

Purpose: to get an idea of ​​the aggressive inclinations of students. (Appendix 2).

After counting the number of children for each level of aggressiveness, the following results were obtained:

1 child has an average level of aggressiveness;

4 children have a level of aggressiveness below average

3 children have a low level of aggressiveness;

The conversion into a percentage was carried out according to the following formula: n × 100 \ k, where k is the number of children in the class, n is the number of students with a level of aggressiveness.

We got the following results:

12.5% ​​- average level of aggressiveness;

50% - the level of aggressiveness is below average;

37.5% - low level of aggressiveness.

As a result of this technique, we found that the level of aggressiveness below the average prevails.

3. Observation (observation scheme from Platonova N.M.)

Purpose: to assess the degree of development of aggressiveness in younger students. (Appendix 3).

After counting the number of children for each level of aggressiveness, the following results were obtained:

2 children have a level of aggressiveness above average;

3 children have an average level of aggressiveness;

The conversion into a percentage was carried out according to the following formula: n × 100 \ k, where k is the number of children in the class, n is the number of students with a level of aggressiveness.

We got the following results:

25% - the level of aggressiveness is above average;

37.5% - average level of aggressiveness;

37.5% - the level of aggressiveness is below average.

As a result of this technique, we found that the levels of aggressiveness are medium and below average.

4. Projective technique "Cactus"

Purpose: to determine the state of the emotional sphere of the child, the presence and direction of aggression, its intensity, etc. (Appendix 5).

After counting the number of children for each level of aggressiveness, the following results were obtained:

2 children have an average level of aggressiveness;

5 children have a level of aggressiveness below average;

1 child has a low level of aggressiveness.

The conversion into a percentage was carried out according to the following formula: n × 100 \ k, where k is the number of children in the class, n is the number of students with a level of aggressiveness.

We got the following results:

25% - average level of aggressiveness;

62.5% - the level of aggressiveness is below average;

12.5% ​​- low level of aggressiveness.

As a result of this technique, we found that the level of aggressiveness below the average prevails. (Annex 7)

Conclusion on the empirical chapter of the study

The purpose of the study was to diagnose the level of aggressiveness, develop a set of special exercises to correct aggressiveness and test the level of effectiveness of the set of exercises. As a result of carrying out all the methods at the ascertaining stage of the study, we obtained such results for each student.

3 children have a level of aggressiveness above average;

3 children have an average level of aggressiveness;

2 children have a level of aggressiveness below average.

Thus, it was revealed that such levels of aggressive behavior as medium and above average prevailed.

When conducting game exercises at the formative stage of the study, we were convinced that in games children not only expend their accumulated energy and improve basic motor skills, but also learn, on the one hand, independence, perseverance, and on the other hand, the ability to control themselves and reckon with partners. coordinate their actions with the actions of other players.

After carrying out all the methods at the control stage of the study, we obtained the following results:

2 children have a level of aggressiveness above average;

3 children have an average level of aggressiveness;

3 children have a level of aggressiveness below average.

Thus, it was revealed that such levels of aggressiveness as medium and below average prevailed.

Conclusion

Aggressive behavior is one of the particular problems of the children's team, one or another form of it is typical for most schoolchildren. An aggressive child brings a lot of problems not only to others, but also to himself. That is why the scientific interest in this problem is understandable.

The word "aggression" comes from the Latin "agressio", which means "attack", "attack". Aggression is a motivated destructive behavior that is contrary to the norms and rules of the existence of people in society, harming the objects of attack (animate and inanimate), causing physical and moral damage to people or causing them psychological discomfort (negative experiences, states of tension, fear, depression, etc.). . P.).

Aggressiveness is a personality trait that is expressed in readiness for aggression, as well as in a tendency to perceive and interpret the behavior of another as hostile. (Psychological Dictionary)

However, an aggressive child, like any other, needs affection and help from adults, because his aggression is, first of all, a reflection of internal discomfort, the inability to adequately respond to the events around him.

After analyzing the psychological and pedagogical literature, we came to the conclusion that playing exercises with children with mental retardation is a very effective way to correct deviations in the development of aggressive behavior.

All this led us to conduct a pedagogical experiment. We have chosen the basis of the study, defined the tasks and methods of the study, as well as the stages of the experiment (stating, forming and control).

