{"id":19978,"date":"2026-05-11T10:47:37","date_gmt":"2026-05-11T08:47:37","guid":{"rendered":"https:\/\/meetplatform.eu\/dziipaqo-ruv\/"},"modified":"2026-07-20T12:07:33","modified_gmt":"2026-07-20T10:07:33","slug":"dziipaqo-ruv","status":"publish","type":"post","link":"https:\/\/meetplatform.eu\/hurom\/dziipaqo-ruv\/","title":{"rendered":"D\u017eiipaqo Ruv"},"content":{"rendered":"\t\t
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\n \n\t\t D\u017eiipaqo Ruv<\/span>\n \t\t<\/span>\n <\/h2>\n \t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
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\u010ca\u010do: O “D\u017eiipaqo Ruv” aktiviteta pomo\u017einela le \u010dhavendar te socharavel pe pe piri identiteta thaj d\u017eiipaqe p\u0159e\u017eijipena ande la\u010dhardipesqo thaj simbolikano reprezentisaripe. Pomo\u017einela le manu\u0161en te kerel avri piri samesarno d\u017eiipaqo vorbura thaj te barjarel zorjardipesqo-ba\u017eirimosqo phabaraipe la lengi identiteteqi vi xasavela pe pe motivacijaqe thaj pomo\u017eibenqe faktora ande lengi d\u017eiipe. <\/p>

Problema so si ande: But \u010dhave, maskar ke le andar pharo vaj komplexno phuv (sar \u010dhave ande alternativno la\u0107haripe, fostraqe familije, komplexne familijaqe situacije, NEET \u010dhave, \u010dhave le nasvalipencaha, vaj le traumatikane p\u0159e\u017eijipencaha), \u0161aj te xaven pharipen ande pri\u010dindipes la pire samesarno zorjardipena thaj phabaraipes sar lengo d\u017eiipaqe p\u0159e\u017eijipena kerena lengi identiteta thaj mi\u0161tipen.<\/p>

Konekcia pe mentalno sastipen: I aktiviteta pomo\u017einela pe psihosocialno sastipenqo literacia te barjarel le \u010dhavengo \u0161ajipe te pri\u010dindel sar lengo d\u017eiipaqe vorbura kerena efekto pe lengo mentalno sastipen thaj socijalno mi\u0161tipen. Pomo\u017einela le manu\u0161en te pri\u010dindel lengo psihologikano zorjardipena, samesarno kvalitete thaj \u0161ajipena pe socijalno pomo\u017eiben, so kerdela d\u017eanipe pe peste, resiliensia thaj mi\u0161to pozitivno phabaraipe pe pe peste. <\/p>

Kerdipe so kamel:<\/strong><\/p>

  • Te barjarel d\u017eanipe pe peste thaj pativ pe peste ande socharaipe pe samesarno identiteta<\/li>
  • Te zorjarel zor pe beste te dela le \u010dhavendar te kerel thaj te del lengi d\u017eiipaqe vorbura<\/li>
  • Te pomo\u017einel le manu\u0161en te pri\u010dindel lengi a\u010dhavde samesarno karakteristike, zorjardipena thaj \u0161ajipena<\/li>
  • Te kerdel xasaipes la andrune thaj avrutne faktorurenqo so kerena efekto pe lengi decidisaripe thaj avutno droma.<\/li><\/ul>

