Plan Abstract Psychology Classes. Lessons of psychology in elementary school Plan-abstract classes (grade 2) on the topic. Exercise "Suitcase and Handbag"
Municipal stateless special (corrective) educational institution for students, pupils with disabilities "Special (correctional) secondary school boarding schoolVIII. Type number 4 "
Abstract Psychology Classes
"Tell yourself"
7th grade
FULL NAME.: Artemova Svetlana Alexandrovna
Place of work: ISS (K) OU "School No. 4",
Position : Pedagogian psychologist
Objective: create favorable conditions in different groups for constructive interaction with each other,discover emotional tone of students.
Tasks:
To form in children the desire to understand others, the conviction that if necessary, it is necessary to constructively interact with each other;
Develop communicative abilities.
Travel course:
Stage 1. Organizational.
Children enter the class to music, form a circle.
Ritual greetings .
Holding each other's shoulders, every whisper says his neighbor on the left of the words of greetings. Then smile each other.
Stage 2. Motivational.
Psychologist: I know you l annbit play, but not always your joint activity is friendly and interesting. What do you think for what we are going all together today?
"Collect the picture"
From parts of the guys together collect a picture that will help them answer the question.
Picture 1
http://i022.radikal.ru/1205/ca/134186259ea0.jpg
Exercise "I"
Students consider the "portrait" and read out loud: "I am a gossip, I tease", etc.
Figure No. 2.
Psychologist: Here, gathering together, we arelet be attentive to each other and have fun. I think that after such meetings you can blame with many children and it is pleasant to spend together time, not quarreling, not offending each other. And I called the lesson: "Tell yourself".
3 stage. Practical.
Psychologist: For a start, I want you to meet some rules that must be observed and try not to violate. Children read the rules that are written on the board:
Be welcomed with everyone, because the good word, that a clear day. Do not forget to thank for the word affectionate and good matter.
Do not seek to blame. This removes any tension.
Do not forget that the sense of humor strengthens mutual understanding, looks attractive and saves good relations with people.
Exercise "I. not… »
Exerciseit is similar to the previously performed exercise "I" only with the addition of a particle "not". Let everyone say to himself. Children read in a low voice.
Figure No. 3.
Psychologist: We all communicate with different people. From how we communicate, our personal well-being dependse and to a certain degree welfare of other people. Now it's time to understand what prevents your friendly favorable communication..
Conflicts. Is it possible to live without conflict? Remember how you behave when the conflict has occurred (children's responses). Any disagreement can lead to a conflict situation. Can I solve the conflict to solve peaceful way? (If we are ready to go to each other for concessions, the ability to listen to the other and understand).
Exercise "Oath"
Psychologist attaches answers to magnetic board Children.
Psychologist: We are born for the world! Our friendship forever.
Old oath we ares.
Children: Yes, yes, yes, of course, yes!
Psychologist: Stand all to one, (hand gesture Show children get up)
Let's say on the slope of the years:
Children: Strong friendship nothing
No, no, no, of course, no!
Psychologist: - What is criticism? (I suggest the guys to remember how people usually react to criticism. Emphasize that people are usually offended by criticism.)
This is another of the reasons for your quarrels and disagreements. In what cases and why people criticize each other? (To draw the attention of students to the difference between criticism and insult.) We are more likely to criticize others and unfortunately do not know how to critically relate to themselves.
Exercise "Presentation of Individuality"
Children in turn callt your names, as well as your personal qualities: one of which helps, the other - interferes in life.
Relaxation "My name"
Sounds of calm music.
Psychologist: Sit comfortable. Relax. Close your eyes. Listen to what is happening around and inside you. Say your name. And now name ourselves affectionate. And now you will call you when you grow up. Feel what you have beautiful names, they are onlyyour.
Game "Hand to hand"
For comic music, children are moving freely in class. The psychologist pronounces the team: "Hand to hand!" - And all participants of the game must find a couple of themselves and come in touch with their partner hands. One who did not have time to find a free partner - It becomes leading. The game continues by teams: back to back, leg to foot, nose to the nose, tail to the tail.
Psychologist: Let's summarize some results. It will help us in this magic flower. (Song sounds about the magic flower V. Shainsky) each of you has five losestcove, which you can say "to be in my opinion". Your most strong desire you can write a first petal -yellow, putting in this big envelope. (A psychologist on the table is envelope. This is a kind of technique that will help comprehend lifechildren orientations to think about correctly adjusting their focus and comprehend the focus of subsequent classes.)
You have four petals. And we will try with their help bring themselves benefit and others. Agree? Take the fourth petal -blue. Think if you can feel the condition of another person. Do you feel feel the state of your comrades? To whom you would give your petal with the wishes of the execution of an important desire for him, changes in a bad mood. Put the petal with the same words on the desk to whom they are intended.
Let's proceed to the next petal -red. Think that during this period in your communication with others there was more - joy or offense? And the petals you put to the one who would like to especially wish that his behavior changed for the better. Give petals with the same words of execution of desire.
Open orangepetal. This is a petal of good and patience. Give it to those who especially in need from your point of view. And do not forget the wolveswords. Submit words to say?
The last petal remained -green- skill to forgive. Give it to the one who you especially feel your guilt and ask him for forgiveness. Who would like to express your forgiveness?
How do you think guys what happened today at the lesson thanks to the magic flower?
We were able to understand, feel the important foundations of our relationship, see the overall picture of our group's life and look into ourselves. Do you think it is important? Look carefully on the petals lying on your desks. They tell you about you. Who had many such petals? Did you feel how your comrades from the soul wanted to fulfill magic? Spread the petals. Have anything to say yourself? Is there anything to think about?
