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| Activities of a teacher-psychologist in a correctional boarding school |
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Federal agency of Education Omsk State Pedagogical University Diary Organization of psychological and pedagogical work at boarding school No. 7 I kind female students of group 234, 3rd year Faculty of SPiP, Zhukova Anna Alexandrovna BOU "Special (correctional) general education boarding school No. 7 I kind Municipal special (correctional) educational institution for students with developmental disabilities “Special (correctional) general education boarding school of the first type for children of 3-4 degrees of deafness” Address: Omsk, Central Administrative District, 18 st. Amurskaya 19, no. 1 The school was built in 1975. The school population in this moment– 64 people. Boarding school No. 7 is a budget educational institution. It is a 3-story brick building. The building is divided into dormitory and educational buildings. The total capacity for studying and living at boarding school No. 7 is 100 places for students. Currently, 30% of nonresident and city children spend the night in a boarding school, and the rest spend the night at home. There is a playground near the building. On the third floor there is game room. There is a sensory room on the second floor. There is also an educational and material base: an office system of office-laboratories has been created: Physics, chemistry, biology, geography Russian language and literature Mathematicians Fine arts, drawing Primary classes Individual hearing work Rhythmics Gym Carpentry and metalworking workshops Maintenance workshops Library and reading room Rest rooms and games PERSONNEL In the special boarding school, the number of teaching staff is 42 people, of which Teachers with the highest qualification category – 7 people; Teachers with the first qualification category – 7 people; Teachers with the second qualification category – 17 people; Teachers who do not have a qualification category - 11 people The teaching staff also includes cooks, administrators, and managers. INNOVATION Developmental training. Level differentiated training. Integrated learning. Testing of newly admitted students to identify their level of preparation to determine their further promising development taking into account individual abilities. General school speech games and speech conferences. Questionnaire to identify creativity children. Development of diagnostic reports to account for students' hearing and pronunciation development Vocational training for students in grades 10-12 on the basis of PU - in the following specialties: painter-plasterer, carpenter-joiner, seamstress. Description of the arrangement of a psychologist’s office The psychologist's office is a 15 m2 room intended for receiving individual lessons and storage of file cabinets (tools, documentation). The psychologist's office is aesthetically designed. The walls and furniture are painted in warm colors. A standard classroom room is supposed to be divided into several zones corresponding to the functional purpose. This is the area for initial reception and conversation with the client, the advisory area, the play therapy area, the area for relaxation and relieving psychological and emotional stress. - Primary reception area. It is equipped with a work desk and a cabinet ( methodological material on diagnostics and correctional and developmental material), a card index with the child’s data and the results of their examination. - Advisory work area. This includes a coffee table, two armchairs, a sofa, and there should also be dim light in this area. -Game therapy area. This area consists of soft flooring, movable upholstered furniture, didactic and educational games, and craft materials. -Zone of relaxation and relief of psychological and emotional stress. This area is located on the second floor correctional institution. It is a room of about 15 m2. This area consists of a dry pool, balls, tactile balls, soft toys, a Peacock Tail lamp, sensory equipment, a convenient arrangement of upholstered furniture (ottomans, rugs, mats) - all this is intended for relaxation and relieving muscle tension. During our acquaintance with the activities of the psychologist, we examined the work folders located on the psychologist’s desk. The list of documentation located in the folder is listed below: 1 folder Work plan of a teacher-psychologist for the 2009-2010 academic year This includes the following sections: 1.Psychodiagnostics Psychoprophylaxis Psychological counseling Expert work Methodical work 2. Work schedule of the educational psychologist of the educational institution Omsk region“Special (correctional) general education boarding school No. 7, type I” 3. Schedule of correctional and developmental classes for the 2009-2010 academic year, first quarter 4. Schedule of diagnostic classes for the 2009-2010 academic year, first quarter 5. Individual plan professional activity teacher-psychologist for 2009-2010 6. Layout of the premises on the first floor in case of emergency 7. Job description of a teacher-psychologist 8. Instruction No. 80 on the procedure for personnel to ensure safety and rapid evacuation of people in the event of a fire at boarding school No. 7 2 folder Work plan of the psychological-medical-pedagogical council for the 2008-2009 academic year 1 Schedule of scheduled meetings of the PMPC 2. Logbook for registering children at PMPK 4. Protocol Psychologist - medical-pedagogical council Decision of the psychologist-medical-pedagogical council 5. Application 1) Psychologist - pedagogical characteristics for the student 2) Conclusion based on the results of the psychodiagnostic study 3) Results of a psychological examination of preparatory class children 4) Extracts from the history of the child’s development 5) Extract from the PMPK protocol for submission to the PMPK 6) Individual conclusion 3 folder 1) Mini-training “We are a team” 2) “Sea Adventures” ( psychological game for teenagers) 3) Formation of communication skills for adolescents with hearing loss 5) Workbook “I solve logical problems” 6) Workbook for children of 2nd