    Rumunsko perspektiva: O pilotno implementacia ande Rumunia konfirmijindas i relevancia la ilosqo pe le \u010dhave le diverse thaj but drom pharo phuvar. Edna phirdo observacia si ke le manu\u0161a xasavde but mi\u0161to \u0161ajilo te pri\u010dindel lengi nasulipena sar lengi zorjardipena, sikavdela edna tendencia d\u017ei deficit-ba\u017eirimosqo piro \u010dhom. Ande kadava konteksto, o D\u017eiipaqo Ruv aktiviteta kerdas baro rolo ande phirandipes la socharaipeqi d\u017ei samesarno resursa thaj pozitivne identitetosqe elementi. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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    \n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
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    Konteksto la pilotno implementacijaqo:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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    Kadava aktiviteta si implementimi sar delo la pilotno akcijaqo ande o MEET projekto ande Asociacija Amica Educa, partnero andar Tuzla, Bosna thaj Hercegovina. I sesija si kerdi samesarno thaj inkludilas edna grupe la oxto NEET \u010dhavenqo, edna mur\u0161 thaj efta d\u017euvlja. I sesija si moderimi andar edna trainerja le mentoroha. Phiravdas pe pe edna interaktivno formato so mikxas samesarno socharaipe, kreativno \u010dhomardipe thaj grupno diskusija. O D\u017eiipaqo Ruv aktiviteta vi si implementimi ande Rumunia ande o pilotno faza la MEET projektosqo ande but lokacije, inkludindo Re\u0219i\u021ba, Boc\u0219a thaj Anina, vi ande edna \u010dhavorrengosqo centrosqo okoline. I aktiviteta si kerdi le diverse grupencaha la \u010dhavorrengosqo, inkludindo \u010dhave, \u010dhave le samesarno edukacijaqe buted, thaj le manu\u0161a andar pharo phuv. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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    Teorutno Phuv:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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    Samesarno identiteta thaj samesarno phabaraipe barjardola ande le vorbura so le manu\u0161a phenen pe pe lengi d\u017eiipe. Narativno thaj zorjardipesqo-ba\u017eirime putrie ande \u010dhavorrengosqo butipen zorjardena o baro d\u017eanipe la pomo\u017eibenqo le \u010dhavendar te pri\u010dindel lengo \u0161ajipena, resursa thaj pomo\u017eibenqe relacije, so si baro la\u0107hardipesqo faktora pe mentalno sastipen thaj resiliensia. Le \u010dhave so p\u0159e\u017eijinde komplexne d\u017eiipaqe situacije, sar familijaqo ne-stabilnosqi, socijalno ekskluzija, vaj avere challengosqe simaske, \u0161aj kana te dikhel pe pe lengi d\u017eiipe maskar ke ande pharimasqe vaj \u010durikaipena. Kadava \u0161aj te kerela efekto pe lengi zor pe beste, avutno \u0161urutipe thaj lengi \u0161ajipe te pri\u010dindel andrune thaj avrutne resursa so \u0161aj te pomo\u017einel lengo barjardipe. O “D\u017eiipaqo Ruv” aktiviteta bi\u010dhavalel pe edna simbolikano thaj kreativno metafora te pomo\u017einel le manu\u0161en te socharavel pe pe diferentne aspektora la lengi d\u017eiipeqi. Ande \u010dhomardipe thaj la\u010dhardipesqo phiripe, le \u010dhave xasavena lengo pharo p\u0159e\u017eijipena, samesarno simaske, samesarno kvalitete thaj avutno aspiracije te bi\u010dhavalel pe pe le elementi la ruveqo (\u010dhera, phuv, struno, \u010dhanga, patrina thaj pharuvura). <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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    Ciljano Phral<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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    • Ber\u0161: 15\u201330 ber\u0161 (vi \u0161aj te adaptijuvel le barendar)<\/li>
    • Profilo: generale \u010dhavorro populacija, NEET \u010dhave, \u010dhave andar pharo phuv, \u010dhave le komplexne d\u017eiipaqe p\u0159e\u017eijipencaha<\/li>
    • Konteksto: ne-formalno vaj formalno sikjaripengo okoline (edukativne aktivitete, workshopi, sikhjibenqe sesije)<\/li><\/ul>

      A rom\u00e1niai pilot tev\u00e9kenys\u00e9g sor\u00e1n az eszk\u00f6z k\u00fcl\u00f6n\u00f6sen relev\u00e1nsnak bizonyult alacsony \u00f6n\u00e9rt\u00e9kel\u00e9ssel rendelkez\u0151 fiatalok, korl\u00e1tozott \u00f6nreflexi\u00f3s k\u00e9szs\u00e9gekkel rendelkez\u0151 r\u00e9sztvev\u0151k, valamint t\u00e1rsadalmi-gazdas\u00e1gi szempontb\u00f3l h\u00e1tr\u00e1nyos helyzet\u0171 vagy migr\u00e1ci\u00f3 \u00e1ltal \u00e9rintett h\u00e1tt\u00e9rb\u0151l \u00e9rkez\u0151 fiatalok eset\u00e9ben. Hat\u00e9konynak bizonyult saj\u00e1tos nevel\u00e9si ig\u00e9ny\u0171 r\u00e9sztvev\u0151kkel val\u00f3 munka sor\u00e1n is, felt\u00e9ve, hogy kieg\u00e9sz\u00edt\u0151 facilit\u00e1tori t\u00e1mogat\u00e1s \u00e9s egyszer\u0171s\u00edtett magyar\u00e1zatok rendelkez\u00e9sre \u00e1lltak. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Konteksto la Bi\u010dhaldimasqo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Thano: \u0160kola, organizacije, \u010dhavorrenge centri, komunitatne centri, psihosocialne pomo\u017eipenqe programura, itd. <\/p>

