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

Program objectives: 1. Activation of social and psychological resources (internal and external) to search for constructive solutions to their problems and for their implementation.

2. Fixing positive changes.

Stages of the program:

/. Diagnostic.

Purpose: the definition of "risk groups" - military with signs of maladjustment to the conditions of military service. Form of conducting: group diagnostics. Psychodiagnostics time: 30 - 40 minutes. Methodical tools:

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

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

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

Test color relationships (TEC).

Studied: 1. Characteristic features - the severity of character accentuations (or such qualities as neurotic, spontaneous aggressiveness, irritability, sociability, poise, reactive aggressiveness, openness, extra-introspection, emotional lability, muscularism - feminism),

2. Features of the emotional state.

3. Features of the current relationship. Criteria for being classified as at risk: a combination of indicators

tendencies to aggression (hetero / auto) by the above methods.

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

//. Correctional.

Form of conducting: group (training "Group rallying 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 servicemen of the “risk group” Work methods: 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). Principles of training in the training group:

1. The principle of psychological security 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, and creative activity.

3. Understanding, empathy.

Psychodiagnostic support of the training: Change tracking is performed using diagnostic tests at the beginning and at the end of group sessions using tests: At the beginning:

1. Characteristic features - personal questionnaire;

2. Emotional status - LHUSH MHC, “Non-existent animal”.

3. Features of the relationship - TEC.

At the end (the sixth lesson):

1. Emotional status - IHC Luscher.

2. Features of the relationship - TEC.

3. Self-reports of participants.

As intermediate control, oral reports of participants were used at the end and at the beginning of the next lesson. This allows participants to realize their success, changes, if any, as well as enables the moderator to monitor the effectiveness of the training process.

Occupation 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, the transition to the substantive 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 from each other to group members, exercises to support each other).

9. The ritual of farewell.

Emotional workout:

Group work begins with warm-up exercises, which allow participants to distract from problems not related to group work, fully switch to the “here and now” situation, pay attention to each other, and feel the group. As a result of the warm-up, the emotional state of the participants is aligned, a favorable atmosphere is created for work.

Discussion of the results of independent work:

The specific goals of the independent work assignments are to:

-to teach the participants to control their behavior and responsibly to work on themselves;

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

-What did you find out about yourself during the execution of this task?

-What 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 occupation:

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

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

3. The facilitator asks each participant to recall the objectives of the last lesson, to determine the results of each participant’s work, and what new participants learned about themselves and others.


Changes occur as a result of psycho-gymnastic exercises:

1. in the state of the group: cohesion increases, the emotional state improves, the tension caused 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 work (reflection) on this topic.

At the end of each lesson, the process of reflection (attitude to what is happening, its contribution to the work, etc.) and content (understanding of what is happening, what he learned about himself, others, etc.) is traditionally held.


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 participants of the lesson, updating their personal resources and supporting each other.


1. Berezin SV., Lisetsky KS Prevention of adolescent and juvenile addiction. Publishing House of the Institute of Psychotherapy, M., 2000.

2. Obukhov Ya.L. Symboldrama: Catatimn-imaginal psychotherapy of children and adolescents. M., Eidos, 1997.

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

4. Soldatov State University, Shaicherova LA Live in peace with yourself and others. Training tolerance for teenagers. Genesis, M., 2000.

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

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