The purpose of the experiment was to diagnose the level of aggressive behavior in junior schoolchildren with mental retardation, to develop sets of game exercises to correct aggressive behavior, to test the level of effectiveness of sets of game exercises.

As a result of our study, we came to the conclusion that after specially designed game exercises, the level of aggressive behavior of a junior schoolchild with mental retardation decreased.

The effectiveness of the experiment, we confirmed the results of the study.

1 student, which is 12.5%, dropped from the level of aggressiveness above the average to the average level, and the second child moved from the average level to the level below the average.

Thus, the hypothesis that we put at the beginning of the study was confirmed, but in part, due to the short duration of the study, and also because of the characteristics of the children.

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Applications

Annex 1

Questionnaire of the educator "Criteria of aggressiveness in a child" (authors Lavrentyeva G.P., Titarenko T.M.)

Purpose: To determine the level of aggressiveness of the child

A positive response to each proposed statement is worth 1 point:

1. At times it seems that an evil spirit has moved into him;

2. He cannot remain silent when he is dissatisfied with something;

3. When someone harms him, he always tries to repay the same;

4. Sometimes he wants to swear for no reason;

5. It happens that he breaks toys with pleasure, breaks something, guts;

6. Sometimes he insists on something so much that others lose patience;

7. He is not averse to teasing animals;

8. It is difficult to argue with him;

9. Gets very angry when it seems to him that someone is making fun of him;

10. Sometimes he has a desire to do something bad, shocking others;

11. In response to ordinary orders, seeks to do the opposite;

12. Often grouchy beyond his age;

13. Perceives himself as independent and decisive;

14. Likes to be the first, to command, to subjugate others;

15. Failures cause him great irritation, a desire to find

Guilty;

16. Easily quarrels, gets into a fight;

17. Trying to communicate with the younger and physically weaker;

18. He often has attacks of gloomy irritability;

19. Does not consider peers, does not yield, does not share;

20. I am sure that any task will be performed best of all.

16-20 points - high level of aggressiveness

12-15 points - the level of aggressiveness is above average

8-11 points - average level of aggressiveness

4-7 points - the level of aggressiveness is below average

0-3 points - low level of aggressiveness

Annex 2

Purpose: to get an idea of ​​the aggressive tendencies of children.

Children are offered a test consisting of 10 questions; 1 point is assigned for a “yes” answer, 0 points for a negative answer.

They say you:

1. You break school rules;

2. You like to laugh at others;

3. You can hit a friend;

4. Like to fight;

5. You swear with bad words;

6. You don't have friends;

7. You can break a tree;

8. You call children names;

9. Eat your cat, dog;

10. You say one thing and do another.

By calculating the sum of the points received for each child, their results are correlated with the levels of aggressiveness:

0-2 points - low level of aggressiveness;

3-4 points - the level of aggressiveness is below average;

5-6 points - average level of aggressiveness;

7-8 points - the level of aggressiveness is above average;

9-10 points - high level of aggressiveness.

Annex 3

Observation "A child through the eyes of an adult"

(observation scheme from N.M. Platonova's manual)

FULL NAME. child __________________________________________________

Date of completion_________________________________________________

Filled in by: ________________________________________________________

Emphasize how pronounced the situational-personal reactions of aggressiveness in the child are: 0-no manifestations of aggressiveness, 1-manifestations of aggressiveness are observed sometimes, 2-often, 3-almost always, 4-continuously.

Based on the results of this questionnaire, the points obtained should be added up.

Number of points: _________________

From 0 to 65 points - most likely, the child has no danger of fixing situational-personal reactions of aggression as pathocharacterological; the child independently masters his own aggressiveness;

From 65 to 130 points - there is a danger of fixing aggressive reactions as pathocharacterological; the child needs help in mastering his own behavior;

From 130 to 195 points - the child needs significant psychological, pedagogical and medical care in mastering aggressiveness as a disorder of behavior and emotions;

From 195 to 260 points - the psychological and pedagogical assistance of an adult has almost no effect on aggressive behavior, the child needs medical assistance.

Appendix 4

Projective technique "Non-existent animal" (author E.I. Rogov).

Purpose: to assess the degree of development of aggressiveness in younger students.

The child is invited to draw a non-existent animal on the album sheet and give it a name, without using felt-tip pens and pens.