      Tipo la \u0161ajipenqe thaj dimenzijaqe:<\/strong><\/p>

      • Socio-emocionalne \u0161ajipena: d\u017eanipe pe peste, emocionalno phenipe, pri\u010dindipes la samesarno zorjardipena<\/li>
      • Relacijaqe \u0161ajipena: pri\u010dindipes la pomo\u017eibenqe relacijaqo, \u010dhijipe la prinaveneqi, pativ pe le averendar<\/li>
      • Resilienciaqe \u0161ajipena: pri\u010dindipes la andrune resursura, zorjardipes la zor pe bestes, kerdipe le d\u017eiipaqe challengurencar<\/li>
      • D\u017eanipesqe \u0161ajipena: socharaipe pe samesarno identiteta, phabaraipes la efektosqo la d\u017eiipaqe p\u0159e\u017eijipena pe mi\u0161tipen, avutno \u0161urutipe.<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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        Opisaripe la Aktivitetaqo \u2013 Ad\u017ees pa Ad\u017ees<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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        Ad\u017ees 1: \u0160urutipe<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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        Avristaripe: 10\u201315 minutsa<\/p>

        Procedura: O trainerja \u0161urel pe i aktiviteta te kerdel le manu\u0161en te socharavel pe pe vorbura thaj lengo rolo ande le manu\u0161engo d\u017eiipe. Le manu\u0161en si phu\u010dde phu\u010dipena sar: <\/p>

        • Kamel tuke te \u0161unel pe vaj te phirel pe vorbura?<\/li>
        • So socharavel tume si o \u010da\u010do la vorbaqo?<\/li>
        • Dikhilandas pe kana vorbura pe peste? Kana ia? Kana na, soske? <\/li><\/ul>

          O trainerja phanljarel ke akarik manu\u0161 si les samesarno vorba kerdi ande lengo p\u0159e\u017eijipe, relacije thaj baro momenti ande d\u017eiipe. I aktiviteta pomo\u017einela le manu\u0161en te xasavel pe pe piri samesarno d\u017eiipaqo vorba ande kreativno putri te bi\u010dhavalel pe pe la metafora la ruveqi. <\/p>

          Tabel 1. Kerdipe \u2013 Ad\u017ees 1. <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

          \n\t\t\t\t\t\t\t\t\t
          Kerdipe la Trainerjaqi <\/strong><\/th>Kerdipe la Manu\u0161anqo <\/strong><\/th><\/tr>
          Te del o temato la vorbaqo thaj lengo rolo ande le manu\u0161engo d\u017eiipe.<\/td>Te odpoverdel thaj te socharavel pe pe le phu\u010dipena pe vorbura.<\/td><\/tr>
          Te phu\u010del gidavde phu\u010dipena pe vorbura thaj samesarno p\u0159e\u017eijipena.<\/td>Te del lengo pho\u010daripe vaj p\u0159e\u017eijipena kana simas len mi\u0161to.<\/td><\/tr>
          Te phanljarel ke i aktiviteta inkludinela xasaipes la samesarno vorbaqo ande o “D\u017eiipaqo Ruv” metafora.<\/td> <\/td><\/tr>
          Kana i diskusija avel, te pri\u010dindel le manu\u0161engo bi\u010dhalipe, te reflektijuvel baro pho\u010daripe thaj te kerdel pativakerdo dipe.<\/td> <\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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          Socharaipe: Kadava \u0161urutipesqo diskusija pomo\u017einela le manu\u0161en te mi\u0161to phabaravel ke akarik manu\u0161 si les samesarno vorba thaj ke socharaipe pe pe d\u017eiipaqe p\u0159e\u017eijipena \u0161aj te pomo\u017einel len te mi\u0161to phabaravel pe pe peste thaj lengi zorjardipena. \u010ceravela i grupe pe kreativno aktiviteta so \u0161ajivel. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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          Ad\u017ees 2: Kerindipes la D\u017eiipaqo Ruveqo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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          Avristaripe: 45\u201360 minutsa<\/p>

