Regularly creating a positive emotional mood. Positive mental attitude

Emotionalattitudecharacterizes peculiarities

a person's response to the emotional atmosphere that arises in the process joint activities.

When interacting with others, they manifest different shapes emotional susceptibility: resonance, detachment and discord. Accordingly, a positive is produced,

neutral and negative energy.

Emotional Resonance- the ability of a person to respond to various emotional states of partners.

An emotionally responsive person easily and quickly "tunes in" to any emotional wave of others, especially if they are also emotionally responsive. He involuntarily enters into different states of partners of joy or sadness, peace or anxiety, anxiety or fear, depression or euphoria.

It happens that emotionally responsive people are absorbed in any problems, or are in an uncomfortable mood, and then it is difficult to establish emotional contact with them. It so happens that an emotionally responsive person finds himself at the mercy of negative emotions of partners with stronger energy, and then he himself suffers from his reactivity. Remember how very excitable people easily and quickly respond with rudeness to rudeness, harshness to harshness, and having calmed down, they often regret what happened. In this case, through emotional resonance, a flow of negative energy spreads.

Thus, the ability to resonate emotionally has its pros and cons. Nevertheless, a free emotional exchange of energy with others usually brings relief both to the person himself and to his partners. This happens even if the output is received by negative energies.

Emotional resonance between partners causes the addition of their energies, contained in emotions, and stimulates an additional psychological effect of interaction - synergy.

Let us recall that synergy is manifested in the fact that a person, by his manner of interaction with partners, contributes to the unification of energy potentials and an increase in the efficiency of joint activities. This behavior is associated with positive energy. The unison of emotional and energetic forces has a significant psychotherapeutic and healing effect. It is this phenomenon that is exploited by the newly minted healers of the masses, who conduct sessions in large auditoriums.

If a professional in the field of communication perceives and responds to the emotional and energy states of a partner, then a beneficial combination of energies occurs, the likelihood of an inspiring influence on him increases.

Emotional detachment - a consequence of emotional rigidity. The personality usually reacts poorly to the emotional atmosphere of communication - in response to the emotional states of others, expressionless, muffled, indefinite emotions appear.

This behavior is associated with neutral energy. At the same time, it is unlikely that the energy forces of the partners will add up and, therefore,

hardly any synergistic effect is possible. For emotionally rigid people, resonance with the emotions of others rarely occurs, for example, only in communication with loved ones or with those who especially liked, aroused trust, a sense of security. Two or more partners who are prone to emotional restraint can feel psychologically comfortable, their energy fields are in tune and therefore do not disturb each other.

For example, if a partner experiences a surge of strength, rejoices, then a person prone to emotional resistance at this moment begins to get irritated, naughty or depressed. Some have something like an obsessive need to throw an emotional challenge to others, if the partner is good, then by all means something must be said or done to spoil his mood, if others are sad about some completely objective reason, then emotionally resisting the person declares: "It's funny to me, they found something to be happy about." There are people who enjoy someone else's misfortune, suffering, tears, helplessness.

Emotional discord is a sign of autism in childhood... There are children who are not inclined to show emotions "for the company" When everyone is having fun, they stay away. It is not possible to involve them in the circle of peers; everyone is fine, but they frowned. It happens that the energy of general jubilation plunges them into depression, they start to get angry, throw a tantrum.

Emotionally discordant people, as a rule, draw attention to themselves by falling out of the emotional context of communication. With sour faces, they hatch a humorist's concert. The pop star will not wait for applause from them. If a lecturer's joke causes loud laughter from those present in the audience, then emotionally resisting individuals will barely stretch their lips in a smile. They are uncomfortable in a cheerful company and do not willingly agree to take part in a picnic. They are not able to share other people's joys and successes. In general, they always breathe cold. As a rule, they try to stay away from such people, they are disliked, sometimes it is unpleasant to talk with such people even about the weather. They especially avoid those who are not able to compensate for their communicative deficiency in any way, for example, they do not have a good mind, professional qualities, patience or other virtues.

The unification of individuals inclined to emotionally resist the group atmosphere has a destructive effect on joint activities. Unison of negative emotional

energy forces usually cause a powerful wave of aggression and cruelty. Sometimes it is enough for two or three persons to consolidate their negative emotional energy and oppose it to the group atmosphere, as the activity of the whole team will be destabilized. Psyche an ordinary person does not withstand a powerful onslaught of negative emotional and energetic influences from the outside.

An emotionally responsive, resonant partner is, of course, the most preferable, since he is able to respond to the states of others by establishing and maintaining identical psycho-energetic states. When interacting with him, partners are more likely to be noticed and appreciated, and more likely to receive sympathy and support. Once in a consonant biopsychic field, the partner becomes trusting, malleable to persuasion and suggestion.

Husband and wife, the educated person, the client, the patient count on an emotionally responsive partner, but one should not forget that emotional responsiveness is associated with significant energy costs. For example, a doctor, psychologist, teacher gives his energy to a partner - a patient, patient, student. This is a noble sacrifice. When a professional in the field of human relations emotionally "burns out", one or another defense mechanism of addiction to suffering, selective display of sympathy, avoidance of long and deep contacts, and indifference are activated. Soothing philosophies come to mind, like, "you won't sympathize with everyone," "you need to take care of yourself," "people are not grateful," and so on.

You are capable of resonating emotionally if:

- you have a wide range of perceptions of your partners' emotions. Due to the different organization of the sensory system and intelligence, people react differently to variations in the emotional manifestations of others. One person has a finely organized sensory system and, thanks to good intelligence, easily picks up the shades of all emotional states of partners. At the same time, he responds to all sorts of nuances of emotions, both filled with strength, bright, and shades of weak, barely noticeable emotional states of partners, both to emotions that have a positive effect on the psyche, and negatively. Another person has a less perfect sensory and intellectual organization and therefore usually very mediocre perceives and deciphers the emotional states of others.

influence with the help of emotions and related external expressive means- they poorly perceive semitones, and in order to influence them, it is necessary to overload the emotional-energy signals to speak loudly, to exaggerate the semantic coloring of the voice, to squeeze in facial expressions, otherwise, as they say, it does not reach them.