1. Details on the head (horns).

2. Mouth with teeth, teeth are clearly drawn.

3. Sharp corners.

4. Bulging eyes.

5. Nostrils.

6. Strong paws.

7. Hatching from yourself.

8. Paw like a boxing glove.

9. Jagged jagged lines.

10. Nails, needles, bristles.

11. Weapons.

12. Lines with pressure.

13. Long, thumbs without a palm.

14. Thematically threatening animal.

15. Menacing name of the picture.

Annex 5

Form of conducting: individual, group

Test time: 10-15 minutes

The purpose of the technique is to determine the state of the child's emotional sphere, the presence and direction of aggression, its intensity, etc.

Stimulus material: a sheet of A4 white paper, colored pencils.

Instruction: “Draw a cactus on a piece of paper - the way you imagine” questions and additional explanations are not allowed.

Then the children's drawings are collected and processed, for each indicator the drawing is assigned 1 point:

1. Aggression - the presence of needles. Strongly protruding, long, closely spaced needles show a high degree of aggressiveness;

2. Impulsiveness - jerky lines, strong pressure;

3. Egocentrism - large drawing;

4. Self-doubt - a small drawing;

5. dependence - located at the bottom of the sheet;

6. The desire for leadership is the center of the sheet;

7. Demonstrativeness - the presence of protruding processes in the cactus, pretentiousness of forms;

8. Stealth, caution - the location of zigzags along the contour or inside the cactus;

9. Optimism - the use of bright colors, "joyful" cacti;

10. Alarm - use dark colors, the predominance of internal hatching with broken lines;

11. Extroversion - the presence in the picture of other cacti or flowers;

12. Introversion - the figure shows one cactus;

13. The presence of a feeling of loneliness - wild, "desert cacti";

14. The desire for home protection, the presence of a sense of family community - the presence of a flower pot in the picture, the image of a houseplant;

15. Femininity - the presence of jewelry, soft lines and shapes.

After that, for each child, his level of aggressiveness is revealed:

0-3 points - low level of aggressiveness;

4-6 points - the level of aggressiveness is below average;

7-9 points - the average level of aggressiveness;

10-12 points - the level of aggressiveness is above average;

13-15 points - high level of aggressiveness.

Appendix 6

Annex 7

Appendix 8

Complex 1

The game "Callers" (N.L. Kryazheva)

Purpose: to remove verbal aggression Help children express their anger in an acceptable way.

“Guys, passing the ball in a circle, let's call each other different harmless words (negotiate in advance what names you can use. These can be the names of vegetables, fruits, mushrooms or furniture). Each appeal should begin with the words: “And you ... a carrot!” Remember that this is a game, so we will not be offended by each other. In the final round, you should definitely say something pleasant to your neighbor, for example: “And you ... the sun!”

The game is useful not only for aggressive, but also for touchy children. It is carried out at a fast pace.

“Ask for a toy” - a verbal version of E.V. Karpova, E.K. Lyutov

Purpose: to teach children effective ways of communication

The group is divided into pairs, one of the participants in the pair (participant 1) picks up an object, for example, a toy, notebook, pencil, etc. Another participant (participant 2) must ask for this item. Instruction to participant 1: “You are holding a toy (notebook, pencil) that you really need, but your friend needs it too. He will ask you for it. Try to keep the toy with you and give it away only if you really want to do it. Instruction to participant 2: “Selecting the right words, try to ask for a toy so that they give it to you. Then participants 1 and 2 switch roles.

"Ask for a toy" - a non-verbal version of E.V. Karpova, E.K. Lyutov

Purpose: to teach children effective ways of communication.

The exercise is performed similarly to the previous one, but using only non-verbal means communication (facial expressions, gestures, distance, etc.).

"Walk on the boat" (N.A. Bogdanova)

Instructions: Sit comfortably, straighten up so that the neck, head and spine are one straight line, do not stoop, but do not tense up either. Put your feet firmly on the floor, put your hands on your knees as you like. Neither hands nor feet should touch. If you can close your eyes, close them; if not, sit with your eyes open.

Now you need to focus on your breathing. Take it slow deep breath and exhale, let's try again. Open your eyes, how do you feel? What do you feel while doing the breathing exercise? What is the mood now?