          Procedura: O trainerja phanljarel ke le manu\u0161a kerena piro samesarno “D\u017eiipaqo Ruv” \u010dhomardipe te reprezentijuvel pe diferentne aspektora la lengi d\u017eiipeqi. Edna angleder \u010dhomardimi templato la ruveqo si prezentovdi thaj akarik delo la ruveqo si phanarimi. Le manu\u0161a si kerde te socharavel pe pe lengi p\u0159e\u017eijipena thaj te reprezentijuvel pe len simbolikano ande lengo \u010dhomardipe. O trainerja \u010dororo del o \u010da\u010do akarik deloski la ruveqo: <\/p>

          \u010chera \u2013 Kerindipesqe elementi: familija, regiono\/foro\/komunitato andar so aven; kultura, religia, \u010dhib, pharo p\u0159e\u017eijipe (edna vaj duj), kamle sovenipena, \u0161koli ande so phirde, kana so avero baro efekto.<\/p>

          Phuv \u2013 Rutinura thaj bi\u010dhalipena: d\u017eiipaqe rutinura, samesarno simaske thaj samesarno \u010dha\u010dipena: kote phirena le manu\u0161a, kastar d\u017eiven, manu\u0161a so pozitivno kerena efekto pe len, hobija, samesarno aktivitete ande so phirena, itd. I phuv \u0161aj te reprezentijuvel pe sar mi\u0161to, phanglo, vaj le bartenca \u2014 ba\u017eirime pe sar le manu\u0161a dikhena piri samesarno d\u017eiipaqo situacia. <\/p>

          Struno \u2013 Talentora thaj \u0161ajipena: samesarno \u0161ajipena, \u0161ajipena thaj karakteristike so le manu\u0161a pri\u010dindena ande lendar vaj so le avere armajinena ande len (inkludindo khan\u010di ande so \u0161aj te avel mi\u0161to kana si len \u0161ajipe). <\/p>

          \u010changa \u2013 nadijura, sovenipena, kamipena thaj \u010da\u010dipena: \u010durikane vaj pharo vaktisakere aspiracije thaj avutne planura. Le manu\u0161a \u0161aj vi te socharavel pe pe sar \u0161aj te xasavel pe kadale \u010da\u010dipena thaj kas so \u0161aj te pomo\u017einel len ande i drom. <\/p>

          Patrina \u2013 pomo\u017eiben thaj savalizijora: navura la manu\u0161enqo so si baro ande le manu\u0161engo d\u017eiipe thaj so pomo\u017einena vaj inspirijinena len. Le manu\u0161a \u0161aj vi te socharavel pe pe soske kadale manu\u0161a si baro ande len thaj so sikle pe andar lendar. <\/p>

          Pharuvura \u2013 Andruno zorjardipe: samesarno kvalitete sar zor pe peste, mi\u0161tipen, zorjardipe, resiliensia thaj avere andrune resursa so pomo\u017einena len te phirel pe angleder thaj te xasavel pe lengo \u010da\u010dipena.<\/p>

          Kham thaj br\u0161indo \u2013 Elementi so dela pe barjardipe: avrutne faktora vaj pomo\u017eibenqe sistemi so pomo\u017einena le manu\u0161en te barjardel pe samesarno thaj profesionalno.<\/p>

          Le manu\u0161a si kerde te \u010dhomarduvel pe lengi ruv kreativno thaj te socharavel pe pe samesarno \u010da\u010do na pe artistikano kvaliteta. O trainerja dela vakti pe socharaipe thaj \u010dhomardipe, te del kheliardipes thaj pomo\u017eiben kana buted. <\/p>


          Tabel 2. Kerdipe \u2013 Ad\u017ees 2. <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