grade 7) Tutorial for children of preparatory class 8) Diagnostics for teachers Analysis by the teacher of the characteristics of the individual style of his teaching activity Questionnaire for teachers Teacher Evaluation Methodology (MORU) Questionnaire for teachers to diagnose 1st grade student’s adaptation to school (Kovalyova) 9) Career guidance Questionnaire of interests Student questionnaire for career guidance (grade 10) Differential diagnostic questionnaire 10) Diagnosis of personality traits of adolescents Diagnosis of personality characteristics of adolescents with hearing impairment Differential diagnostic questionnaire Social-psychological questionnaire 11) Diagnostics “Psychological readiness for school” Diagnostic package for determining the level of development of the cognitive sphere of children with hearing impairment Techniques Forms of tables for fifth-grader adaptation Diagnostics of memory of perception, thinking, visual-effective thinking, attention Questionnaire for parents Scheme-character of students Psychological and pedagogical characteristics of the student Research results Job description 1) Ministry of Education of the Russian Federation Order dated 22.1099 No. 636 On approval of the Service Regulations practical psychology in system 2) Letter of the Ministry of Education of the Russian Federation dated June 27, 2003 No. 28 51-513/16 3) Ministry of Education of the Russian Federation Order 01.03.04 Moscow 945 “On the regime of working time and rest for employees of an educational institution” 4) Approximate regulations on the service of practical psychology in the education system 5) Approximate Regulations on the office of a teacher-psychologist 6) Requirements for documentation of a teacher-psychologist of an insurance institution 7) Individual psychological map 8) Diagnostics 9) Information letter (from the Omsk region of additional professional education, Institute for Educational Development of the Omsk Region) 10) Accounting for the activities of a teacher-psychologist of an educational institution 11) Approximate arrangement of the office of a teacher-psychologist and a list of the contents of psychological tools 12) Regulations on the teacher-psychologist municipal institutions education in Omsk 13) Approximate job description teacher-psychologist of an educational institution 14) qualification directory of positions of managers, specialists and other employees (as amended by Resolution of the Ministry of Labor of the Russian Federation dated January 21, 200 No. 7) 15) Psychological service in educational institutions of various types 16) Regulations on the review of the competition of professional skills of educational psychologists in Omsk 17) Instruction No. 68 on occupational safety for speech therapists (defectologists, educational psychologists) 18) Instruction No. 78 on measures fire safety at boarding school No. 7 I type 19) Instruction No. 47 on labor protection for electrical personnel for group 1 on electrical safety 20) Instruction No. 1 on labor protection for all boarding school employees School opening hours 9.00 - 9.40 – 1 lesson 9.50 – 10.30 – 2nd lesson 10.50 – 11.30 – 3rd lesson 11.50 – 12.30 – 4th lesson 12.40 – 13.20 – 5th lesson 13.30 – 14.10 – 6th lesson 13.50 – 15.20 – walk 15.30 – 17.00 self-preparation 17.00 – 17.15 afternoon tea (dynamic change) 17.15 – 17.45 – extracurricular activity in a group 17.45 – 18.00 – domestic work 18.00 – 19.00 – leisure (dismissal of children) 19.00 – 19.20 – dinner 19.20 – 20.00 – walk 20.00 – 20.30 – free time 20.30 – 21.00 – getting ready for bed 21.00 – sleep (grades 0-5) 22.00 – sleep (grades 6-11) Schedule of one day of a psychologist-educator Work schedule of a teacher-psychologist at Special (correctional) comprehensive boarding school No. 7 I kind Kagan Lyudmila Samuilovna
Description of the sensory room The sensory room or psychological relaxation room is a specially equipped room designed both for conducting diagnostic and therapeutic sessions with children with various neurological disorders, and for ordinary children. The use of the sensory room during general educational process makes it possible to relieve anxious neurotic experiences, fears, create an emotionally calm state, and activate children. Regular classes have a diverse effect on the child’s psycho-emotional state: tonic, stimulating, strengthening, restorative, soothing, relaxing. Corrective psychological activities in the sensory room are carried out in a playful way individually or in groups. The course of classes is adjusted by a specialist, depending on the goal. A thoughtful combination of sensory room capabilities helps to effectively carry out correctional activities, helps optimize the general educational process and increases the child’s motivational level. The room itself, with an area of 30 m2, is very cozy and warm. There is carpet on the floor. Special comfort is created by heavy curtains that do not allow light to pass through. Lighting effects are arranged in the room: a rotating mirror ball, themed panels, a transparent column filled with water. The column is illuminated and the air bubbles in the circulating flow have a calming effect with their continuous upward movement. The dynamic beam draws spots of color that slowly slide along intricate trajectories. The built-in air purifier ionizes and saturates the atmosphere of the room with mineral fumes and creates the effect of clean mountain or salty sea air. A gentle, balanced effect on the senses, vestibular apparatus and central nervous system relieves nervous excitement and stress, creates a feeling of peace and tranquility. Specially selected colors, magical light and smooth music merge into a single feeling of harmony and tranquility. In psycho-emotional correction rooms, anxiety and aggressiveness dissolve by themselves, negative thoughts disappear. The emotional state is leveled, sleep is normalized, brain activity is activated and recovery processes in the body are accelerated. Recreation in sensory rooms is indicated for emotionally weakened children with problems with perception of society, with distracted attention and unhealthy reactions to environment. Healthy children can