Close your eyes again and imagine that you are on board a beautiful modern white ship. On board this liner you will travel through the most fabulous, warm, endless and safe sea on Earth. You climb the ladder and with every step you feel how a pleasant, mysterious and long-awaited journey is approaching. You walk around the ship, you go up to the topmost deck.

You feel the warm sea breeze blowing over your shoulders and face. You breathe in the salty smell of the sea. The sun with its warm rays envelops your body. This energy of the sun fills every cell of your body. Relieves tension and stiffness. Movements become slow, lazy. You approach the board of the ship, watch how the shore slowly moves away, it becomes smaller and smaller. Your hardships, bad mood, monotony, fatigue remained with him.

You turn your head towards the sea and understand that nothing is bothering you now. With each breath you feel better, your soul is filled with a sense of joy and carelessness.

Appendix 9

Complex 2

The game "Two Sheep" (N.L. Kryazheva)

Purpose: to remove verbal aggression, to provide the child with the opportunity to “legally” throw out anger, remove excessive emotional and muscle tension direct the energy of children in the right direction.

We divided the children into pairs and read the text: “Early, early, two sheep met on the bridge.” The participants of the game, legs wide apart, their torsos bowed forward, rest their palms and foreheads against each other. The task is to confront each other, without moving, as long as possible. You can make the sounds "Be - e - e".

It is necessary to observe the "safety precautions", to carefully monitor that the "rams" do not hurt their foreheads.

"Walk with a compass" E.V. Korotaeva

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

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

After the game is over, children can describe how they felt when they were blindfolded and relied on their partner.

The game "Good animal" (N.L. Kryazheva)

Purpose: to contribute to the rallying of the children's team, to teach children to understand the feelings of others, to provide support and empathy.

The host said in a quiet, mysterious voice: “Please stand in a circle and hold hands. We are one big, kind animal. Let's hear how it breathes! Now let's breathe together! Inhale - take a step forward, exhale - step back. And now on the inhale we take two steps forward, on the exhale - two steps back. Inhale - two steps forward. Exhale - take two steps back. Thus, not only does the animal breathe, but its great kind heart. A knock is a step forward, a knock is a step back, etc. we all take the breath and the beating of the heart of this animal to ourselves.”

“A walk in the mountains” (D.G. Mikhailova)

Imagine that you are standing at the rocky foot of a high mountain, in the shadow of its slope. Around - only a rare growth of low trees with sparse crowns.

A narrow path strewn with small stones leads far up. Walking along this path, you notice a lot of small, but very fragrant flowers. And you inhale the pleasant sweetish aroma of mountain violets, the tart, viscous smell of lavender. The sun's rays touch the flowers with the warmth of delicate petals and play with highlights various shades: from blue to lilac - blue. They bring relaxation and calmness.

As you rise, a light breeze blows over your face. You full chest inhale the pleasant healing Mountain air. With each step, a feeling of joy from the anticipation of something new, desired fills you. The gait becomes light, flying. Such an impression that your feet barely touch the ground.

And now, the last step, and you find yourself on the very top of the mountain, you are illuminated by a bright, boundless light. You feel complete confidence in this place. A bright light embraces you, and you feel its extraordinary power.

A great feeling of love, joy and security embraces and overwhelms you. You merge with this light. Now you are the light itself: bright, radiating life energy.

Annex 10

Complex 3

The game "Tukh - chibi - spirit" (K. Vopel)

Purpose: removal of negative moods and restoration of strength.

“I will tell you a secret word. This magic word is a spell against bad mood against resentment and disappointment. For it to really work, you need to do the following. Now you will start walking around the room without talking to anyone. As soon as you want to talk, stop in front of one of the participants, look into his eyes and say the magic word three times, angrily - angrily: "Tukh - chibi - spirit." Then keep walking around the room. From time to time, stop in front of someone and again angrily pronounce this magic word. For the magic word to work, it is necessary to speak it not into the void, but looking into the eyes of the person standing in front of you.

There is a comic paradox in this game. Although children should pronounce the word "Tuh - tibi - spirit" angrily, after a while they cannot help but laugh.

“I see…” (E.V. Karpova, E.K. Lyutova)

Purpose: to establish a trusting relationship between an adult and a child, to develop the memory and attention of the baby.

“Participants, sitting in a circle, take turns calling objects that are in the room, starting each statement with the words “I see ...”