Let's treat each other well. Only under this condition can always be sincere, friendly, benevolent. And we will not have to force yourself to follow the rules of etiquette, it will naturally, by itself, and our manners will become relaxed and pleasant.
Exercise "Board Sloves"
Psychologist: And the road in the distance is
So for clouds hidden the sun.
Again the lightning sparkle around!
Life scares us in vain,
Man everything is subject to
If near ...
Children: Friend.
Reflection.
Exercise - Relaxation "Binding H iT
Children stand in a circle. A psychologist in the hands of a ball of threads, which transmits, leaving the thread in his hands. The transshipment is accompanied by statements that children wanted to wish others. When the tangle returns back, everyone closes the eyes, finallyelino pulling the thread. Breathing becomes quiet and smooth. Children imagine that they are one that each of them is important and meaning in the whole.
Farewell ritual
Children thank each other, say goodbye to everyone, calling him a gentle name.
Psychologist: Thank you for nurse. To new meetings!
List of references:
So-called Examples. Psychological games for children. - Publisher: ITC Lada, 2005,
Smeshurina A.I. / Alphabet of Eternal Truth: Methodical Working Development. / Lesson number 7. Tell mehe himself. // Ethical Education, No. 3, 2003.
Plan-abstract
lecture classes
on the topic: "Personality Psychology"
Prepared and spent:
Student of PP Group
Faculty of Pedagogy and Psychology
Methodist leader:
Tiraspol 2013.
Plan lesson
Subject: Psychology of Personality
Objectives:
Educational goal : assimilation of the concepts of personality, self-esteem, personal claims, the psychological features of the volitional regulation of behavior, systematize knowledge on the topic;
Educational goal : The ability to develop creative activity.
Developing goal : promote the formation of concepts about the psychological features of the individual.
Type of lesson:combined, lecture with interview elements
Teaching methods:verbal (story - explanation); Practical (exercises)
Structure:
1. Organizational part (2-3min.)
2. Actualization of reference knowledge and methods of action (10-15 min.)
3. Meeting a new topic, setting goals and objectives, motivation of educational activities. Studying a new material (40-48 min.)
4. Fastening a new material min.)
5. Following the house (3-5 min.)
6. Summing up (3-5 min.)
Bibliography:
1. Nons: in 3 kN. - M., 1997.
Organizational structure and content
I.Organizational stage
1.1 Greeting
1.2 Mark of missing
1.3 Appointment of duty
II.Statement of new material
Actualization of knowledge
In past classes, we talked about the concepts of psychological science. The topic of today's lesson is related to the concept of "personality" and is relevant to psychology.
Write down the topic and plan of classes.
Topic: "Psychology of Personality".
1. The concept of "personality"
2. Self-satisfaction
3. Personality of personality
4. Volga Regulation
1. Personality
Man as a subject of social relations, a carrier of socially significant qualities is a person.
Along with the concept of "personality" we use such terms as "man", "Individual" and "Individuality". All these concepts are specific, but they are all interrelated. The most common, integrative concept is the concept of "man" - a creature that embodies the highest level of life development, the product of socio-labor processes, a non-historical unity of natural and social. But carrying a socially-coded essence, each person - a single natural being, an individual.
Individual is a specific person as a representative of the genus "Homo Sapiens", the carrier of the premises (deposits) of human development. Individuality is a unique peculiarity of a particular person, its natural and socially acquired properties.
In the concept of "personality" on the foreground, a system of socially significant qualities of a person is put forward. In relations, a person with society is formed and its social entity is formed. Each society forms its identity standard. Sociology of society determines the psychological types of this company.
Personality has a multi-level organization. The highest and leading level of the psychic organization of the individual is its needs-motivational sphere - the direction of the individual, its attitude to society, individuals, to itself and their social and labor responsibilities. But for the personality, not only its position is essential, but also the ability to implement their relationship. It depends on the level of development of human activity, its abilities; Knowledge and skills, its emotional-volitional and intellectual qualities.
A person is not born with ready-made abilities, interests, character, etc. These properties are formed during a person's life, but on a certain natural basis. The hereditary basis of the human body (genotype) determines its anatomy-physiological features, the main qualities of the nervous system, the dynamics of nervous processes. In the biological organization of a person, its nature laid the possibility of mental development. But the human being becomes man only thanks to the development of the experience of preceding generations enshrined in knowledge, traditions, subjects of material and spiritual culture.
Personality development - the formation of a system of socially positive qualities - requires certain public prerequisites, social request. In the formation of an individual as a personality, personal identification processes are essential (the formation of identifying themselves with other people and human society as a whole) and personalization (awareness of the individual of the need for a certain representation of their personality in the vital activity of other people, personal self-realization in this social community).
With other people, the person interacts on the basis of "I" -concept the personal reflection - its ideas about the most, its own opportunities, its significance. Personal reflection can correspond to the real me, but may not fit him. Heavy and understated levels of personal claims can generate various intrapersonal conflicts.
2. Self-satisfaction
What is self-awareness? In psychological science, the following definition was adopted: "The set of mental processes, through which the individual aware of itself as a subject of activity is called self-awareness, and its ideas are about themselves in a certain" image "I".
"The image" I "is not just a representation or the concept of personality about yourself, and the social setting, the attitude of the person to himself. Therefore, in the "I" image, three components can be distinguished:
1) cognitive (cognitive) - knowledge of yourself, self-consciousness;
2) emotionally - estimated - value attitude towards himself;
3) behavioral - features of the regulation of behavior.