also use sensory rooms for relaxation and relaxation. They can rest here, and some even fall asleep. Games are also held here to reduce the level of psycho-emotional stress, relaxation, and develop motor skills. Children especially love activities in the room for psycho-emotional correction, since the specific soft floor, walls upholstered with a delicate texture, streamlined objects without corners and sharp edges develop a sense of security, promote fearless movement, and relieve neurotic fears. The sensory room is a necessary tool for complex therapy aimed at correcting mental health and improving the physical condition of the child. Report on teaching practice in the period from 10/5/09 to 10/19/09 Municipal special (correctional) educational institution for students with developmental disabilities "Special (correctional) general education boarding school of the first type for children of 3-4 degrees of deafness", located at the address: Omsk, Central Administrative District, 18 st. Amurskaya 19, no. 1 The school's current enrollment is 64 people. Boarding school No. 7 is a budget educational institution. It is a 3-story brick building. The building is divided into dormitory and educational buildings. The total capacity for studying and living at boarding school No. 7 is 100 places for students. Currently, 30% of nonresident and city children spend the night in a boarding school, and the rest spend the night at home. There is a playground near the building. There is a games room on the third floor. There is a sensory room on the second floor. There is also an educational and material base: a classroom system of classrooms and laboratories has been created. In the special boarding school, the number of teaching staff is 42. Before the internship, a program was set. The task included: keeping a daily diary of observations, analyzing the nature and features of the structure of the psychologist’s work in a correctional institution, reviewing the psychologist’s classes with children, reviewing the legal and current documentation regulating the activities of the psychologist, compiling a list of types of documentation of the psychologist. The internship program also included individual work, which consisted of conducting observation of one child and, based on its results, performing a qualitative and quantitative analysis of the child’s mental activity according to I.A. Korobeinikov’s scheme. Program and individual plan pedagogical practices were successfully completed, analyzed and outlined. There were no deviations from the plan. During the practice, our group got acquainted in detail with the activities of the psychologist Kagan Lyudmila Samuilovna. With her workplace, documentation, research material. We looked at several psychological lessons, one of which was in the sensory room. The most memorable thing was the open lesson with the graduating class. The psychologist made contact with children very easily. All the lessons were interesting and educational, and it was possible to identify personality traits or the level of cognitive activity. All classes went according to plan, nothing was completed beyond the plan. The total number of lessons watched is -4. In individual work, I examined the case of a child. I was able to familiarize myself in detail with the results of a psychological study of Maxim Kravchenko, born in 1997, studying in the 3rd grade. After analyzing his works and answers, I was able to conduct a qualitative and quantitative analysis of the mental activity of this child. I am satisfied with the work done to study the child. During the practice period, our group looked at the work of one teacher primary classes. We attended a Russian language lesson in 4th grade. We gained a lot of experience directly from the psychological lessons of Kagan Lyudmila Samuilovna. I think the assessment of readiness for practice is good. To help during practice, we studied and used two psychological and pedagogical literature, namely: 1) Regulatory documents for educational psychologists / comp. I. M. Kamanov. Issue 1.-M.: TC Sfera, 2002-144 pp.; 2) Varancheva L.V. and etc. School problems through the eyes of a psychologist. How to help a maladjusted child. M.: Russian Psychological Society, 1998.-198 p. And also during the observation of all unclear questions and difficulties, we received detailed, understandable explanations from Lyudmila Samuilovna. I have no suggestions for improving the content and organization of practice, since I think that everything was very interesting and quite understandable. I rate my performance during practice as excellent. Application 13.10.09 Lesson in the psychologist's office Goal: determining the level and development of cognitive processes General tasks : o development of cognitive processes; o development of logical thinking; o development of attention; o development of visual memory Equipment: Task cards, Pencil, Child: Sasha - 3rd grade, studying according to the norm program Diagnosis: deafness
Activity in the sensory room Purpose of the lesson: Development of mental processes and formation of mental health of children with hearing impairment General tasks: o Reducing the level of psycho-emotional stress; o Prevention of flat feet; o Development of balance and coordination of movement; o Development of attention and speech Materials and equipment: Dry pool; Sensory balls; Air bubble flasks; Floor mats; Directional light projector “Firebird”; Mirror ball; Floor sensory track; Tactile balls; Signs with the words: Walk along the path; Swim in swiming pool; Play with a ball Children: Eduard – 7 years old, 1st grade, studying according to the normal program, 3 years behind Seryozha – 8 years old, 1st grade, standard program, 3 years behind
Public lesson Topic: “Profession in our life” Goal: Overcoming the difficulty of professional self-determination, awareness of life values o formulation and acceptance of the problem of professional self-determination o identification of professional interests and inclinations o awareness of the meaning of professional activity Children: 11th grade (graduation), 4 people: Madina, Ilya, Maxim and Roman Description: psychological lesson 30 min.