You cannot repeat the same subject twice.

"Tender paws" I.V. Shevtsova

Purpose: to relieve muscle tension in the hands, to help reduce the aggressiveness of the child, to develop sensory perception, to promote the harmonization of relations between the child and the adult.

"Summer field" (E.V. Grosheva)

Imagine that you are walking through a summer field filled with sun. The field is strewn with flowers, like a soft multi-colored carpet.

You feel warm air. A light breeze pleasantly blows your face. You inhale the light scent of flowers, hear the birds sing. Look at the colorful flowers around: red, blue, yellow - they delight your eyes.

Feel how easy it is for you with every breath. You feel how the transparent energy of flowers fills you.

With this feeling, you easily and freely take off over the field. Feel how easy and free you fly. Feel how your thoughts become calm and serene, calmness completely embraces you.

Now you're getting closer to the flowers. You stretch out your hands to them. Feel how soft and tender the flowers are. You go down and stand on the field again.

Taking a deep breath, you feel how light energy filled every cell of your body.

Look around again, remember everything you see and feel.

The picture slowly dissolves, then disappears, and you slowly and calmly open your eyes.

Appendix 11

Complex 4

Pushers K. Vopel

Purpose: to teach children to control their movements.

The following was said: “Pair up. Stand at arm's length from each other. Raise your arms to shoulder height and place your palms on your partner's palms. At the leader's signal, start pushing your partner, trying to move him from his place. If he moves you, return to the starting position. Step one foot back and you will feel more stable. The one who gets tired can say: "Stop."

From time to time, you can introduce new variants of the game: push, cross your arms; push the partner only with the left hand; push back to back.

"Bunnies" G.L. Bardier.

Target: d to give the child the opportunity to experience a variety of muscle sensations, to teach to hold attention to these sensations, to distinguish and compare them.

An adult asked the children to imagine themselves as funny bunnies in the circus playing imaginary drums. The facilitator describes the nature of physical actions - strength, pace, sharpness - and directs the children's attention to the awareness and comparison of emerging muscle and emotional sensations.

For example, the host says: “How hard the bunnies beat the drums! Do you feel how tense their paws are? Feel how firm the paws do not bend!

Like sticks! Do you feel how your muscles in your fists, arms, even in your shoulders are tensed?! But there is no face! The face is smiling, free, relaxed. And the tummy is relaxed. Breathing.... And the fists are tensely knocking!... And what else is relaxed? Let's try to knock again, but more slowly to catch all the sensations.

Headball K. Fopel

Purpose: to develop cooperation skills in pairs and triples, to teach children to trust each other.

The following was said: “Pair up and lie down on the floor opposite each other. You need to lie on your stomach so that your head is next to your partner's head. Place the ball exactly between your heads. Now you need to pick it up and stand up yourself. You may only touch the ball with your heads. Gradually rising, stand first on your knees, and then on your feet. Walk around the room."

For children 4-5 years old, the rules are simplified: for example, in the starting position, you can not lie down, but squat or kneel.

"Mountains" (D.V. Ilyina)

Warm sunny summer day. You're sitting on a mountain lawn covered in green soft grass. Your back rests on a stone heated by the sun. Majestic mountains rise around you. The air smells of grass warmed by the sun, slight smell flowers and rocks heated during the day. A light breeze ruffles your hair, gently touches your face.

You look around. From where you are, you see a mountain range stretching into the distance, beyond the horizon. The sunbeam glides smoothly along the slopes. Far ahead, almost out of earshot, the water of a mountain stream slowly falls from a stone ledge. There is an amazing silence around: you hear only the distant, barely audible sound of water, the buzzing of a bee over a flower, a lonely bird sings somewhere, the wind rustles the grass lightly. You feel how calm and serene this place breathes. Worries and anxieties, tension go away. A pleasant calm embraces you.

You raise your eyes and see the sky above you, so clear, blue, bottomless, which can only be in the mountains. An eagle soars in the blue sky. Almost without moving his mighty wings, he seems to be floating in the boundless blue. You look at him and accidentally catch his eye. And now you are an eagle, and your body is light and weightless. You soar in the sky, looking at the earth from a height of flight, remembering every detail.