Aggravation of susceptibility is also seen in many women who have given birth. The mother, as a rule, is very sensitive to all changes in the state of the nursing baby. Obviously, this is due to the biological mechanism of the reproduction of the species: the offspring must be provided with safety

Sensitivity to the emotional states of a partner is a professionally necessary quality for those who work with people.

We will restrict ourselves to examples from medical practice. The patient's emotional states and especially changes in them are an important source of information for a specialist doctor of any profile. Emotions indicate how the patient relates to his illness, to the doctor or nurse, to medications and procedures. After all, he is not always ready or wants to express his attitude in words. By observing the patient's emotions, the therapist can record deteriorating health, the onset of crises of illness, or the beginning of recovery. The psychiatrist is able to anticipate the exacerbation of certain mental illnesses or the onset of a new cycle of illness. A neuropathologist can judge functional disorders by the nature of emotions. nervous system.

Specialist in infantile cerebral palsy from St. Petersburg T.I.Serganova (Serganova T.I. How to defeat infantile cerebral palsy with the mind of a specialist, the heart of a mother. SPb. 1995) developed and patented an original diagnostic technique. The initial signs of a serious illness in infants are identified by the peculiarities of their crying. With the help of a computer, the acoustic characteristics of children's crying, which indicate the development of cerebral palsy, were revealed. The challenge is for pediatricians and nurses to be able to hear early symptoms diseases. Will a medical practitioner who has a limited range of emotional perception and ultimately lack the gift of emotional responsiveness do this?

- you are able to adequately decipher emotional

states of partners.

Here we touch on the signaling function of emotions - using them, a person expresses his attitude to what he is not indifferent to. It can be disturbing internal sensations, exciting thoughts, urgent needs, interests and desires, or any external significant circumstances. With the help of emotions, he kind of encodes his relationship to what is happening, and the partners decode his emotions, that is, they try to understand what he wanted to express with them.

To adequately decipher the emotional signal of a partner means to catch in it exactly the meaning that was put into it.

The ability to adequately decipher the emotional signals of partners depends on several conditions.

First, a person must have sufficient humanistic experience, that is, the experience of communicating with people of different ages, different mental structures, different culture, of different nationalities... The more humanistic experience of a person, the more likely it is to understand the emotional states of partners. A lot matters: you had brothers and sisters, or you grew up as an only child in your family, you talked little or a lot with your family, was this communication deep or superficial, do you have close friends or do you prefer a closed lifestyle, do you have your own children and how many there are, how sensitive you are to them and to your marriage partner, whether you had to live or cooperate with people of a different nationality.

In the formation of humanistic experience great importance has close human contact with pets. In interaction with them, our sensory organs are tuned to such a "frequency range" of receiving emotions, which people do not use among themselves. The horse, cow, dog, cat and other neighboring species encourage us to move from the sign-symbolic communication system, to which we are accustomed, to the sensory-intuitive one. Interaction occurs mainly at the energetic level, a person teaches an animal to understand individual "words, and an animal teaches a person to perceive the energy of emotions.

I recall the radio story of an elderly Nenets who complained that a herd of reindeer was thinning and becoming poorer human personality... Observations show that children who have grown up in constant communication with deer are softer in character, more sensitive, more responsive. The deer disappears, is destroyed - the channel of the emotional and energetic reflection of living nature is drowned out.

Secondly, for adequate deciphering of signals, the volume of operative emotional memory matters how successfully you remember the nature and shades of emotions at the moment when your partner is experiencing them. There are people who have a large amount of memory for emotions directly expressed by their partners. But there are those who find it difficult to remember the demonstrated emotion and reproduce it -

the partner's emotions do not leave a noticeable trace in their memory.

Thirdly, it is important not to ascribe meanings and shades to the partner's emotions that are not at all in them. However, there are many people who, for one reason or another, are ready to find subjective content in their partner's emotions. Their decoding device obviously has some kind of defect. Therefore, "noise" is introduced in the form of moods or habitual emotions. Some are let down by the operational emotional memory Sometimes it happens that the attitude towards the partner dictates its will. Worst of all, if the person has mental abnormalities, which are the reason for the distorted interpretation of the emotions of partners.

Fourthly, professional communication experience plays an important role. The longer the length of service of a physician with patients, a teacher with students, an investigator with criminals, a seller with buyers, etc., the more accessible it is to decipher the emotional states of subjects of professional activity. For example, an experienced nurse, observing the emotional manifestations of the patient, predicts how he tolerates the injection, whether he will need local anesthesia during the operation, and much more.

- Your emotions are bright and strong enough to be freely perceived and deciphered by your partners.

It is appropriate to emphasize here that emotional resonance is possible in the presence of feedbacks, you respond to the partner's states, and he, in turn, perceives and evaluates your reaction.

In order for the information and energy circle to close, one must have two abilities: to decode the partner's emotions well and clearly give him signals about his states.

- Your emotions are mobile and easily switch to your partner It should be considered normal if a person knows how to show his emotions in accordance with situations and, as necessary, direct them to himself, then to partners, then to the activity in which he is engaged, then to the objects with which he acts. It is bad if emotions are hard-coded and most often directed to any specific address, to yourself, to others, to business or objects.

