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Summarizing

The purpose of the program: Improving the neuropsychic stability of maladaptive military personnel to the conditions of military service.

The objectives of the program: 1. Activation of socio-psychological resources (internal and external) to search for constructive solutions to their problems and for their implementation.

2. Consolidation of positive changes.

Program Stages:

/. Diagnostic.

Purpose: definition of a “risk group” - military personnel with signs of maladaptation to the conditions of military service. Form of conduct: group diagnostics. Psychodiagnostic time: 30 - 40 minutes. Methodical tools:

but. “Forecast ^ -2”, Leonhard-Schmishek Questionnaire, personal questionnaire PP1 (one questionnaire is used to choose a psychologist);

b. The method of color choices by M. Luscher (hereinafter referred to as the MCC Lusher);

at. The projective technique "Non-existent animal" (or any other choice of a psychologist);

d. Color Relations Test (CTO).

We study: 1. Characterological features - the severity of character accentuations (or qualities such as neuroticism, spontaneous aggressiveness, irritability, sociability, poise, reactive aggressiveness, openness, extra-introversion, emotional lability, muscularism - feminism),

2. Features of the emotional state.

3. Features of the existing relationship. Criteria for classification as a risk group: combination of indicators

propensity to aggression (hetero / auto) according to the above methods.

The more coincidences of unfavorable indicators in the characterological, psychoemotional and communicative blocks, the higher the degree of socio-psychological maladaptation and the higher the likelihood of maladaptation in the forms of aggressive defense reactions to both others and oneself.

//. Correctional.

Form of conduct: group (training "Group cohesion and teaching methods of self-regulation").

Temporary characteristics: the program is designed for 6 lessons of 1.5-2 hours.

Quantitative and qualitative characteristics of the group: the number of participants in the group: 7-14 military personnel of the “risk group”. Methods of work: 1. Psycho-gymnastic exercises. 2. Game modeling. 3. Work in pairs and triples. 4. Group discussions.

5. Relaxation and meditation exercises. b.Art-therapeutic methods (drawings). The principles of conducting classes in the training group:

1. The principle of psychological safety is the recognition of the unconditional value of a person (this person is valuable in itself in all its manifestations, regardless of the state and behavior in the present).

2: Creating an environment in which there is no assessment of personality, behavior, creative activity.

3. Understanding, empathy.

Psychodiagnostic support of the training: Tracking of changes is carried out with the help of a diagnostic study at the beginning and at the end of group classes using tests: At the beginning:

1. Characterological features - personality questionnaire;

2. Emotional status - Lusher’s MCV, “Non-existent animal”.

3. Features of the relationship - CTO.

At the end (in the sixth lesson):

1. Emotional status - MCV Lusher.

2. Features of the relationship - CTO.

3. Self-reports of participants.

As an intermediate control, oral reports of participants at the end and at the beginning of the next lesson were used. This enables participants to realize their successes, changes, if any, and also gives the facilitator the opportunity to control the effectiveness of the training process.

Lesson structure:

1, getting started. Greeting.

2. Emotional warm-up (introduction to the work of the training, inclusion in the work and joint activities).

3. Discussion of the results of independent work.

4. A brief overview of the previous meeting (reflection of the last lesson).

5. Psycho-gymnastics (switching attention, moving to the content part).

6. Work on the topic (game modeling, discussions, role-playing games).

7. Work on the topic (the formation of self-regulation skills).

8. Completion.
Emotional warm-up (feedback to group members from each other, exercises to support each other).

9. The ritual of farewell.

Emotional workout:

Work in a group begins with warm-up exercises, which allow participants to distract from problems not related to group work, completely switch to the “here and now” situation, pay attention to each other, feel the group. As a result of the warm-up, the emotional state of the participants is leveled, and an atmosphere conducive to work is created.

Discussion of the results of independent work:

The specific goals of independent work assignments are to:

- To teach participants to control their behavior and to be responsible for working on themselves;

-help the participants in achieving their own, individual goals. When discussing, it is possible to use the following questions:

What did you learn about yourself during this assignment?

-How did you feel when you completed the task (satisfaction, pride, relief, etc.)?

- What did you learn after completing the assignment?

- What else do you need to work on?

Reflection of the last lesson:

1. Reflection of the last lesson is carried out to consolidate the positive experience of communication and self-knowledge, as well as to move to a new topic of classes.

2. At this stage, group members are invited to recall what they remembered from the last lesson, what thoughts, feelings, questions were about this. What, specifically, was important / unimportant for each participant.

3. The facilitator asks each participant to remember the goals of the last lesson, to determine the results of each participant’s work, and also what each participant learned about himself and others.

Psycho-gymnastics:

As a result of psycho-gymnastic exercises, changes occur:

1. in the state of the group: cohesion increases, the emotional state improves, the tension that arose for one reason or another is overcome or reduced;

2. In the state of individual participants: increased attention, intellectual and physical activity, reduced fatigue, improved mood.

Discussion of the results of the work (reflection) on this topic.

At the end of each lesson, a reflection of the process (attitude to what is happening, its contribution to the work, etc.) and content (understanding of what is happening, what is new about myself, about others, etc.) is traditionally carried out.

Completion:

In this part of the lesson, exercises are used to create positive feedback, which are a good means of stabilizing, increasing the self-esteem of the lesson participants, updating their personal resources and supporting each other.

Bibliography:

1. Berezin SV., Lisetskiy KS Prevention of teenage and youthful drug addiction. Publishing House of the Institute of Psychotherapy, M., 2000.

2. Obukhov Ya. L. Symbol Drama: Catatomic-imaginative psychotherapy for children and adolescents. M., Eidos, 1997.

3. Parishioners A.M. Psychology of a loser. Self-confidence training. M., 2000

4. Soldatova State University, Shaycherova L.A. Living in peace with yourself and others. Tolerance training for adolescents. Genesis, M., 2000.

5. Khryashchev M.Yu. Psycho-gymnastics in training. St. Petersburg, 2000

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