As already mentioned, the image "I" is not static, but an extremely dynamic education of personality. The image of "I" may arise as an idea of \u200b\u200bmyself at the time of the experiences, usually designated in psychology as a real "I". This "I" changes all the time, for example, "I" before the competition and after the competition, "I" before the exam will be different after the exam. At the same time, the image of the "I" is the ideal "I" subject, that is, how it should be to meet the social norms and expectations of others. This is what the person seems to see who he wants to become in the future. Perhaps still existence and fantastic "I". In this case, a person looks at himself through the prism of his own desires without taking into account their real opportunities. Usually the fantastic "I" is accompanied by the words "if", which means, what the subject would like to become if it turned out to be possible for him.
All "I" get along in a person at the same time. And if one of the "I" will prevail over others, it can affect his personality. So, if
the advantage in the structure of the personality of fantastic ideas about himself is not accompanied by actions that contribute to the implementation of the desired, the disorganization of the activity and self-consciousness of the person occurs. A boy who is offended, maybe in his dreams to be strong and punish their offenders. But if these dreams are not supported by sports activities, the situation in the end may be severely injured due to the next incomprehension of the desired and valid.
The degree of correctness of the image "I" finds out when studying one of its most important aspects - self-assessment of the individual, i.e., assessing the personality of itself, their capabilities, qualities and places among other people. This is the most significant and most studied personality-based personality. Self-esteem is an indispensable satellite of our "I". She manifests itself not so much that a person thinks or talks about himself as in his attitude to the achievements of others. With the help of self-esteem, the personality behavior is regulated.
How does the identity carry out self-esteem? It is known that a person becomes a person as a result of joint activities and communicate with other people. It is the activities and communication give him some important benchmarks for behavior. Therefore, in kindergarten, you can often hear: "Kohl is a good boy, he always sleeps in a quiet hour"; Or: "Igor is bad, he eats badly." Thus, the educator gives the child a reference point to evaluate its behavior. For similar landmarks we
we constantly process what we do with what others expect us. Ultimately, everything that a person does for himself, at the same time he does for others, even if it seems to him that he does something just for himself. The already established estimates of our own "I" are the result of constant comparison of what personality is in itself, with what sees in other people. A person, already knowing something about himself, looks short to another person, compares himself with him, assumes that he is not sensible to his qualities, actions. All this enters the self-esteem of the person and determines it
psychological well-being. In other words, personality always has a circle of people with whom it is believed among which their value orientations draws.
Such people in psychology are reference or significant, since their ideals are ideals of this person, their interests are its interests.
Self-esteem is closely related to the level of personality claims, with the desired
the level of its self-esteem. The levels of claims call the level of the image "I", manifested in the degree of difficulty of the target that a person puts in front of him. The psychologist James brought the formula that shows the dependence of the self-esteem of a person from his claims.
Self-esteem \u003d ____ Success ______
Claim
The formula indicates that the desire to increase self-esteem can be implemented in two ways. A person can or increase the claim to survive the maximum success, or reduce them to avoid failure. In case of success, the level of claims is usually increasing, a person manifests readiness to solve more complex tasks, with failure - respectively, decreases. The level of personality claims in specific activities can be defined quite accurately.
The behavior of those people who seek to succeed, and those who try to avoid failures differ significantly. People motivated for success, usually set up certain positive goals, the achievement of which is uniquely regarded as success. They struggle to succeed. A person is actively involved in the activity, chooses the appropriate means and methods in order to achieve the goal in the shortest way.
People motivated to avoid failures occupy the opposite position. The purpose of their activities is not to succeed, but to avoid failure. All of their actions are primarily directed to the implementation of this goal. For such people, insecurity is characterized, it is disbelief to achieve success, fear of criticism. Any work, and especially the one that is fraught with the possibility of failure, causes them negative emotional experiences. Therefore, a person does not feel pleasure from his activity, it is avoided by her. Usually as a result, it turns out to be not a winner, but defeated. Such people are often called losers.
Another important psychological feature that affects the achievement of a man of success is the requirements for themselves to themselves. The one who brings to itself increased demands is more trying to succeed than those whose requirements for themselves are low.
A lot to achieve success also means the presentation of a person about its abilities necessary to solve the problem. It has been established that people who have a high opinion about the presence of such abilities, in case of failure, are experiencing less than those who believe that the corresponding abilities they have poorly developed.
Psychologists came to the conclusion that the level of their claims identity establishes somewhere between too hard and too easy tasks and goals - so as to maintain their self-esteem at the proper height. The formation of the level of claims is determined not only by anticipation of success or failure, but first of all the accounting and assessment of past successes and failures. However, in general, it is characterized by some overestimation of their abilities, attributing uniqueness, dislike for others. So, the survey of adult people showed that most consider themselves smarter than the average person; Every driver says that he is careful and more careful than the rest; Women believe that they are more beautiful than most of their acquaintances, etc. It would be necessary to ask themselves the question: if everyone has the indicators above average, then whom then are they still medium and someone else?
The character is manifested not only by attitudes towards other people, but also to itself. Each of us, intentionally or himself, without realizing, often compares himself with others and eventually produces a rather sustainable opinion about his intelligence, appearance, health, position in society, i.e. forms a "set of self-esteem", on which it depends: modest We are or arrogant, demanding on ourselves or complain, shy or kichlivy.
It is impossible to understand the origins of some interpersonal clashes without analyzing self-esteem of conflicting people.