Annex 12

Complex 5

"Zhuzha" N.L. Kryazheva

Purpose: to teach aggressive children to be less touchy, to give them a unique opportunity to look at themselves through the eyes of others, to be in the place of the one whom they themselves offend without thinking about it.

Zhuzha is sitting on a chair with a towel in her hands. Everyone else runs around her, making faces, teasing, touching her. Zhuzha suffers, but when she gets tired of all this, she jumps up and starts chasing the offenders, trying to catch the one who offended her the most, he will be Zhuzha.

An adult must ensure that "teasers" are not too offensive.

"Airbus" K. Fopel

Purpose: to teach children to act in concert in a small group, to show that the friendly mutual attitude of teammates gives confidence and calmness.

“Which of you has ever flown on an airplane? Can you explain what keeps the plane in the air? Do you know what types of aircraft are? Do any of you want to be Little Airbus? The rest of the guys will help the Airbus fly "fly". One of the children (optional) lays down on his stomach and spreads his arms to the sides, like the wings of an airplane. Three people stand on each side of him. Have them crouch down and put their hands under his legs, belly and chest. On the count of three, they simultaneously stand up and lift the Airbus off the field ...

So, now you can quietly vilify the Airbus around the room. When he feels completely confident, let him close his eyes, relax, make a “flight” in a circle and again slowly “land” on the carpet.

The Airbus carpet is “flying”, the presenter can comment on his flight, drawing Special attention for care and attention to detail. You can ask Airbus to choose who will carry it. When you see that the children are doing well, you can “launch” two Airbuses at the same time.

"Pebble in a shoe" K. Fopel

Purpose: to help reduce emotional tension child.

It is useful to play this game when one of the children is offended and angry, upset, when internal experiences prevent the child from doing business, when a group conflict is brewing. Each participant has the opportunity to verbalize, that is, to express in words, his condition, and to inform others about it. This helps to reduce his emotional stress. If there are several instigators of the brewing conflict, they will be able to hear about each other's feelings and experiences, which, perhaps, will help smooth the situation.

The game takes place in two stages:

Stage 1 (Preparatory). Children sit in a circle. The teacher asks, “Guys, has it ever happened that a pebble fell into your shoe?” usually children actively answer the question. “Did it happen that you didn’t shake out the pebble, but when you came home, you just took off your shoes?”

Stage 2: The teacher says: “When we are angry, preoccupied, excited about something, we perceive it as small pebble in a boot. If we immediately feel uncomfortable, pull him out of there, then the leg will remain unharmed. And if we leave the pebble in place, then we are likely to have problems. Therefore, it is useful for all people - both adults and children - to talk about their problems as soon as they notice them.

Let's agree: if one of us says: "I have a pebble in my shoe", we will all immediately understand that something is bothering you, and we can talk about it.

Think about whether you feel any displeasure right now, something that would interfere with you. If you feel, tell us: “I have a pebble in my shoe. I don't like that Oleg breaks my brick buildings." If nothing bothers you, you can say: “I don’t have a pebble in my shoe.”

"Summer Rain" (A.G. Breslav)

Imagine that you are standing at the edge of a forest. Before you opens a magnificent view of the summer forest, sun-drenched meadows.

The air is hot from the sun and electrolyzed. There is not the slightest breeze. Stuffy. Everything is frozen in anticipation of the rain. You feel a slight breeze blow. Here he is getting stronger and stronger. The sun was covered by a series of thunderclouds.

Feel the gusts of the piercing wind. Feel how the wind blows away everything unnecessary: ​​anxiety, disappointment, anxiety. Connect with the wind. Feel its power and energy. Now it is your strength and energy.

Here comes the warm summer rain. Its transparent jets wash over you, bringing with them purity and clarity, filling you with new life, new ideas.

You see the rain subside. The sky is clearing. You see the sun shine again and you feel refreshed, cheerful and confident.

Annex 13

Complex 6

"Cutting wood" K. Fopel

Purpose: to help children switch to active activities after a long sedentary work, to feel their accumulated aggressive energy and “spend” it during the game.

The following was said: “Which of you has ever chopped wood or seen how adults do it? Show how to hold an axe. What position should the arms and legs be in? Stand up so that there is a little around free space. Let's chop wood. Place a piece of log on a stump, raise the ax above your head and bring it down with force. You can even scream: "Ha!"