          \n\t\t\t\t\t\t\t\t\t\n\n\n\n\n\n\n
          Kerdipe la Trainerjaqi <\/strong><\/th>\nKerdipe la Manu\u0161anqo <\/strong><\/th>\n<\/tr>\n
          Te prezentijuvel o D\u017eiipaqo Ruv templato thaj te phanljarel o \u010da\u010do akarik deloski la ruveqo.<\/td>\nTe \u0161unel i phanaripe la ruveqe elementurenqi.<\/td>\n<\/tr>\n
          Te dela \u010dhomardipesqe materijala thaj but vakti pe i aktiviteta.<\/td>\nTe socharavel pe pe diferentne aspektora la lengi d\u017eiipeqi.<\/td>\n<\/tr>\n
          Te kerdel le manu\u0161en te socharavel pe pe diferentne aspektora la lengi d\u017eiipeqi kana kerena lengi ruv.<\/td>\nTe kerel piri samesarno “D\u017eiipaqo Ruv” \u010dhomardipe te bi\u010dhavalel pe pe simbolura thaj vorba.<\/td>\n<\/tr>\n
          Te dela gidaipe thaj kheliardipes ande o \u010dhomardipesqo proceso kana buted.<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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          Socharaipe: Kadava ad\u017ees dela le manu\u0161en te xasavel pe pe lengi d\u017eiipaqe p\u0159e\u017eijipena, zorjardipena, relacije thaj aspiracije ande edna kerdo thaj kreativno putri. O vizualno reprezentisaripe la lengi d\u017eiipaqe vorbaqo pomo\u017einela len te pri\u010dindel samesarno resursa thaj pomo\u017eibenqe relacije so pomo\u017einena pe lengi mi\u0161tipen. Vi kerdela le manu\u0161en te socharavel pe pe lengi identiteta thaj te barjarel mi\u0161to balansovdo thaj zorjardipesqo-ba\u017eirimosqo perspektiva pe lengi d\u017eiipe. <\/p>

          Noto: I ruv si len te reflektijuvel maskar ke nadija, pozitivne vorbura thaj zorjardipena. Vi kana nasulo p\u0159e\u017eijipena \u0161aj te delindos pe, o saro socharaipe si len te a\u010dhavel pe pe barjardipes la zor pe bestes thaj pri\u010dindipes la samesarno resursura. O trainerja \u0161aj te dela samesarno pomo\u017eiben te pomo\u017einel le manu\u0161en te socharavel pe pe pozitivne aspektora kana buted. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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          Ad\u017ees 3: Phendipes la Vorbaqo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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          Avristaripe: 25\u201330 minutsa<\/p>

          Procedura: Kana le manu\u0161a si kerdi lengi D\u017eiipaqo Ruv \u010dhomardipena, o trainerja kerdela len te del lengo ruv thaj le vorbura pala lendar. Le manu\u0161a \u0161aj te prezentijuvel diferentne delora la lengi ruveqi thaj te phanljarel so reprezentijerena ande lengi d\u017eiipe. Dipe si dobrovljatno. Le manu\u0161a so na kamena te prezentijuvel lengi ruv \u0161aj ande socharaipe pe pe lengo p\u0159e\u017eijipe la kerdimasqo thaj te del kana pho\u010daripe vaj pho\u010daripe so xavde ande o proceso. O trainerja kerdela pativakerdo thaj pomo\u017eipenqo atmosfera ande dipe. Pala akarik prezentacia, o trainerja thaj le avere manu\u0161a \u0161aj te dela pozitivno thaj khelimasqo feedback. Kana si mi\u0161to, o trainerja \u0161aj vi te dela piro samesarno D\u017eiipaqo Ruv sar edna misalka. <\/p>


          <\/strong><\/em>Tabel 3. Kerdipe \u2013 Ad\u017ees 3. <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

          \n\t\t\t\t\t\t\t\t\t\n\n\n\n\n\n\n
          Kerdipe la Trainerjaqi <\/strong><\/th>\nKerdipe la Manu\u0161anqo <\/th><\/strong>\n<\/tr>\n
          Te kerdel le manu\u0161en te del lengo D\u017eiipaqo Ruv thaj le vorbura pala lendar.<\/td>\nTe prezentijuvel lengo D\u017eiipaqo Ruv thaj te phanljarel diferentne elementi kana simas len mi\u0161to.<\/td>\n<\/tr>\n
          Te zorjardel ke dipe si dobrovljatno.<\/td>\nTe \u0161unel le averengo vorbura le pativosa thaj socharaipeha.<\/td>\n<\/tr>\n
          Te kerdel pativakerdo \u0161unipe thaj pomo\u017eipenqo feedback ande o grupe.<\/td>\nTe dela pomo\u017eipenqo thaj pozitivno feedback le phralenca.<\/td>\n<\/tr>\n
          Te dela pozitivno feedback thaj te pri\u010dindel le manu\u0161engo zorjardipena thaj socharaipena.<\/td>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
          \n\t\t\t\t\t\t\t\t\t