Most people have a tendency to evaluate themselves slightly above average. This allows us to conclude that a person has a need for a sufficiently high self-esteem, that is, everyone wants to respect himself. Self-esteem is one of the sources of psychological sustainability, good mood. Suppose a person made a mistake, did something wrong. If this person has a fairly high level of self-esteem, he can calm himself: "Nothing terrible, after all, in general, I'm not a fool, and the like for me is not typical of me," that is, psychological protection works and a person calms down.
Low self-esteem may be due to many reasons. Sometimes a person adapts her in childhood from his parents, and did not act with his personal problems, in other cases it develops in a child due to poor performance at school, which, in turn, is the result of unfavorable conditions for households or insufficient attention. Parents. The child's self-esteem can be adversely affected both peer ridicule and excessive criticism from adults. Personal problems, inability to behave in certain situations, as well as the lack of everyday skills also form a person with an unfortunate opinion about himself. What difficulties in communication is a person with underestimated self-esteem? The ideas about yourself as a less capable, ugly, unbelievable, unfortunate, patient are inherent, mainly to people with disturbing, stuck and pedantic types of character accentuation, they create a reduced background of moods, fix the "incompleteness complex". Resistant unnecessary low self-esteem entails excessive dependence on others, non-independence, and even enchanting, and a timidity, closedness, even distorted perception of others appear.
Sober and objective attitude towards themselves is the basis of normal self-esteem. In our environment there will always be people who are superior to us: stronger, beautiful, charming, intelligent, successful or popular. And in the same way there will always be those who inferior to us in this.
Many factors acting in early childhood are influenced by the formation of self-esteem and self-confidence - the ratio of parents, the situation among peers, the attitude of teachers. Comparing the opinion of themselves around them, a person forms self-esteem, and it is curious that the person first learns to assess others, and then evaluate himself. And only by 14-15 years old, the teenager seizes the skills of self-analysis, self-observation and reflection, analyzes the achieved its own results and thereby evaluates itself. ("If I did not save in a difficult situation, it means that I am not a coward," if I was able to master the difficult task, it means that the self-esteem may be adequate (a person correctly, objectively evaluates himself), either inadequately overestimated or inadequately understated. And this, in turn, will affect the level of personal claims, which characterizes the degree of difficulties of the goals to which a person seeks and the achievement of which is attractive and possible.
3. Personal claims.
Self-assessment is closely related to the level of personality, which can be defined as the desired level of self-assessment, manifested in the degree of difficulty of the goal that the individual puts in front of him. If a person seeks to increase self-esteem in the case when it is possible to freely choose the degree of difficulty of the next action, then two conflicts may arise: on the one hand, the desire to increase their claims to survive the maximum success, and on the other - to reduce the claim to avoid failure. In the first embodiment, the level of claim usually rises, and in the second - decreases.
The level of claim is usually installed somewhere between too easy and too difficult to go and tasks, in order to maintain their own self-esteem at an acceptable level.
Not only on the basis of anticipation of success or failure, but also on the basis of previous success or failures there is a personality of their claims.
A question may arise about how the identity can increase their level of claim? On the one hand, this may occur after certain goals have been successfully completed. But this can also occur with the help of a team or a manager if the latter will fully encourage the individual in the process of performing the tasks. For example, in the process of response to the questioned question at the seminar class, the student says: "You go in the right direction" or "your thought is correct", etc. In this case, the self-assessment of the individual is increasing, and as a result of which the personality can achieve success. Ultimately, the individual increases the level of claim. This example clearly shown about the role of self-esteem and the level of personality claims.
4. Warving regulation of behavior and activity
People will know the objects and phenomena of the surrounding world and are experiencing feelings towards them in activities aimed at transformation during the satisfaction of their personal needs and the needs of society to which they belong.
Human activity is a system of associated together and aroused one of the other actions in which private tasks are solved. Actions are aimed at obtaining a result that matches or appears as desirable as the purpose of what a person does. So, when planting a young apple tree, a piana of a well-known depth, laying a fertilizer, driven into the center of Poam Pole, racing the roots of the plant swayed there, tie it, etc., working man, exercising his goal, acts according to plan. During the work, this plan is deployed in the form of a series. thoughts and representations and is implemented, implemented by movements defined by strength, speed, sweep, consistency, accuracy. When performing movements that make up individual actions, and mental operations in connection with the display of the fact that, as well as what should be done, focused, intense, and to the subject, and to the tools, and the very process of labor. At the same time, they are experiencing certainly feelings:displeasures and concerns from obstacles and difficulties and pleasures from the successful satisfaction of the necessary needs, feelings of labor lifting and fatigue, as well as joy from the very difficulty.
Unlike an involuntary action directly determined by the "field" stimulus, the deliberate effect is implemented using the funds necessary for this (signs, regulatory values, etc.), that is, is mediated. The student reads the drawing, copes with the instructions, recalls the instructions of the Master of Production Training, etc., thus even before the implementation of the activity ensures its construction in his mind, and only after that acts.
Intentional action is carried out using self-regulation. Its structure includes a goal that a person seeks to achieve; The program of those actions and operations he must implement to achieve it; Fullish criteria for the success of actions and compare with them actually obtained results; Finally, the decision on whether it is necessary to consider the action complete or should continue to be continued, introducing the necessary adjustments to its execution. Thus, self-regulation of a deliberate action involves arbitrary control over its planning and execution. In the process of ontogenesis, the regulation and control function is initially carried out by adults in the process of joint activities and communicate with the child, and in the future, in view of the fact that the interiorization of samples and action schemes occurs, the child itself is learned in accordance with these schemes and samples to control the action.