One-sided orientation of emotions impoverishes the personality. An egoist, whose emotions are at the service of his own I, is not able to show emotional and energetic consonance with others. His energy circuit is closed on himself. A person for whom the meaning of existence is only in doing what he loves, as a rule, cannot give others warmth, take care of them, he has no time to participate and empathize. And if someone is seized by materialism, so emotional callousness becomes an accompanying quality for him. Infinite and ubiquitous altruism is also a dubious property of the individual. Is it possible to deeply and sincerely devote emotions to others, if at the same time emotions do not concern your Self?

Emotional attitude

Emotional mood characterizes the characteristics of a person's response in response to the emotional atmosphere that arises in the process of joint activities.

When interacting with others, different forms of emotional susceptibility are manifested: resonance, detachment and discord. Accordingly, positive, neutral and negative energy is produced.

Emotional resonance - the ability of a person to respond to various emotional states of partners. An emotionally responsive person easily and quickly “tunes in” to any emotional wave of others, especially if they are also emotionally responsive. He involuntarily enters into different states of partners: joy or sadness, peace or anxiety, anxiety or fear, depression or euphoria. It happens that emotionally responsive people are absorbed in any problems, or are in an uncomfortable mood, and then it is difficult to establish emotional contact with them. It so happens that an emotionally responsive person is in power negative emotions partners with stronger energy, and then he himself suffers from his reactivity. Remember how very excitable people easily and quickly respond with rudeness to rudeness, harshness to harshness, and, having calmed down, they often regret what happened. In this case, through emotional resonance, a flow of negative energy spreads.

Thus, the ability to resonate emotionally has its pros and cons. However, free emotional and energetic exchange with others usually brings relief to both the person and his partners. This happens even if the output is received by negative energies.

Emotional resonance between partners causes the addition of their energies, contained in emotions, and stimulates an additional psychological effect of interaction - synergy.

Emotional detachment - a consequence of emotional rigidity. The personality usually reacts poorly to the emotional atmosphere of communication - in response to the emotional states of others, expressionless, muffled, indefinite emotions appear. This behavior is associated with neutral energy. At the same time, the addition of the energy forces of the partners is unlikely and, therefore, any synergistic effect is hardly possible. For emotionally rigid people, resonance with the emotions of others rarely occurs, for example, only in communication with loved ones or with those who especially liked, aroused trust, a sense of security. Two or more partners who are prone to emotional restraint can feel psychologically comfortable: their energy fields are in tune and therefore do not disturb each other.

Emotional discord characterized by a demonstrative exclusion of the personality from the emotional atmosphere of communication or the manifestation of emotions that are opposite in the meaning of the interaction situation. For example, if a partner experiences a surge of strength, rejoices, then a person prone to emotional resistance at this moment begins to get irritated, naughty or depressed. Some have something like an obsessive need to challenge others emotionally: if the partner is good, then by all means something must be said or done so that his mood will deteriorate; if others are sad about some completely objective reason, then the emotionally resisting person declares: "It's funny to me, they found something to be happy about." There are people who enjoy someone else's misfortune, suffering, tears, helplessness.

Emotional discord is a sign of autism in childhood. There are children who are not inclined to show emotions "for the company". When everyone is having fun, they keep aloof. It is not possible to involve them in the circle of peers; everyone is fine, but they frowned. It happens that the energy of general jubilation plunges them into depression, they start to get angry, throw a tantrum.

As a rule, they try to stay away from such people, they are disliked, sometimes it is unpleasant to talk with such people even about the weather. They especially avoid someone who is not able to compensate for his communicative deficiency in any way, for example, does not have a good mind, professional qualities, patience or other advantages.

Bringing together individuals who are emotionally inclined to resist the group atmosphere has a destructive effect on joint activities. The unison of negative emotional-energetic forces usually causes a powerful wave of aggression and cruelty. Sometimes it is enough for two or three persons to consolidate their negative emotional energy and oppose it to the group atmosphere, as the activity of the whole team will be destabilized. The psyche of an ordinary person does not withstand a powerful onslaught of negative emotional and energy influences from the outside.

Husband and wife, the educated, the client, the patient count on an emotionally responsive partner, but one should not forget that emotional responsiveness is associated with significant energy costs. For example, a doctor, psychologist, teacher gives his energy to a partner - a patient, patient, student. This is a noble sacrifice. When a professional in the field of human relations emotionally "burns out", certain protective mechanisms are activated: addiction to suffering, selective display of sympathy, avoidance of long and deep contacts, indifference. Soothing philosophies come to mind, such as: “you don’t sympathize with everyone,” “you need to take care of yourself,” “people are ungrateful,” etc.

You are capable of resonating emotionally if you have a wide range of perceptions of your partners' emotions. Due to the different organization of the sensory system and intelligence, people react differently to variations in the emotional manifestations of others. One person has a finely organized sensory system and, thanks to good intelligence, easily picks up the shades of all emotional states of partners. At the same time, he responds to all sorts of nuances of emotions: both filled with strength, bright, and shades of weak, barely noticeable emotional states of partners, both to emotions that have a positive effect on the psyche, and negatively. Another person has a less perfect sensory and intellectual organization and therefore usually very mediocre perceives and deciphers the emotional states of others.

For some people, the sensory and intellectual systems of reflection work completely rudely, as a result of which the range of perception of other people's emotions is extremely narrow, not all emotions of partners are deciphered and the subtleties in their manifestation are poorly distinguished. Such people are very late in responding to changes in the states of the partner, or even do not notice any changes at all. It is difficult to influence such people with the help of emotions and the accompanying external expressive means - they do not perceive semitones well, and in order to influence them, you have to overload emotional and energy signals: speak loudly, exaggerate the semantic coloring of the voice, squeeze in facial expressions, otherwise to them, as it is said, does not reach.