Three masons At the beginning of the 14th century, work was underway in Central Europe to build a magnificent cathedral. The supervisor of the work was a priest who was tasked with supervising the work of all laborers and artisans. The priest decided to watch how the masons worked. He chose three masons as representatives different positions represented in their profession. He approached the first mason and said: “My brother, tell me about your work.” The mason looked up from his work and answered in a broken voice, full of anger and indignation: “As you can see, I’m sitting in front of a stone slab a meter high, half a meter long and wide.” And with every blow of the cutter on this stone, I feel like a piece of my life is leaving. Look, my hands are tired and covered with calluses. My face was drawn and my hair turned grey. This work will never end, it continues endlessly, day after day. It exhausts me. Where is the satisfaction? I will die long before the cathedral is built. The monk approached the second mason. “My brother,” he said, “tell me about your work.” “Brother,” the mason answered in a quiet, calm voice, “as you can see, I am sitting in front of a stone slab one meter high and half a meter long and wide.” And with every blow of the chisel on the stone, I feel that I am creating life and the future. Look, I was able to make sure my family lived in a comfortable home, much better than the one where I grew up. My children go to school. Without a doubt, they will achieve more in life than I did. And all this became possible thanks to my work. I give my skill to the cathedral, and it also gifts me. The monk approached the third mason. “Brother,” he said, “tell me about your work.” “Brother,” the mason answered, smiling broadly, in a voice full of joy. - You see, I’m sitting in front of a stone slab a meter high and half a meter wide. And with every touch of the chisel to the stone, I feel that I am carving my destiny. Look, you see what beautiful features emerge from the stone. By sitting here, I am not only embodying my skill and my craft, I am contributing to what I value and what I believe in. The Universe, reflected in the cathedral, will reward each of us. Here, near this stone, I am at peace with myself, and I know that although I will not see this cathedral completed, it will stand for another thousand years, representing what is true in us, and serving the purpose for which the Almighty sent me to this earth. The monk went away and reflected for some time on what he had heard. He fell asleep restful sleep, who had not slept for a long time, and the next day he relieved himself of the authority of the work manager and offered this position to a third mason. Scheme “Choice of a profession in my life” Send your good work in the knowledge base is simple. Use the form belowStudents, graduate students, young scientists who use the knowledge base in their studies and work will be very grateful to you. Posted on http://www.allbest.ru/ Diary of teaching practice
Characteristicspecial (correctional) general educationboarding schools No. 2 of II and III types Full name of the Institution: regional state government special (correctional) educational institution for students and pupils with disabilities “Altai Regional Special (Correctional) General Education school III-IV kind." Legal address of the institution: 656004, Altai region, Barnaul, Vorovskogo street, 123. The institution has a branch in Rubtsovsk. The branch of the Institution is not legal entity and acts on the basis of regulations approved by the institution. Location of the institution's branch: 658218, Altai Territory, Rubtsovsk, st. Svetlova, 80. The institution carries out its activities in accordance with Civil Code Russian Federation, Law of the Russian Federation dated July 10, 1992 No. 3266-1 “On Education”. The institution creates conditions for training, education, social adaptation and integration into society of students with vision and hearing pathologies. The institution's relations with students and their parents (legal representatives) are regulated in the manner established by the Charter and legislation of the Russian Federation and the Altai Territory. The main goals of the educational process of the institution are: Mastery of the mandatory minimum content by students with disabilities educational programs primary general education, basic general education, secondary (complete) general, special (correctional) institution of the VIII type; Adaptation and integration of students with disabilities to life in society; Fostering citizenship, hard work, respect for human rights and freedoms, love for the environment, Motherland, family; Formation of a healthy lifestyle. The main objectives of the institution are to create conditions: Ensuring the protection and promotion of the health of students; For the comprehensive development of personality, including by meeting the needs of students in self-education and receiving additional education; Creating conditions for an informed choice of profession and subsequent mastery of professional educational programs; For correction and compensation disabilities health of students through medical, psychological and pedagogical support. The organization of the educational process in the institution is based on the curriculum. The institution implements the following educational programs: Primary general education; Basic general education; Secondary (complete) general education; Type VIII special (correctional) institution (grades 0-4); Type VIII special (correctional) institution (grades 5-9); The institution carries out the educational process corresponding to three levels of education: First stage: primary general education (normative period of development is 4 years); Second stage: basic general education (normative period of development is 6 years); The third stage is secondary (complete) general education (normative period of development is 2 years). Duration of training at the institution: According to the general education program - twelve years; According to the program of a special (correctional) educational institution of the VIII type - nine years. Taking into account the needs and capabilities of the student’s personality, general education programs can be mastered in the following forms: In the form of family education Self-education Externship. A combination of different forms of education is allowed. For all forms of education within the framework of a specific basic general education program, a single federal state educational standard applies. Persons who complete 10 grades receive a certificate of basic general education, and 12 grades receive a certificate of secondary (complete) general education. Students who have completed training in the program of a special (correctional) institution of the VIII type (9 classes) are issued certificates of the established form. Persons who have not completed basic general or secondary (complete) general education are issued certificates of the established form by the institution. Persons