The deliberation of action involves the decision-making decision that the image of the future result corresponds to the motive of its activities (i.e., for what it acts), and the action then acquires personal meaning and acts for the subject as target Activities.
In the structure of activity, deliberate actions form its highest level, they are inherent in the conscious goal and the choice of funds necessary to achieve this goal. "The more ... - wrote F. Engels - people are moving away from animals, especially their impact on nature takes the nature of the deliberate, systematic actions aimed at achieving certain, pre-planned targets." They can be performed and not detecting outwardly:
when thinking out the student of the work plan, when reducing the material to itself, etc.
A special type of intentional actions is made up volitional action. Volifle action, keeping all the essential features of a deliberate action, includes overcoming difficulties as a necessary condition. This or that intentional action may belong and do not belong to the volitional depending on whether it is connected with overcoming difficulties or not.
Voliage actions may vary by complexity. So, a schoolboy, for the first time doing an attempt at the lesson of physical education to make a reference jump, overcomes some concerns associated with a possible fall and injury. Similar volitional actions are called simple. Sophisticated Will action includes a number of simple. A young man, making a decision to master complex production activities, overcomes a number of internal and external obstacles and difficulties and implements its intention. In turn, complex actions are included in the system of organized volitional activities of a person aimed at achieving consciously delivered close and distant targets. It detects certain village qualities A person manifests the will.
Will is a conscious organization and self-regulation by a person of its activities and behavior aimed at overcoming difficulties in achieving the goals. Will-this is a special form of personality activity, a special kind of organization of its behavior determined by it the goal itself.
The will arose in human labor activities, mastering the laws of nature and thus receiving the opportunity to change it in accordance with its needs. K. Marx wrote: "In addition to the voltage of those organs that work is carried out, there is a feasible will during the entire time of work, a feasible will, expressing in the attention of ...".
The will ensures the execution of two interrelated functions-intensive and brake And they show themselves.
Wake-up function Provided activity man. Unlike reactivity When the action is determined by the preceding situation (the person turns into the eye, the ball thrown into the game, it is offended by the rude word, etc.), activity generates an effect on the specifics of the internal states of the subject, which is detected at the moment of action (person in need of obtaining necessary information, dying the comrade, experiencing the state of irritation, allows themselves to be rudely surrounding and so on.).
Unlike field Conduct characterized by unintentionally, activity is characterized by arbitrariness, i.e., conditionality of action of a conscious goal. Activity may not be caused by the requirements of a momentous situation, the desire to adapt to it, to act within the boundaries of the specified one, it is characterized by the permittability, that is, the exit beyond the initial goals, the ability of a person to rise above the level of the requirements of the situation, set goals, redundant to the source The task (such is the risk for the risk ", creative impulse, etc.).
The final stage
1. Control of the assimilation of the new theme and consolidation of new knowledge:
v What do we mean by the concept of "personality"?
v What is self-esteem, what does it depend on?
v What components can be allocated in the "I" image?
v What is understood under the claims of the person?
v With what is the regulation of behavior?
2. Practical.
v test "self-assessment of the individual"
3. Assessment of knowledge
4. Homework:examine a summary on the topic, write out in a dictionary of definitions of concepts.
Bibliography:
1. Nons: in 3 kN. - M., 1997.
2. General Psychology / - St. Petersburg: Peter, 2001.
3. Psychology. Textbook. / Reaction. -M.: Fobyl, 2001.
4. Rologov man. - M., 1999.
ATTACHMENT
Verbal diagnosis of self-assessment personality
Scale:self-confinement level
Purpose of dough
If you have revealed high level of self-esteem, You can freely choose a businessman profession.
For the average level of self-esteem There are no special bases to be upset: most people value themselves.
Well, what if you have low self-esteem? First of all, it is necessary to understand for yourself that, unlike other personal qualities, self-assessment is very changeable and largely depends on the situation, the period of life, events. In addition, there is another feature of the human psyche: what person wants to see himself, so he becomes over time. It was noticed that he started to change himself when he really wants to succeed in the chosen profession.
Instructions for test
For each of the judgments of the test for self-esteem, it is necessary to give the answer "very often", "often", "rarely" or "ever" depending on how the thoughts described in the test are known to you.
TEST
Processing and interpretation of test results
Key to test task
Counting points is made according to the scheme:
"Very often" - 4 points,
"Often" - 3,
"Rarely" - 2,
"Never" - 0.
Interpretation of test results
0-25 points indicate a high level of self-esteem, in which a person is usually confident, reacts correctly to the comments of others and rarely doubts the need for their actions.
26-45 points - an average level of self-esteem, a person rarely suffers from the complex of inferiority, only from time to time tries to adapt to other people.
46-128 points - the level of self-esteem is low, the person painfully transfers critical comments, not confident.
Sources
Verbal diagnostics of self-assessment of the individual /, manuileles -psychological diagnosis of personality development and small groups. - M., 2002. C.48-49
Boyarova Olga Nikolaevna
Abstract Psychology on the topic "Acquaintance"
Abstract classes
On the theme: « Acquaintance»
Amounted to: Teacher- psychologist
Boyarova O. N.
Subject: « Acquaintance» .
purpose: Give each child the opportunity to express your personality, find your positive features and experience the value of your personality; Help children get a new positive experience.
Materials: ball; Box in it located: Colored paper, pieces of fabric and fur, buttons, foil, wool, natural materials, scissors and glue.