At the same time, in the life of any person there are times when the range of perception of partners' emotions expands dramatically. This is usually due to the burst of energy. This happens, for example, in a state of elation, surrounded by pleasant acquaintances, and in some people after drinking alcohol. Expansion of the ranges of emotional response is observed in the state of falling in love. The lover usually reacts subtly to the changes taking place in the soul of the object of passion. Feelings fade away and, alas, the range of emotional reflection is sharply narrowed. Aggravation of susceptibility is also seen in many women who have given birth. The mother, as a rule, is very sensitive to all changes in the state of the nursing baby. Obviously, this is due to the biological mechanism of the reproduction of the species: the offspring must be provided with safety and survival.

Sensitivity to the emotional states of a partner is a professionally necessary quality for those who work with people.

By observing the patient's emotions, the therapist can record deteriorating health, the onset of crises of illness, or the beginning of recovery. The psychiatrist is able to anticipate the exacerbation of certain mental illnesses or the onset of a new cycle of illness. By the nature of emotions, a neuropathologist can judge functional disorders of the nervous system. TI Serganova, a specialist in infantile cerebral palsy from St. Petersburg (Serganova TI How to beat infantile cerebral palsy with the mind of a specialist, the heart of a mother, 1995) developed and patented an original diagnostic technique.

The initial signs of a serious illness in infants are revealed by the peculiarities of their crying. With the help of a computer, the acoustic characteristics of children's crying, which indicate the development of cerebral palsy, were revealed. The challenge is to enable pediatricians and nurses to hear early symptoms by ear. Will a medical professional who has a limited range of emotional perception and ultimately lack the gift of emotional responsiveness do this?

You are capable of emotional resonance if you are able to adequately decipher the emotional states of your partners. Here we touch on the signaling function of emotions - using them, a person expresses his attitude to what he is not indifferent to. It can be disturbing internal sensations, exciting thoughts, urgent needs, interests and desires, or any external significant circumstances. With the help of emotions, he kind of encodes his relationship to what is happening, and the partners decode his emotions, that is, they try to understand what he wanted to express with them.

To adequately decipher the emotional signal of a partner means to catch in it exactly the meaning that was put into it.

The ability to adequately decipher the emotional signals of partners depends on several conditions. First, a person must have sufficient humanistic experience, that is, the experience of communicating with people of different ages, different mental make-up, different cultures, different nationalities. The more humanistic experience of a person, the more likely it is to understand the emotional states of partners. A lot matters: you had brothers and sisters, or you grew up as an only child in your family, you talked little or a lot with your family, was this communication deep or superficial, do you have close friends or do you prefer a closed lifestyle, do you have your own children and how many there are, how sensitive you are to them and to your marriage partner, whether you had to live or cooperate with people of a different nationality.

In the formation of humanistic experience, close contact of a person with pets is of great importance. In interaction with them, our sensory organs are tuned to such a "frequency range" of receiving emotions, which people do not use among themselves. The horse, cow, dog, cat and other neighboring species encourage us to move from the sign-symbolic communication system, to which we are accustomed, to the sensory-intuitive one. The interaction takes place mainly at the energy level, a person teaches an animal to understand individual words, and an animal teaches a person to perceive the energy of emotions. I recall the radio story of an elderly Nenets who complained that the herd of reindeer was thinning and the human personality was becoming poorer. Observations show that children who have grown up in constant communication with deer are softer in character, more sensitive, more responsive. The deer disappears, is destroyed - the channel of the emotional and energetic reflection of living nature is drowned out.

Secondly, for adequate deciphering of signals, the volume of operative emotional memory matters: how successfully you remember the character and shades of emotions at the moment when your partner is experiencing them. There are people who have a large amount of memory for emotions directly expressed by their partners. But there are those who find it difficult to remember the demonstrated emotion and reproduce it - the partner's emotions do not leave a noticeable trace in their memory.

Thirdly, it is important not to ascribe meanings and shades to the partner's emotions that are not at all in them. However, there are many people who, for one reason or another, are ready to find subjective content in their partner's emotions. Their decoding device obviously has some kind of defect. Therefore, "noise" is introduced in the form of moods or habitual emotions. Some are let down by operational emotional memory. Sometimes it happens that the attitude towards the partner dictates its will. Worst of all, if the person has mental abnormalities, which are the reason for the distorted interpretation of the emotions of partners.

Fourthly, professional communication experience plays an important role. The longer the length of service of a physician with patients, a teacher with students, an investigator with criminals, a seller with buyers, etc., the more accessible it is to decipher the emotional states of subjects of professional activity. For example, an experienced nurse, observing the patient's emotional manifestations, predicts how he tolerates the injection, whether he will need local anesthesia during the operation, and much more.

You are capable of emotional resonance if your emotions are bright and strong enough to be freely perceived and deciphered by your partners. It is appropriate to emphasize here that emotional resonance is possible in the presence of feedbacks: you respond to the partner's states, and he, in turn, perceives and evaluates your reaction.

In order for the information and energy circle to close, one must have two abilities: to decode the partner's emotions well and clearly give him signals about his states.

You are capable of emotional resonance if your emotions are mobile and easily switch to partners. It should be considered normal if a person knows how to show his emotions in accordance with situations and, as necessary, direct them to himself, then to partners, then to the activity in which he is engaged, then to the objects with which he acts. It is bad if emotions are hard-coded and most often directed to any specific address: to yourself, to others, to business or to objects.

One-sided orientation of emotions impoverishes the personality. An egoist, whose emotions are at the service of his own I, is not able to show emotional and energetic consonance with others. His energy circuit is closed on himself. A person for whom the meaning of existence is only in doing what he loves, as a rule, cannot give others warmth, take care of them, he has no time to participate and empathize. And if someone is seized by materialism, so emotional callousness becomes an accompanying quality for him. Infinite and ubiquitous altruism is also a dubious property of the individual. Is it possible to deeply and sincerely devote emotions to others, if at the same time emotions do not concern your Self?