who have not passed the state (final) certification or received unsatisfactory results at the state (final) certification are issued a standard certificate of study at the institution. Mastering educational programs of basic general, secondary (complete) general education ends with mandatory state (final) certification of students. The educational process is equipped with special means of correction and compensation for visual impairment, typhoid devices and special equipment; a special one is used didactic material and special visual aids that allow expanding the scope of accessibility of educational and extracurricular information. The institution operates on a six-day basis working week with one day off. Primary School works a five-day work week. Psychological support for the educational process in the Institution, advisory and preventive work for teaching staff, students and parents is carried out by a teacher-psychologist. Consultations and recommendations for parents can be found in Appendix No. 1. The psychological service at school is the main link organizing psychological support for subjects of the educational process The goals of the service are: 1. assistance to the administration and teaching staff educational institutions of all types in creating a social development situation that corresponds to the individuality of students, pupils and provides psychological conditions for protecting the health and development of the personality of students, pupils, their parents (legal representatives), teaching staff and other participants in the educational process; 2. assistance in the acquisition by students and pupils of educational institutions of psychological knowledge, skills and abilities necessary to obtain a profession, develop a career, and achieve success in life; 3. providing assistance to students and pupils of educational institutions in determining their capabilities based on their abilities, inclinations, interests, and health status; 4. assistance to teaching staff, parents (legal representatives) in the education of students, pupils, as well as in the formation in them of the principles of mutual assistance, tolerance, mercy, responsibility and self-confidence, the ability for active social interaction without infringing on the rights and freedoms of another person. Tasks of the Service: 1. psychological analysis of the social situation of development in educational institutions, identifying the main problems and determining the causes of their occurrence, ways and means of resolving them. 2. promoting the personal and intellectual development of students and pupils at each age stage personality development; 3. formation in students and pupils of the ability for self-determination and self-development; 4. assistance to the teaching staff in harmonizing the socio-psychological climate in educational institutions; 5. psychological support of educational programs in order to adapt their content and methods of mastering to the intellectual and personal capabilities and characteristics of students and pupils; 6. prevention and overcoming deviations in social and psychological health, as well as the development of promising students; 7. assistance in providing the activities of teaching staff of educational institutions with scientific and methodological materials and developments in the field of psychology. The goal of a psychologist's work is to improve the educational process. The work is structured not only in general with the aim of optimizing the educational process, but also taking into account specific difficulties that arise in the learning process, relationships in the triad “student - parent - teacher”. It is necessary that the child, parents and teachers are not “isolated” from each other friend so that there is no confrontation between them. They must work together on emerging problems, because only in this case is an optimal solution possible. The main task of a school psychologist is not to solve the problem for them, but to unite their efforts to solve it. The functions of a school psychologist include: psychological diagnostics; correctional work; counseling children, parents and teachers; psychological education; participation in teacher councils and parent meetings; participation in the recruitment of first-graders; psychological prevention. All diagnostic materials can be viewed in Appendix No. 2. Psychological diagnostics includes conducting frontal (group) and individual examinations of students using special techniques. Diagnostics are carried out at the preliminary request of teachers or parents, as well as at the initiative of a psychologist for research or preventive purposes. The psychologist selects a methodology aimed at studying the abilities and characteristics of the child (group of students) that interest him. These can be techniques aimed at studying the level of development of attention, thinking, memory, emotional sphere, personality traits and relationships with others. The data obtained allows us to build further work: identify students in the so-called “risk group” who need remedial classes; prepare recommendations for teachers and parents on interaction with students. Corrective classes can be individual or group. During the process, the psychologist tries to correct undesirable features mental development child. These classes can be aimed both at the development of cognitive processes (memory, attention, thinking), and at solving problems in the emotional-volitional sphere, in the sphere of communication and the problem of self-esteem of students. Classes include a variety of exercises: developmental, gaming, drawing and other tasks - depending on the goals and age of the students. Consulting parents and teachers is work based on a specific request. The psychologist acquaints parents or teachers with the diagnostic results, gives a certain prognosis, and warns about what difficulties the student may have in the future in learning and communication; At the same time, recommendations are jointly developed for solving emerging problems and interacting with the student. Psychological education consists of introducing teachers and parents to the basic patterns and conditions for the favorable mental development of a child. This is carried out during consultations, speeches at pedagogical councils and parent meetings. correctional school teacher psychologist One of the psychologist’s tasks is to draw up an interview program with future first-graders, conducting that part of the interview that concerns psychological aspects the child’s readiness for school (level of development of volition, presence of motivation to learn, level of development of thinking). All of the above functions of a school psychologist make it possible to maintain at school the psychological conditions necessary for the full mental development and formation of the child’s personality, that is, they serve the purposes of psychological prevention. Schedule of visits to classes of a teacher-psychologist of an educational institution