Travel course:
I. Greeting.
Hello! I am very glad to see all the participants classes called"Let's be friends!". Today we have the first occupation. What did you think when you learned that you will visit classes with such name? What do you think you can learn on them? What we will do on classes?
Children answer questions psychologist.
Then all choir pronounce:
So that it was interesting to live,
Let's be friends!
II. The exercise "I like".
Everyone gets up in a circle.
Psychologistholding the ball in the hands he speaks:
And let's start our occupationWhat will introduce each other. But we will do it unusual. The one who caught the ball will tell anything about himself, starting with words "My name is…. I like…. I want to…. I'm dreaming…".
The exercise continues until each participant speaks.
III. The game "All- Some- only I".
Children sit on chairs.
Psychologist stands in front of them and he speaks:
Now all who will concern my words will quickly stand up from their chairs and try take Released places. If the statement will touch me, I can also try take someone's chair. Let's try? Started! All girls ... Everything, who has a good mood today ... Everything, in K4 one striped socks ... etc.
At the end of the exercise, a brief conversation is carried out, during which psychologist Helps children to do output: All people are different, but they are similar.
IV. The exercise "Flight on a balloon".
Psychologist says:
Do you love to travel?. Which of you have already done a journey? Now you will go on a fantastic journey.
Come place as convenient as possible and close your eyes. Relax, take two deep breaths and one noisy exhale.
Our journey begins.
Imagine that you go through the woods. High trees grow around, birds sing. The sun rays penetrate through the foliage. It is very nice to go on the forest. You admire beautiful flowers and plants, see how ants work. Suddenly some small animal flashed. Maybe this is a squirrel? You notice that the path goes up and climb the mountain. On her top you see a small platform on which the balloon stands. He is ready for flight. You climb into the basket, untie the rope, and the balloon smoothly takes you into the sky.
You fly and see how the forest becomes small, and the river-like light ribbon.
People working on the field, notice a balloon and make up your hands in greeting sign. You want to answer them. Think what would you shine them?
The ball begins to decline, and soon you land.
You open your eyes, look and again in our room. How do you feel after the flight?
Note. Exercise can be carried out under musical accompaniment. Text should be read slowly, with pauses.
V. Creative task "Live names"
Psychologist, putting next to the pattern box, he speaks:
Imagine that while traveling your name came to life and now it knows how to move, speak, play, dress up. This box has different materials. Select what you will seem most suitable for your. "Live name". Make it and place it in the place of the balloon where he likes, or next to the creature, with whom he would like to make friends.
Children perform a task.
At the end of the work, each child talks about his "Live name": From what it is done and why, what can and loves to do, etc.
Psychologist Draws attention to how the image of the balloon has changed, and asks for children to tell about these changes.
Vi. Parting.
Everyone gets up in a circle.
Psychologist says:
On this today the occupation ends. Time to say good-bye. Look carefully on each other, smile, and then choir skind:
We had a nice thing,
Many we learned
A little kind steel
And play together.
Well done! Now let's thank each other and say:
"Thank you friend! (Standing in a circle, everyone shakes their hands "Neighborhood".) Thank you, our friendly warm circle! "
Publications on the topic:
The summary of the final study on the development of speech in the first youngest group on the topic: "Acquaintance with a toy hare" Tasks: 1. Reselorate the level.
Subject: "Cargo and passenger car". Objectives: - to introduce children with vehicles; - give an idea of \u200b\u200bparts (wheels, doors,.
Purpose: Development of cognitive activity of children by experimenting in amusement; Acquaintance of children with Ebru technique. Tasks: Actualization.
Software content Educational tasks: to acquaint children with a number 2. It is external drawing and characteristic features. .
Abstract Psychology Classes "Children's World of Emotions" In the middle group "Children's World of Emotions" (using innovative technologies) Purpose: Development of the emotional sphere of senior preschoolers.
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This occupation is held within the framework of the educational program of psychology for the fourth classes of "traveling a small prince". In these classes, students get acquainted with the concepts of general psychology, such as attention, memory, imagination and thinking. In the development of classes, a fairy tale, a teacher-psychologist M.ukolova "Unusual journey of an ordinary boy to the country of the psyche", published in the school psychologist No. 14 for 2008, published in the school psychologist. The proposed fairy tale caused great interest among students, but the "travel of a small prince" was already developed and familiar to children from the first to the third class and parted with the family hero did not want, so the main characters have changed their names (I apologize for this to the author). Classes on this program are held by a teacher-psychologist, the occupation presented here is designed for two hours.
Purpose: give a definition of thinking, as one of the mental processes.
Introduce students with mental operations;
Develop the ability to work in a small group;
Help students learn the concept of "ability" and to realize their uniqueness.
Structure occupation
"... Finally, the mountains appeared ahead.
What is it? - asked the little prince at the wise owl.
These are mountains thinking. You see not a high mountain - this is a clear-effective thinking, we begin to overcome it very little, when we do not know how to imagine objects of objects, we do not know how to speak, and therefore think words. The items that came across to our eyes, we investigated with the help of senses. We have grabbed their hands, shook, broke and disassembled into parts, dumped into a bunch, scattered, tried to build something, that is, they acted. Without seeing the subject and without acting with him, we could not recognize anything about it. "
- When we use obviously effective thinking now, at school, at home?
- What professibs can be used visual-effective thinking?