The ability to switch emotions to a partner is a very valuable quality of a professional working with people: concentration of emotions on a partner is a symbol of attention to him, a sign of a subjective attitude and a manifestation of good manners.

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Creation of a positive emotional mood in the group during the adaptation period.

It is an important component of the upbringing and development of the child's personality. Therefore, the main task for teachers raising a child is to ensure the state emotional well-being. Emotional emotions... Long time system preschool education in Russia was focused primarily on ensuring the cognitive development of children. Wherein emotional development has often been given insufficient attention... An important event last year was the adoption of GEF DO. One of the basic values of the GEF DO is to maintain and strengthen all components of the health of everyone. toddler: physical, neuropsychic and socio-psychological. The tasks of the FSES DO are aimed at creating the most favorable psychological and pedagogical conditions for the child, where special attention is paid to the conditions of interaction between the teacher and the child. Security emotional well-being of the child is one of essential conditions v adaptation period to kindergarten at an early age.

Early age is particularly vulnerable to adaptations, since it is in this period the child is least of all adapted to separation from relatives, is weaker and more vulnerable. It is worth emphasizing that a decisive role in creating emotional atmosphere belongs to the caregiver, his own set up, emotionality of his behavior, in the ability create an atmosphere of warmth, love and comfort in group... The child must make sure that the educator is ready to take care of his welfare. The main task of the teacher is to earn the child's trust. Educator working with children younger age, you should, first of all, love the little ones, and this love should be manifested in his appearance, words and actions. Children love educators: emotionality and sincerity, kindness and responsiveness, funny mood and ability to create it in others, the ability to play with enthusiasm and come up with stories, quiet speech and soft, affectionate movements. Techniques that a teacher can use to inhibit negative baby emotions.

1. Games with sand and water (give children shatterproof vessels of different sizes, spoons, funnels, sieves, let the baby pour water from one container to another or catch balls, fish with a net);

2. Monotonous hand movements (stringing pyramid rings or balls with a hole on the cord);

3. Squeezing the hands (give the baby a rubber toy - a squeaker, let him squeeze and unclench his hand and listen to the toy squeak);

4. Drawing with felt-tip pens, markers, paints;

5. Listening to soft, calm music ( "Morning" Grieg, "King of the Dwarfs" Schubert, "Melody" Glitch);

Games adaptation period.

Smooth the adaptation period will be helped by games aimed at emotional interaction of a child with an adult.

Emotional communication arises on the basis of joint actions, accompanied by a smile, affectionate intonation, a manifestation of care for each baby. The main task of games with children in adaptation period- to establish a trusting relationship with each child, to give minutes of joy to the kids, to call positive attitude towards kindergarten.

In this period both individual and frontal games are needed so that no child feels left out.

The algorithm of games includes round dance and outdoor games, nursery rhymes, jokes, musical and rhythmic exercises with speech accompaniment, game exercises.

The game "We gently stroke the animals" (text by A.V. Golovchak).

The kids are sitting on the carpet, each holding a rubber toy - a squeaker. The teacher pronounces the text and performs movement:

We pet animals gently (strokes the toy with her palm 8 times)

And the animals do not squeak. Let's go quickly (squeezes the toy 8 times)

To make it more fun.

The game "Funny handkerchiefs" (text by I. Grantovskaya)

You will need a bright box with holes to play. Place the silk handkerchiefs in the box, pushing their ends into the slots - holes. The number of handkerchiefs should correspond to the number of children. The teacher draws the attention of the children to the box and invites each child to pull at one of the ends. When the child takes out a handkerchief, praise him, rejoice with him. Offer to play with handkerchiefs. Children stand "Resistant" holding a handkerchief in his hand. The teacher sings and performs movements. Children observe, repeat at will.

These handkerchiefs are good! (standing still and holding out his hand, waving a handkerchief) We'll dance, kids.

You, scarlet handkerchief, spin around (whirls holding a handkerchief in a raised hand)

I will wave my handkerchief (waves a handkerchief, standing still)

And I'll dance with a handkerchief.

You, little scarlet handkerchief, circle, (spinning)

Show all the guys little.

No handkerchiefs, ay-ay-ay. (hides the scarf behind his back, turning his head to the right and left) Where are the handkerchiefs, guess?

You, scarlet handkerchief, spin around.

Show all the guys little.

These handkerchiefs are good! (goes to the box in which he puts the handkerchief)

The kids danced.

And fold our handkerchiefs

Kids can do everything.

The game "Hello, friend - bye, friend"

Children sit in a semicircle on chairs, a teacher with a tambourine in front of them at a distance of 3 meters. The teacher, going up to one of the children, takes him by the hands and leads him to "Meadow".

Hello, hello buddy. Come out to the meadow.

That jump, then sideways.

Stomp, stomp with heels. 2 r The teacher hits the tambourine, the kid stomps his feet. Bye, bye, friend, Come again to the meadow. The teacher waves his hand. The child returns to his seat. That jump, then sideways,

Stomp, stomp with heels. The game is repeated with another child.

The game "Cheerful tambourine".

The teacher attracts the attention of children with a bright tambourine. Gives a tambourine to the baby and is talking:

Play for us, Masha, at a tambourine,

We will clap our hands. (Masha plays, children clap their hands)

Play to us, play, give Sasha the tambourine. (Masha gives Sasha a tambourine.)

Play for us, Sasha, at a tambourine,

We will stamp our feet. (Sasha plays, the children stamp with one foot, then the other.) Play to us, play, give Dasha a tambourine. (Sasha hands the tambourine to Dasha. The game continues.)

The game "Multi-colored rings" (V. Petrova's text).