Lesson plan on the topic: “Bad habits” Date: 03/07/2013. Grade: 5-7 grade. Topic of the lesson: Bad habits. Type of lesson: lesson in the form of a presentation (Appendix No. 3). Form: Frontal discussion of the problem, collective discussion Methods: conversation, discussion. Equipment: Purpose of the lesson: a) educational: to introduce habits that are harmful to health. b) developing: develop the skills to observe, compare, analyze, draw conclusions, generalize; c) educational: to develop the ability to cooperate in a group, to listen to comrades, to cultivate a caring attitude towards one’s health. Lesson objectives: 1. Draw a picture: how a person changes under the influence of bad habits, what are their negative consequences for a person’s health, his life, the children that he will have in the future; 2. To form in students a persistent dislike for bad habits, a conscious habit of not smoking, not drinking alcoholic beverages, not using drugs; 3. learning to independently obtain knowledge using research techniques; 4.development of the ability to present the results of one’s own and joint activities; 5.develop thinking and creative abilities. Bibliography 1. Alekseev, D.V. “Bad habits, their negative impact”/ D. V. Alekseev. - M.: 2003 -66s; 2. Asmolov, A.G. “Personality Psychology”/A. G. Asmolov. - M.: Filin, 1990- 123s; 3. Asimov, D.P. “How to get rid of harmful Addictions” / D. P. Asimov. - M.: Agro, 2004-233s; 4. Babich, T.A. “Bad habits and rehabilitation work with teenagers”/T. A. Babich.-M.: Agro, 2000-132s; 5. Bayard, R.T.” Your Anxious Teen: Practical guide for desperate parents”/ R.T. Bayard.- M.: 2005-125s; 6. Bozovic, L. I. “Personality and its formation in childhood” / L. I. Bozhovich. - M.: Education, 1998-223c; 7. Vygotsky, L. S. “The Chosen Ones” psychological research”/ L, S. Vygotsky. - M.: Publishing House of the APN of the RSFSR, 1986-325p; 8. Kovalev, A. G. “Psychology of personality” / A. G. Kovalev. - M.: Education, 1990-225c; 9. Leontyev, A. N. “Problems of Psyche Development”/A. N. Leontiev. - M.: Moscow State University Publishing House, 1992-332p. Application Lesson plan 1. Organizational moment (5 min.); 2. Studying new material (20 min.); 3. Fixing the material (10 min); 4. summing up (5 min) Progress of the lesson: Today we will talk to you about a very important topic. The topic of today's lesson is “Bad Habits”. You and I need to discuss what bad habits are, what types of bad habits there are and how they affect the body. Before starting today's lesson, I invite you to identify your emotional state. Guys, you are offered emoticons of different colors (red, yellow, green). Choose a token that matches your mood and show it to me. Counting the selected tokens by color. The results are posted. (At the end of the event, the emotional state of those present is determined again in order to track the dynamics of mood changes due to the emotions received). Guys, you already know a lot about your body, you remember the basic hygiene rules well, you know how to determine the causes of many diseases, you understand the danger posed by rash behavior. Today in class we will take another step towards a healthy lifestyle. The motto of our lesson will be the words: I can think, I can reason, I will choose what is healthy. Guys, let's think about what factors our health depends on? Of course, a lot depends on us, on what habits we have that prevail. What are the habits? (children's answers) Guys, what bad habits have the most dangerous effect on human health? (alcohol, smoking, drugs, substance abuse) Smoking, drinking alcoholic drinks, drugs are called bad habits. This emphasizes their detrimental effect on human health. Bad habits are becoming more common among teenagers. The problem of tobacco smoking is, of course, a painful problem in our country. No one doubts the fact that in our country almost a third of the total population aged 15 years and older smokes. The desire to completely and forever quit smoking is an indispensable condition for getting rid of tobacco addiction. In addition, the success of treatment depends on the willpower of the patient. Tobacco addiction is a painful process that requires long-term treatment. This is a very difficult test, but smokers must be aware of the harmful effects of tobacco on their health and on the health of others. The problem of alcoholism is one of current problems for our society. We cannot tolerate the progressive spread of drunkenness, which is detrimental to the health of people and the economy of the state. An increase in the consumption of alcoholic beverages inevitably leads to an increase in the number of patients with alcoholism, which further increases the material and moral losses of individuals. The problem of drug addiction is a dynamic phenomenon. Its existence is subject to two basic laws. According to the first of them, the more tolerant society is towards drug users, the more often mental illness normal people are involved in intoxication. According to the second law, a person living among drug addicts has a greater chance of becoming a drug user than a person living in a sober society. Today we have both forced tolerance towards drug users and coexistence with them in the same society. Our current hope for stopping the drug problem lies in measures. The first of these measures is the timely identification of drug and toxic substance users. Another important measure will be prevention. And the third measure is training the population to conduct healthy image, even if there are people nearby who consume alcohol, drugs, or toxic substances. Let's take a closer look at the description of bad habits. The habit of smoking, which teenagers flaunt to each other so much as they establish themselves in their environment, is harmful to all organs and systems, but it is especially harmful to the nervous, cardiovascular and respiratory systems. Toxic substances contained in tobacco smoke have a detrimental effect on brain tissue, which inevitably affects brain function. These substances cause increased fatigue nervous system, negatively affect the speed of nerve impulses. Therefore, the habit of smoking has a very negative impact on the performance of a teenager - and therefore on the academic performance of a teenager. Chemicals present in tobacco smoke have a harmful effect on blood vessels. This causes blood pressure to rise in the body of a smoking teenager, and the heart begins to suffer - it works under increased load, wears out faster, and arrhythmias may occur. Tobacco smoke irritates the mucous membrane lining the bronchi, has a drying effect on this membrane, and it reacts by secreting an increased amount of mucus. As a result, the teenager develops a characteristic smoker's cough with copious amounts of phlegm. The cough is especially severe in the morning - when there is a need to get rid of the phlegm that has accumulated in the bronchi overnight. A teenager who constantly coughs suffers from a sore throat, since the air stream when coughing often hits the