"... the second mountain is higher. It is called visual-shaped thinking. We overcome this mountain when we grow up a little. Now we do not need to take objects in your hands to learn something about them. It is enough to consider it or imagine the image of this subject. Vite-shaped thinking helps preschoolers and first-graders to solve simple tasks for addition and subtraction, based on the drawings. "
Question: Where else do we use visual-shaped thinking?
"... The third mountain is the highest. This is verbally logical thinking. It is born by the River Speech. At school, this type of thinking is the most important thing. By entering the first class, we not only know how to think in images, but also we own many distracted concepts that we can express words, know how to reason, explain, draw conclusions. But before the top of this mountain, we are still far away.
Let's go to visit to thinking, "suggested the wise owl to a small prince."
Our heroes entered the palace. Thinking met them very kindly and suggested to get acquainted with their assistants to mental operations.
I analysis, - the first warmer introduced itself. - My task is to separate the integer on the part. And my friend is synthesis, is one of the parts of the whole. To understand how this happens, perform our tasks.
Students are sitting in small groups, and perform tasks competing with each other.
Make a new word by taking one syllable from the words presented on the slide.
Basement
Make as many words as possible from the letters of the word:
(If the presentation is shown on the Smart board, then the answers of children are recorded on the slide)
In this task you need to rearrange the letters, make new words.
With our tasks you coped. Now the queue of generalization.
My name is a generalization. I combine objects and phenomena in a group of essential features and own common concepts.
My task is: select a common name to each group of words:
1) table, sofa, stool;
2) dog, ram, pig;
3) chamomile, vasileuk, bell;
4) clarinet, violin, bayan;
5) doctor, engineer, mechanic;
6) Triangle, rhombus, circle.
And in this task in each group, find one unnecessary:
1) goose, chicken, dog, turkey;
2) cabbage, apple, beans, cucumber;
3) wardrobe, coat, dress, trousers;
4) hat, boots, hat, cap;
5) Moscow, France, London, Paris.
The ponde came the assistant of thinking and introduced himself:
My name is classification. I distribute objects and phenomena to the groups at the disposal of thinking in accordance with their common features.
Slide 11.
Distribute, please, into two groups these words:
Cat, Bear, Fox, Horse, Dog, Cow, Wolf, Tiger, Sheep, Elk.
Slide 12.
And this task will be through. Divide into groups of words:
Orange, bed, girl, elephant, shelf, monkey, mandarin, man, table, frog, pear, woman, butterfly, armchair, peach, boy.
My name is abstraction, "one more helper introduced himself. - I highlight the general important signs and properties of objects and phenomena, distracting from the rest, the signs that I do not need, and consider the dedicated sign separately. Analysis helps me in this.
Slide 14.
My task is the following: Highlight general features of the following objects:
1) Dagger, knife, scissors.
2) ice cream, ice, snow.
3) Ball, Orange, Moon.
4) Water, milk, kerosene.
5) Coal, gasoline, wood.
Slide 15.
But my name is concretization, "the assistant girl said forward. - My case is to return thoughts from abstract concepts to specific images. I help bring examples to the rules. And during this journey, I help you. After all, it is easier to understand concrete than abstract.
Slide 16.
And this is my task: name the three subjects relating to the concepts.
1) Animals of Africa.
2) Cultural plants.
3) arithmetic action.
4) Cognitive processes.
The latter came comparison.
I establish similarities and differences available between objects and phenomena. I have solid rules:
1. If I compare with each other not specific objects, but abstract concepts, I choose the signs that are peculiar to all subjects relating to this concept. For example, if I am looking for similarities and differences between a dog and a cat in general, I will not say that the dog is black, and the cat is redhead.
2. Similarities and differences I'm looking only for the same features. For example: Round ball, and the brick is rectangular. That is, compare the ball and brick in shape. But it is impossible to compare "the ball is round, and build houses from bricks." After all, the form of the subject and purpose of the subject is different signs, and there can be no comparison on them.
My task is, following my rules, find similarities and differences between:
1) dog and protein.
2) Pencil and handle.
3) tomato and sun.
Here you met with my assistants. And now think about my questions:
What is the ability?
What are the abilities?
Why do they need a person?
What abilities should have a good doctor, teacher, student?
Conclusion: Every person has some abilities, but some people do not know anything about them, or know, but do not use them.
What abilities help thinking? ( Mental)
Mental abilities can be developed.
The game "Who is more?". Competition between groups who will call more in which the last letter n..
Literature
- Ukolova M. Unusual journey of an ordinary boy in the country of the psyche. Newspaper "School Psychologist", №14 / 2008
- Khukhlaeva O.V. The path to your Ya. Elementary school. - M., 2009
Subject: "kindness"
Completed: Pedagogian psychologist
MBS (K) OU "C (K) OSH for children
With OVD№155 "G. Perm
Volgutova Natalia Grigorievna
An abstract of open occupation on psychology.
The subject of classes: "kindness".
Participants: Studying 5 "A" class 6 people. (Subgroup)
Class form - group
The purpose of the lesson: the formation of spiritual and moral qualities of students through the study of the concept of "kindness"
Expand the knowledge of students about the concept of "kindness" and its role in a person's life;
Motivate students to commit good deeds and actions;
Develop a social and communication skills necessary for the establishment of interpersonal relations.
Intensify the processes of self-knowledge and self-discharge of students.
Contribute to the development of responsibility for the entrusted business.
Promote the development of self-search for the necessary material in different sources.
Formation of uud
Cognitive Uud.