To play, you need to prepare 20 colored rings. The teacher draws the attention of children to the multi-colored rings. Passing by the scattering children is talking:

I walk around the room, I'll show everyone the rings.

Here are the rings are good, Look, kids! The teacher, showing the ring, accidentally drops it.

Ouch! Help, guys, collect the rings.

The teacher scatters the rings so that they roll out all over group... Children collect rings, string them on a stick.

The game "Walked - walked - walked, found something".

The teacher selects and distributes in advance group or playground toys to play with. Then she invites the kids to take a walk with her group and look for something interesting. An adult walks in front and condemns:

We walked, walked, walked. What is it we found? (the teacher shows the toy, the children name what it is, the toy is examined, played out at the teacher's request). Then the teacher is talking: “Let's go for a walk further. Top-top- top, feet stomp along the path. We walked, walked, what did we find? "

To complete the game, you need to find items that will help you switch children to another activity, such as drawing.

Test games. Play with dough is associated with strong tactile stimulation, which gives the child great pleasure and has a calming effect. It is advisable to give the child the opportunity to participate in the preparation of the test.

The game "Plasticine patterns"... Children are given plasticine and are shown how to pinch off a small piece from a large piece and roll a ball out of it, like put the ball on the base and press on it with your finger, as after that a round plasticine speck is obtained. And if you first click on the ball, and then pull your finger down, you get a plasticine line.

"Tearing paper"... The proposed reception delivers a lot to children positive emotions, gives an outlet of energy, liberates.

"Finger games"... Help an adult quickly and easily attract the child's attention, find contact with him, win him over, arouse interest and desire to play together. To remove the negative emotional state of the child finger games are best used in pair interaction "Teacher - child"(by type of game "Magpie - the crow cooked porridge".

There are speech settings, which set up on friendly relations with adults and other children, they show children that they are welcome. Examples of psychological speech settings: - Today I am glad to see you in kindergarten, in our group! We will all spend this day together. May this day bring joy. Let's try to please each other. - I'm glad to see all the children of our healthy groups, cheerful, good mood... I really want this mood we all survived until the evening. And for this we must all smile more often, not offend each other and not fight. Let's rejoice at each other. - Hello, my dears! It's cloudy and damp outside today. And in our the group is warm, light and fun. And we have fun from our smiles, because every smile is a little sun, from which it becomes warm and good. Therefore, today we will be with you more often to smile at each other. For creating conditions emotionally a favorable atmosphere for the child's stay in kindergarten necessary:

Accept every child for who they are. Remember: there are no bad preschoolers! - address each baby by name and praise in a timely manner;

In the activity, rely on the voluntary help of children, include them in the organizational moments for the care of the premises and the site.

Participate in joint activities with children as an equal partner, be an entertainer and participant in children's games and fun.

In difficult situations for a child, focus on his age and individual peculiarities: to be always with them, and not to do something instead of him. - involve parents in the educational process and turn to them for support and help.

- remember: the child does not owe us anything! We must help the child to become more independent and responsible.

There should not be too many bans and strict requirements. This leads to passivity and low self-esteem among pupils.

A quiet, shy child also needs your professional help, just like an out-and-out brawler.

The child should see in the teacher a kind, smiling, positive tuned and a person who is always ready to help.

Subject environment and general environment in group are also essential for fostering friendships and joyful mood of children... The environment should be bright, colorful, attracting and challenging the child's attention. positive emotions ... It is necessary to think over every detail in group in order to prevent possible collisions between children and to avoid conflict situations. V group to create special corners and zones for games.

Also, the formation of a favorable environment in the group is facilitated by the creation unified system traditions and values, which is facilitated by the rituals of the beginning and end of the day, the celebration of the birthday of the pupils, etc. Special attention you need to pay to the arrival in rookie group: in advance tune children to meet a new child, meet him with the children, encourage children to show the newcomer group and toys... A prerequisite for successful adaptations- coordination of actions of parents and educators. We find out all the habits and characteristics of the child in an introductory conversation with the parents, we find out what are the characteristic features of his behavior, interests and inclinations. We recommend that parents in the first days bring the child only for a walk, so it is easier for him to get to know the educators and other children.

Parents giving a child to Kindergarten, are worried about his fate. Sensitively capturing the state and the mood of loved ones, especially mothers, the child is also worried. Therefore, the task of the educator is to calm down, first of all, adults: invite them to see them group rooms, show the locker, bed, toys, tell what the child will do, what to play, introduce the daily routine, discuss together how to make it easier adaptation period.

Creating a positive emotional mood in the group during the adaptation period is an important component of the upbringing and development of the child's personality. Therefore, the main task for teachers raising a child is to ensure the state emotional well-being. Emotional the sphere is an important component in the development of preschoolers, since no communication, interaction will be effective if its participants are not able, firstly, to understand emotional state of another, and secondly, to manage your emotions.

The beginning of the lesson. Psychological attitude.

Organizational stage, very short-term, determines the whole psychological mood of the lesson. The psychological attitude is carried out to create a favorable working environment in the classroom, so that the children understand that they are welcome, they were expected.

The teacher's friendly, benevolent words, a calm, confident manner are a condition for completing the tasks of this stage.

Psychological attitudes for the lesson:

Hello children! I am glad to see you and really want to start working with you! Good mood and success!

Dear Guys! May this lesson bring us the joy of communication and fill our souls with wonderful feelings.

Good morning, my dear! I am very glad to meet you. And, of course, I look forward to the moment when we can again look into this Wonderful textbook. Do you want this? Then go ahead!

Teacher : Good afternoon friends! I am glad to see you and really want to start working with you. Good mood and success! Is everyone ready for the lesson?
Children: Yes!
Teacher: Then go ahead!