To conduct this game, you can break into pairs and, falling into a certain rhythm, hit one chock in turn.

"Centipede" (G.B. Monina).

Purpose: to teach children how to interact with peers, to promote the rallying of the children's team.

Several children (5-10 people) stand one after another, holding on to the waist of the person in front. At the command of the leader, the Centipede starts at first simply moving forward, then crouches, jumps on one leg, crawls between obstacles (these can be chairs, building blocks, etc.) and performs other tasks. The main task of the players is not to break the single chain.

"Dragon" N.L. Kryazheva

Purpose: To help children with communication difficulties gain confidence and feel part of a team.

The players stand in a line, holding on to each other's shoulders. The first participant is the “head”, the last one is the “tail”. The "head" should reach out to the "tail" and touch it. The "body" of the dragon is inseparable. Once the "head" has grabbed the "tail", it becomes the "tail". The game continues until each participant has played two roles.

"Climbing the mountain" (A.G. Breslav)

You see yourself in the valley. There is a big mountain not far from you, and the sight of it makes you feel uplifted… You feel that you need to climb this mountain…

You come to the beginning of a steep path leading up, and slowly begin to climb it ...

You walk slowly and absorb everything that your eyes see: the slope, the stones, the trees, the bushes…

Gradually, you begin to feel how fatigue accumulates in the muscles of the body, especially in the muscles of the legs, but you still continue to rise ...

The path ends, and in front of you is only the peak and a stone slope along which you can get to it ... You continue to climb, climbing over the stones. The slope gets steeper and steeper, and you constantly have to help yourself with your hands ...

You continue to rise, the air becomes cooler and rarefied... You have already risen very high, to the level of clouds... They have already surrounded you, and you do not see anything but an enveloping white haze...

The path is getting more and more difficult, you slowly and carefully rise, grabbing the stones with your hands ... Breathing becomes more frequent ...

The clouds are dissipating, you have already climbed very high, the air is getting even colder… However, you feel good…

You have risen to the top, you are overcome by a feeling of joy and an extraordinary uplift. You look around, look down and see the valley from which you started your journey ... You are overcome by a feeling of joy and pride, a feeling of a successfully passed path and satisfaction from the fact that you have reached your intended goal. Remember these feelings...

Now come down slowly and calmly. The descent passes quickly and smoothly, and now you are standing at the bottom, still retaining a sense of joy from achieving the goal and a feeling of victory over yourself and circumstances. Remember these feelings.

Annex 14

Complex 7

"Little Ghost" E.K. Lyutova, G.B. Monina.

Purpose: to teach children to throw out accumulated anger in an acceptable form.

"Guys! Now we will play the role of little good ghosts. We wanted to have a little mischief and scare each other a little. According to my clap, you will make such a movement with your hands (the teacher raises his arms bent at the elbows, fingers spread out) and pronounce the sound “U” in a terrible voice. If I clap softly, you will say “U” softly, if I clap loudly, you will scare loudly.

But remember that we are kind ghosts and only want to joke a little. Then the teacher claps his hands: “Well done! We joked - and that's enough. Let's be kids again!"

"Underwater Journey"

The water is warm, clear and slightly greenish…

Each stone at the bottom is clearly visible ... Placers of various shells are visible. The sun's rays, penetrating through the water, brightly illuminate the bottom ...

Pitfalls are covered with a green carpet of algae... The fish appear light green with dark spots and stripes. They are constantly scurrying back and forth like a swarm of colorful butterflies.

In some places at the bottom, the sand is replaced by fragments of granite ...

Appendix 15

Complex 8

"Paper balls" K. Fopel

Purpose: to give children the opportunity to regain vigor and activity after they have been doing something for a long time while sitting, to reduce anxiety and tension, to enter a new rhythm of life.

Before the start of the game, each child must crumple a large sheet of paper (newspaper) so that a tight ball is obtained.

“Please divide into two teams, and have each of them line up so that the distance between the teams is approximately 4 meters. At the leader's command, you start throwing balls at the opponent's side. The command will be: “Ready! Attention! Started!”.

The players of each team strive to throw the balls on their side into the opponent's side as quickly as possible. When you hear the command “Stop!”, you will need to stop throwing balls. The team with the fewest balls on the floor wins. Please do not run across the dividing line."

Paper balls can be used more than once.