walls of the hypopharynx and oropharynx. Tars gradually accumulate in the mucous membrane of the bronchi and in the lung tissue (from cigarette to cigarette). These resins give the breath an unpleasant tobacco-putrid odor. In addition, tobacco smoke has a detrimental effect on the immune system. A teenager who has the habit of smoking has a reduced body resistance compared to other teenagers, so he is more likely to suffer from infectious diseases, in particular colds. A smoking teenager's teeth enamel is quickly destroyed, so he suffers from caries. Since tobacco smoke contains at least fifty different substances, a smoking teenager runs the risk of joining the ranks of cancer patients in due course. You should know that tobacco smoke contains a lot of carbon monoxide. This substance, once in the blood, behaves aggressively - it takes oxygen away from the tissues. Therefore, in a teenager who lights one cigarette after another, a condition called oxygen starvation occurs in the body tissues. This is a very dangerous condition - especially for an organism that is still at the development stage. Alcohol is a type of drug. In our country, 420 thousand people die from alcohol poisoning every year. Alcohol may come in a beautiful bottle with a bright label and look attractive, but it is first and foremost a drug. Everyone knows the behavioral characteristics of a drunk person. Alcohol acts as a depressant, so after drinking alcohol, the ability to think clearly is dulled, self-control decreases, coordination of movements is impaired, and speech becomes difficult. Once in the blood, alcohol spreads very quickly throughout the body, having a particularly strong destructive effect on the brain. In addition to the brain, the liver, heart, and stomach are also affected. In general, there is no organ that does not suffer from alcohol consumption. Delirium tremens is characterized by loss of control over muscle functions and the appearance of hallucinations. Drinking alcohol during pregnancy often causes mental and physical problems in the unborn child. Even small doses of alcohol weaken perception, reduce attention, concentration, and slow down the speed of reaction to external influences. Moreover, the driver himself is often not aware of this; it may seem to him that he feels normal. Alcohol leads to aggressive actions towards people around him. Alcohol greatly reduces a person’s ability to work and increases the number of absenteeism. You can often observe people who, due to addiction to alcohol, have lost everything they had and become people without a home, without friends, without a purpose in life. A person may think that he is free to make decisions and will always be able to control the amount of alcohol he drinks. Of course, freedom exists. But alcohol is a dangerous drug. Drug addiction (from the Greek nark - numbness, mania - madness, passion) is a disease expressed in the physical or mental dependence of the user on drugs, gradually leading to the destruction of his body. The consumption of narcotic drugs is similar to the consumption of alcohol and tobacco: all of these substances are classified as “harmful goods” because they give the consumer a subjective feeling of pleasure, but at the same time cause harm to his body. Drug use can occur not only for pleasure, but also be recommended by a doctor as a medicine(as an analgesic, sleeping pill, psychostimulant). If drug consumption occurs regularly, changes occur in the user’s body, as a result of which physical or mental dependence on drugs gradually develops. As a result, drug use becomes necessary to relieve painful sensations (“withdrawal”). A condition in which a person feels the need to regularly take drugs is called drug addiction. Drug addiction is a social phenomenon, expressed in the consumption of narcotic drugs by some part of the population and the corresponding consequences. However, the concept of “drug addiction” often refers to both the individual state of a drug user and mass drug use. . Drugs cause harm, first of all, to the health of the addict. Drug addiction leads to extreme exhaustion of the body, significant weight loss and decline physical strength. Poisoning of the body causes poisoning of internal organs, especially the liver and kidneys. The most common disease among drug addicts is hepatitis. The absence of the drug leads to irritability and nervousness, and severe anxiety appears. Behind Last year the number of HIV-infected people increased 6 times. Alcohol, tobacco, drugs are the most insidious enemy of humanity. The main danger of bad habits is that after taking them, an irresistible craving appears to use them again. But a person does not understand that he becomes dependent on alcohol, tobacco and drugs, and he does not think about the deadly consequences that bad habits entail. Nowadays, the problem of bad habits is one of the most important. And until people understand the essence of this problem, our society will drown in darkness - “alcohol”, “drugs”, “tobacco”... Lesson plan on the topic: “Memory” Date: 03/09/2013. Grade: 2nd grade. Lesson topic: Memory. Type of lesson: lesson in the form of a presentation (Appendix No. 4). Form: Frontal discussion of the problem, collective discussion. Methods: conversation, discussion. Equipment: Computer, projector, board with magnets, speech tables with notation. Lesson objectives: 1. educational: introduce the types of memory. 2. developing: develop the skills to observe, compare, analyze, draw conclusions, generalize 3. educational: to develop the ability to work in a group. Lesson objectives: 1. Introduce the concept of “memory”. 2. Introduce the “types” of memory. 3. Promote the development of “cognitive” processes. Bibliography: 1. Blonsky, P.P. “Memory and thinking” / P.P. Blonsky.-M.: Cicero, 1979-234 p. 2. Garibyan, S.A. “School of Memory”/S.A. Gharibyan.-M.: Tsitsero, 1992- 64 p. 3. Gippenreiter, Yu.B.” Reader on general psychology. Psychology of memory”/ Yu.B. Gippenreiter. - M.: Moscow State University Publishing House, 1980-480 p. 4. Leontyev, A.N. “Logical and mechanical memory” / A.N. Leontyev.-M.: CheRo, 2000 - 670 p. 5. Luria, A.R. “Little book about big memory” / A.R. Luria. - M.: Eidos, 1994 - 296 p. 6. Luria, A. R. “Attention and memory” / A. R. Luria.-M.: 1975-234p. 7. Rubinstein, S. L. “Fundamentals of general psychology” / S. L. Rubinstein. - M.: Unesco, 1989-235 p. 8. Watson, D. “Retention of visible bodily skills, or memory” / D. Watson. - M.: CheRo, 2000-269p. During the classes: Hello guys! My name is Ksenia Mikhailovna. Today we will talk to you about very interesting topic. The topic of today's lesson is "Memory". You and I must discuss what memory is, what types of memory exist and how to develop them in yourself. Memory is remembering, storing and reproducing information. Memory connects a subject’s past with his present and future and is the most important cognitive function underlying development and learning. Memory is the basis of mental activity. Without it, it is impossible to understand the basics of the formation of behavior, thinking, consciousness, and subconsciousness. Therefore, to better understand a person, it is necessary to know as much as possible about our memory. Let's look at the main types of memory. 