Teacher : Hello guys! Today I went to school in a great mood. Why do you think?
Children: Because you wanted to meet us faster.
- Because the real spring has come.
- The sun is shining today.
- Maybe because the holidays are coming soon?
Teacher : Yes, everything you said is true: it has become quite warm outside, and the sun is shining, and I am glad to meet you. And I also have such an elated mood from the expectation of interesting discoveries in our lesson….

Good morning, my dear! We begin the lesson. Let's smile at each other, give your smiles.

Let's start our lesson by wishing each other well.

I wish you well, you wish me well, we wish each other well. If it’s difficult, I’ll help you.

I am glad that we are in a great mood. I hope the lesson will be interesting and exciting.

Turn to each other, look into each other's eyes, smile to each other, wish each other a good working mood during the lesson. Now look at me. I also wish you to work together, to discover something new.

Let's smile at each other. May today's lesson bring us all the joy of communication. Today in the lesson, guys, many interesting tasks, new discoveries await you, and your helpers will be: attention, resourcefulness, ingenuity.

What time of year is it? Show that you are cold and shriveled, warmed up and relaxed. You were accidentally hit in the face with a snowball, pretend to be upset. Depict how children make a snowman: stack snowballs on top of each other. Well done! What beautiful snowmen you have turned out. You came home cheerful. We will work in the lesson today with the same excellent mood.

Greetings "Hello!"

Students alternately touch their neighbor's fingers of the same name, starting with the thumbs and say:

wish (thumbs touching);
success (indicating);
large (medium);
in everything (nameless);
and everywhere (with little fingers);
Hello! (full palm touch)

Greetings.

Good morning sunshine! (everyone raises their hands, then puts them down).

Good morning heaven! (similar movement).

Good morning to all of us! (everyone spreads their arms to the sides, then lowers them).

"Mood Swap".

Hello guys! What is your mood today?

(Children have Mood Dictionaries on their desks. Students find an adjective on the list that describes their mood and explain their choice.)
- I want to call my mood expectant, because I expect new discoveries from today's lesson.
- And I have a calm mood. I'm not afraid of difficulties, I'm not afraid to make mistakes, I want to work calmly on.
- My mood is high. I love the math lesson, we always do such interesting tasks.
- And I chose a name for my mood, jubilant. Now I am very glad that my favorite lesson begins.
Teacher : I am very glad to see your funny eyes. I see that you are ready to go. Today I am in a mysterious and joyful mood, because we are going with you on another journey through the Great Land of Mathematics. Good luck and new discoveries!

Advice to teachers.

It has just been shown that enjoyable activities and events, such as meeting friends, exercising, going to cafes / restaurants, and sexual activity, are sources of positive emotional attitudes. Sometimes a good mood can persist until the end of the day, and sometimes it can last until the next day (Sone & Neale, 1984). Therefore, by resorting to these methods of creating a mood every day or twice a day, you can ensure that it will be good almost always. Two easy ways improve your mood - go in for sports and listen to music. Some people jog or swim daily; many listen to the music they like every day. Someone participates in church services twice a day.

It was also shown above that a beneficial effect on different people can provide different kinds classes, so it is important to choose the right type of activity. An American friend of mine starts the day by cross-country in the Nevada desert, accompanied by his wife, or listening to the player and admiring the magnificent view of the rising sun. It happened, and I joined him. I must say that this is a very powerful way to create a good mood: physical activity, chatting with your wife or listening to music, and watching the spectacular sunrise. Then my friend has a great breakfast on top of that.

People suffering from depression and generally unhappy people experience, according to them, fewer pleasant events in life. Levinson suggested that lack of positive reinforcement causes depression. The reasons can be varied, including poor social skills. In order to create more positive experiences for people suffering from depression, a special type of therapy has been developed, and in fact, these methods may well be applied to all other individuals.

Clients undergoing therapy are asked to write down every day for a month what joyful events happened to them today (choosing from a list of 320 events) and what their mood is today. Of all the types of events considered, 49 were associated with good mood throughout the day (in 10% of subjects). These results are shown in table. 13.4. Then the following procedure is carried out: computer analysis shows which of the activities have the strongest positive impact, and, on this basis, patients are encouraged to devote more time to certain activities (LeWinstool et al., 1982). They convince them of this in various ways, in particular, they slightly increase the breaks between classes, provide an opportunity to communicate with a psychologist longer, teach them to “reward” themselves, for example, with the help of a treat or other pleasures. Turner et al. (1979) found such methods to be effective in relieving depression in groups of depressed university staff and students. Reich and Sautra (1981), as mentioned above, also confirmed the success of such therapies by working with a group of students who did not suffer from mental disabilities.

Table 13.4 Pleasant activities that create a good mood for the whole day

Social interaction Incompatible with depression

1. Communication with happy people

2. Ability to interest the interlocutors with their stories

3. Meeting with friends

4. Recognizing your sex appeal

5. Kisses

6. Observing people

7. Frank, sincere conversation

8. Listening to declarations of love

9. Expressing your love for someone

10. Caressing touch

11. Being in the company of a loved one

12. Complimenting or praising someone

13. Chatting with friends over a cup of coffee, tea, etc.

14. Feeling like "the soul of society" in companies, at a party

15. Keeping a lively conversation

16. Listening to radio broadcasts

17. Meeting old friends

18. Awareness of the possibility of fulfilling someone's request for help or advice

19. Ability to entertain and amuse others

20. Traditional sexual relations

21. Making new friends, members of the same gender

23. Staying in a relaxed state

24. Thoughts about something pleasant that should happen in the future

25. Reflections on people you treat with sympathy

26. Contemplation of a beautiful landscape

27. The ability to breathe fresh air

28. Calm, peaceful state

29. The pleasure of being in the sun

30. Nice feeling of clean clothes

31. Availability of free time

32. Deep night sleep

33. Listening to music

34. Smiling when dealing with people

35. Joyful events in the life of relatives or friends

36. Feeling the presence of God in your life

37. Observing wild animals

37. "Self-efficacy"

38. Ability to do something on your own, in your own way

39. Reading stories, novels, poems or plays

40. Planning or organizing something

41. Skillful car driving

42. Successful, clear formulation of your thoughts

43. Travel and Vacation Planning

44. Acquisition of new knowledge and skills

45. Receiving a compliment or praise

46. High-quality performance of work

47. Delicious food

48. Visiting a restaurant

49. Communication with animals

50. Miscellaneous

Source: Lichnzobn & Carl, 1973.