1. Remove information from different sources.
2. Build a speech statement orally.
3. Install the causal relationships.
Regulatory Wood
1. To determine the purpose of activity in the lesson.
2. Evaluate learning actions in accordance with the task.
3. Take and maintain a learning task.
4. Plan your actions.
5. Implement cognitive and personal reflection.
6. Learn to realize your difficulties and strive for their overcoming
Communicative Woods
1. Listen and understand others.
2. Build a speech statement in accordance with the tasks set.
3. Register your thoughts orally.
4. Contact the rules of communication and behavior.
5. Take into account different opinions and strive to coordinate various positions in collaboration.
6. To adequately use speech tool to solve various communicative tasks, build monologic statements, own a dialogical form of speech.
Personal Wood
1. Form respect for the person and its advantages, friendly attitude towards others.
2. The positive moral self-esteem and the moral feeling of pride.
Equipment: Multimedia board, projector, speakers, watman with a tree image, banners with proverbs, paper flowers with velcro, markers, boards for wishes, small basket (box), children sit in semicircle, decorated area from tables for group work.
| Stage classes | Structure occupation |
|
| Teacher's activities | Activities teaching |
|
| 1. Organization | The song is turned on about kindness. Presentation is included. (Slide 1) The teacher welcomes students and guests. | Students enter the hall and sit in a semicircle. |
| 2. Preparation for active cognitive activity. | Teacher: "Today we have an unusual occupation. You have a responsible mission today, each of you will be as a teacher. Each of you will teach us something, something will tell us. You are ready?". | The response of students: "Yes, ready!" |
| 3. Installing a cognitive task | Teacher: "Let's remember what your homework have you had?" Teacher: What is the main word in your homework? Teacher: "That's right, let's formulate the topic of our classes together. - "kindness" slide 2 Teacher: "What should we learn in the lesson?" Formulation of the goal of classes. (Slide 3) | Students: Everyone voiced his homework. 1st training: "Find the definition of the famous statements to the word" kindness. " 2nd Study: Find pictures of kindness. 3rd learning: "Find a song about kindness." 4th studying: What is "good deeds" to give examples. 5th studying: What is "kind words". List good words. 6th studying: find the sayings on the topic "kindness" Students: "kindness" Students: "kindness" Students: "What is kindness?" |
| 4. Consumption of new knowledge | 1. Reader: When I was small, it seemed to me that kindness was a flowering tree. I drew this tree for you as it imagined. Look (all attention to a poster with a tree image). Only one grieves: the tree does not bloom. To revive him, so that our kindness will help us to be kind. It will flourish during our classes, thanks to your good deeds. 2. The reader: Kindness ... Good ... What is it? "And which definition of kindness found (the name of the learning, who was preparing this question)" Teacher: "Well done! Now tell me what kindness is, in your own words. " Teacher: "You made a good deed, found the material, told us about kindness, you can take a flower and stick it on our" kindness tree ". 3. Reader: "The kindness is our good deeds, good deeds." (The name of the learning) will tell us what "good deeds". Thank you, the child is offered to stick the flower on the "Tree of kindness" for a good deed. | The child comes out, represents the found material. (Slide 4.5) Answer response. Student sticks flower on a tree A response of a learning slide demonstration. (6 slide) |
| 5. Formerly verification of understanding | Let's remember what kind of task we put at the beginning of the lesson? What are we can do conclusions? Let's compare your conclusions with the presentation. (Slide 7) | Answers teaching |
| 6. Refreshing knowledge | "And now we will spend the practical exercise" Speak saying). Conducts it (called the name of the learning). The child is offered to stick the flower on the "kindness tree". Teacher: "The kindness is not only good actions, but also the kind words" - (child name) will spend a practical exercise with you "Good wishes". Thank you all you have done a good deed, wrote good wishes to each other and our guests. And now, I suggest everyone to take one flower and glue our kindness on our tree. | Student "In the envelope you have proverbs and sayings about kindness, but they are confused. You need to collect them right. " Student sticks flower Study reads good wishes. Offers children to write 2 wishes. Wishes put in the box and distributes one guests and guys. Students glue flowers. |
| 7. Tidy lesson | Teacher: "Look, our" kindness tree "blossomed, bloomed thanks to your good deeds, good words. This tree will never be lonely. Birds will fly to it to sing and twist their nests, insects will fly for pollen. Under the magnificent crown from heat or rain hide the beasts and people. Kindness attracts to him. Good man always has many friends. Kindness is the sun that warms our souls. Let's remember our topic of classes. (Slide 7) Objective of our lesson: (Slide 8) Tell me briefly in your own words "What is kindness?" | Students: "kindness" Student responses: find out what kindness is. Answers studying. |
| 8.reflexia | "Give an assessment of today's lesson. Red Ball - Great, I liked everything, the green ball is good, the yellow ball is satisfactory. Balls are placed in a glass vase, analysis is made. | Students make a choice. |
| 9. Muspectful task | Be kind! And what should I do for this, you now know. | |
Used Books:
sKFKIS.UCOZ.ru\u003e Metod / Polozh-Otkr.urok.pdf
How to design universal training actions in elementary school: from the action to thought: a manual for a teacher / Ed. A. G. Asmolova.- M.: Enlightenment, 2010
Organization of psychological work at school. / M. R. Bityanova - M.: Perfection, 1997
The path to your me: Lessons of psychology in elementary school (1-4) ": / O. V. Khukhlaeva. - M.: Genesis, 2010
Extracurricular activity of schoolchildren. Methodical designer: manual for teacher / D.V. Grigoriev, P. V. Stepanov. - M.: Enlightenment, 2010.
"Practical psychology in elementary school", R.V.Ochcharov Moscow, "Sphere", 2001