1. Involuntary memory (information is remembered by itself without special memorization, but in the course of performing an activity, in the course of working on information). Strongly developed in childhood, weakens in adults. 2. Voluntary memory (information is remembered purposefully, using special techniques). The efficiency of random memory depends on: From the goals of memorization (how firmly, for how long a person wants to remember). From memorization techniques (mechanical word-for-word repeated repetition - mechanical memory works, a lot of effort and time are spent, and the results are low.) Logical retelling, which includes: logical comprehension of the material, retelling in your own words - logical memory (semantic) works - a type of memory based on the establishment of semantic connections in the memorized material. The efficiency of logical memory is 20 times higher than that of mechanical memory; Figurative memorization techniques (translation of information into images, graphs, diagrams, pictures) - figurative memory works. Figurative memory happens different types: visual, auditory, motor-motor, gustatory, tactile, olfactory, emotional; Mnemonic memorization techniques (special techniques to facilitate memorization). There are also short-term memory, long-term memory, operational memory, and intermediate memory. Any information first enters short-term memory, which ensures that information presented once is remembered for a short time(5-7 minutes), after which the information can be forgotten completely or go into long-term memory, but subject to repetition of information 1-2 times. Working memory is a type of memory that manifests itself during the performance of a certain activity to perform the current activity. Intermediate memory - ensures the retention of information for several hours, accumulates information during the day, and the time of night sleep is allocated by the body to clear intermediate memory and categorize information accumulated over the past day, transferring it to long-term memory. At the end of sleep, intermediate memory is again ready to receive new information. In a person who sleeps less than three hours a day, intermediate memory does not have time to be cleared, as a result, the performance of mental and computational operations is disrupted, attention and short-term memory decrease, and errors appear in speech and actions. The basic mechanisms of memory include remembering, storing, recalling and forgetting. Memorization is a memory process that results in “imprinting”, consolidation of new information through its encoding and association with previously acquired experience. Most effective way memorization is meaningful memorization (formation of logical connections between objects of perception). The attitude towards memorization is very important - the goal that a person sets for himself. Purposeful, intentional memorization is necessary condition any activity. Memorization is influenced by the personality traits and states of the rememberer: his relationship to the material being remembered (interest, cognitive need, activity in the process of memorization, awareness of the significance of what is being remembered for one’s activities). Storage is the process of holding information in memory, processing and transforming it. Reproduction is the actualization in consciousness of previously stored psychological content. Reproduction forms: Recognition is a manifestation of memory that occurs when an object is re-perceived; Memory, which is carried out in the absence of perception of the object; Recall, which is the most active form of reproduction, largely depends on the clarity of the tasks assigned, on the degree of logical ordering of the information remembered and stored in the DP. Forgetting is a natural process. Like retention and memorization, it is selective. What is forgotten first of all is what is not of vital importance to a person, does not arouse his interest, and does not correspond to his needs. Forgetting can be complete or partial, long-term or temporary. In case of complete forgetting, the fixed material is not only not reproduced, but also not recognized. Partial forgetting of material occurs when a person does not reproduce it all or with errors, as well as when he learns it, but cannot reproduce it. The process of forgetting proceeds unevenly: at first quickly, then more slowly. During the first five days after memorization, forgetting occurs faster than in the next five days. Studies of the forgetting process have also revealed one interesting feature: the most complete and accurate reproduction of complex and extensive material usually occurs not immediately after memorization, but after 2-3 days. To reduce forgetting it is necessary: 1) understanding, comprehension of information; 2) repetition of information (the first repetition is necessary 40 minutes after memorization, since after an hour only 50% of the mechanically memorized information remains in the memory). It is necessary to repeat more often in the first days after memorization, since on these days the losses from forgetting are maximum. Therefore, systematic, without overload, studying, memorizing small volumes with periodic repetitions after 10 days is much more effective than concentrated memorization of a large amount of information in a short time, causing mental and mental overload and almost complete forgetting of information after some time. Guys, let's summarize our lesson! What do we mean by memory? We understand the imprinting, preservation, subsequent recognition and reproduction of traces of past experience. It is thanks to memory that a person is able to accumulate information without losing previous knowledge and skills. Memory occupies a special place among mental cognitive processes.Thus, memory is a complex mental process consisting of several private processes associated with each other. Memory is necessary for a person - it allows him to accumulate, save and subsequently use personal life experience; it stores knowledge and skills.Psychological and pedagogical analysis of the lesson | page 1 I affirm: Director of special (correctional) general education VIII type school No. 9 A.K. Postavnaya "___"___________ 2013 Work plan of an educational psychologist Special (correctional) general education VIII type school No. 9 Nazarenko A.S. for the 2013 – 2014 academic year Work plan of teacher-psychologist Nazarenko A.S. for the 2013-2014 academic year Target: Rendering psychological assistance and support to all subjects of the educational process. Promoting the optimization of psychological and personal development students and the formation of their readiness for life and professional determination. Tasks:
Main areas of work:
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