More recently, Levinson and his colleagues have refined their approach to include different types enjoyable activities in more complex therapeutic methods (which are described below). Levinson and Gottlieb (1995) developed the Overcoming Depression course, which involves a variety of activities that induce joyful experiences, social skills training, and self-control therapy. The latter includes self-reinforcement, resolution therapy, relaxation, overcoming negative thoughts, and setting realistic goals. This method has proven to be effective when used with adults and adolescents suffering from depression; it has not been applied to other people (Lewon & Cossh, 1995).

The "Happiness Program" developed by Fordis (Rogsguse, 1983) was applied to local college students who did not suffer mental disorders... Its cognitive components are noted above. In addition, some behavioral and social skills components are included in the program. So, the participants had to:

· Spend more time talking with people;

· To strengthen relationships with the people closest to them;

· Develop friendliness, openness, sociability;

• learn to be more loyal friends;

· Become more active;

· Engage in valuable, meaningful work.

As in other cases, students were asked daily in certain time focus on some element of the program. The entire program (including its cognitive components) turned out to be very effective: people really became happier. However, we do not know what the role of each of the elements is.

Cognitive therapy

"Cognitive therapy is a collection of methods that pursue the goal of a rational and realistic interpretation of events" (Kehm, 1990). This complex was developed specifically for people with mental disorders, including depressed patients. Many people suffer from serious depression: for example, 9% of those who regularly visit a doctor. 12-17% are constantly at risk of falling into a deep depression, and even more are exposed to a less pronounced, but nevertheless still dangerous depression (An§51,1997).

So, consider the methods aimed at increasing the level of subjective well-being in individuals suffering from depression. You should also find out if they are effective when applied to people who are not clinically depressed, the most common people seeking to be happier.

In previous chapters, it was pointed out that happy people think differently than unhappy people, and this manifests itself in several ways. Happy people are distinguished by a positive outlook on the world, they set realistic goals for themselves and feel the meaningfulness of life, they are able to see the comic side of what is happening to them. When something unfavorable happens, they are not inclined to blame themselves for it. They are convinced that they can control what is happening.

According to one theory related to the area clinical psychology, depression is caused by negative and irrational ways of thinking. To correct them, forms of cognitive therapy have been developed. Some of the negative ways of thinking inherent in depressed patients coincide with the features of understanding the world and cognition that researchers traditionally find in unhappy people.

Various types cognitive therapies have been used with those who did not suffer from depression and have been shown to be successful. Lichter et al. (1980) developed a therapeutic course consisting of 8 sessions, each lasting 2 hours. The course lasts over 4 weeks; focuses on developing discernment, understanding and correcting irrational beliefs. Those who have completed this training experience increased feelings of happiness and satisfaction, as shown in Fig. 13.2.

Fava and colleagues (Raua et al., 1998) conducted research in Italy. They used the six dimensions of happiness identified by Reef (Kui, 1989): inner harmony, positive relationships with others, independence, control, having a purpose in life, and personal growth... The uniqueness of the course is that the main emphasis was on positive thinking... Clients had to keep diaries, where they recorded positive episodes of life and everything that interfered with their continuation. Then work was carried out in the six indicated areas. The ten people who took this course had a more marked improvement in subjective well-being than the other group, which also had ten participants, who received traditional cognitive therapy. However, improvements were also observed in them.

123456789 10 weeks

Rice. 13.2. The impact of therapeutic training. A source. 1x (11ere1a1., 1980

Researchers are giving significant attention to cognitive therapy used to improve the condition of people suffering from depression. Developed by Levinson and Gottlieb (1995), Coping with Depression is a 12-session course lasting 7 weeks. It includes some cognitive components (in particular, setting realistic goals and reducing the level of negative thinking) along with the already mentioned types of positive activities.

Fordis (1977) developed a set of therapeutic methods for working with people who do not suffer from severe mental disorders. This "package" was called the "Personal Happiness Enhancement Program" (Persoona Narrtez Epkanseten Progat), which consists of 14 elements, including several cognitive components, among them:

· Work on finding a healthy personality;

· Lowering expectations and aspirations;

· Development of positive, optimistic thinking;

• understanding the value of happiness;

· The best self-organization, ability to plan their activities;

· Development of "orientation to the present";

· Reduction of negative emotions;

· Relief of anxiety.

During therapy (which lasts 6 weeks), patients must work on these 14 elements every day at a specific time. The course has proven its worth high efficiency: 69% of the group of 338 students felt happier than before; in the group of adults (there were 226 more of them), an increase in the level of happiness was noted in 81% (Rogsguse, 1983).

A number of researchers have set themselves the task of comparing the effectiveness of cognitive and other therapies when working with patients suffering from depression. Naturally, therapy is more effective than no intervention; as a rule, it is also more effective than the placebo control method (for example, the use of drugs that in themselves do not affect the person's condition in any way). Plus, cognitive therapy is more effective than behavioral therapy. As for drugs and drugs, their effect is comparable to that of cognitive therapy. But in the case of patients suffering from a particularly severe form of depression, chemicals- the most suitable method of treatment for them (Kebm, 1995).