          Socharaipe: Dipe la lengi vorbaqo dela le manu\u0161en te phenel pe lengo p\u0159e\u017eijipena, zorjardipena thaj aspiracije ande pomo\u017eipenqo okoline. \u0160unipe la averengo vorbaqo \u0161aj vi te kerdel la\u010dhipe, ma\u0161karuno phabaraipe thaj \u010dhijipe la konekciaqo ande o grupe. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

          \n\t\t\t\t\t

          Ad\u017ees 4: Debriefingo thaj Evaluacija<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
          \n\t\t\t\t\t\t\t\t\t

          Avristaripe: 15\u201320 minutsa<\/p>

          Procedura: Pala so le manu\u0161a kerdi thaj delas lengi D\u017eiipaqo Ruv \u010dhomardipena, o trainerja kerdela len te socharavel pe pe o p\u0159e\u017eijipe la kerdimasqo la lengi ruveqi thaj dipes la lengi vorbaqo. O socharaipe socharavela pe pe so le manu\u0161a xasavde pe pe peste. O trainerja \u0161aj te gidavel i diskusija le phu\u010dipencaha sar: <\/p>

          • So siklandas pe pe peste ande kadava aktiviteta?<\/li>
          • Sar simas akanak pe pire zorjardipena thaj \u010da\u010dipena?<\/li><\/ul>

            O trainerja sumijuvel o baro pho\u010daripe andar i diskusija thaj zorjardela o baro d\u017eanipe la lengi vorbaqo, pri\u010dindipes la samesarno zorjardipena, pomo\u017eibenqe relacije thaj nadijura pe avutno.<\/p>


            Tabel 4. Kerdipe \u2013 Ad\u017ees 4. <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

            \n\t\t\t\t\t\t\t\t\t
            Kerdipe la Trainerjaqi <\/strong><\/th>Kerdipe la Manu\u0161anqo <\/strong><\/th><\/tr>
            Te kerdel le manu\u0161en te socharavel pe pe i aktiviteta te bi\u010dhavalel pe pe gidavde phu\u010dipena.<\/td>Te socharavel pe pe o p\u0159e\u017eijipe la kerdimasqo thaj dipes la lengi D\u017eiipaqo Ruveqi.<\/td><\/tr>
            Te kerdel dobrovljatno dipe la pho\u010daripeqi thaj p\u0159e\u017eijipena.<\/td>Te del pho\u010daripe vaj simaske kana simas len mi\u0161to.<\/td><\/tr>
            Te sumijuvel o baro pho\u010daripe andar i diskusija.<\/td> <\/td><\/tr>
            Te zorjardel o baro d\u017eanipe la pri\u010dindipeqi la samesarno zorjardipena thaj pomo\u017eipenqe sistemi.<\/td> <\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
            \n\t\t\t\t\t\t\t\t\t

            Socharaipe: Kadava ad\u017ees dela le manu\u0161en te integrijuvel lengo p\u0159e\u017eijipe andar i aktiviteta thaj te socharavel pe pe lengi samesarno zorjardipena, relacije thaj aspiracije. Zorjardela d\u017eanipe pe peste thaj kerdela le manu\u0161en te dikhel pe pe lengi d\u017eiipaqo vorba andar mi\u0161to pozitivno thaj empowermentosqo perspektiva. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

            \n\t\t\t\t\t

            Ad\u017ees 5: Grupno Socharaipesqo Galerija<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
            \n\t\t\t\t\t\t\t\t\t

            Avristaripe: 10\u201315 minutsa<\/p>

            Procedura: O trainerja kerdela le manu\u0161en te thel pe lengi D\u017eiipaqo Ruv \u010dhomardipena mia\u0161kar pe edna phuvardo vaj tabla, te kerel edna simbolikano “ve\u0161”. Kadava vizualno reprezentisaripe zorjardela i raznolikosqi la p\u0159e\u017eijipena, zorjardipena thaj aspiracijenqo ande o grupe. Le manu\u0161a si kerde te phirel pe thaj te dikhel pe pe le ruva kerdi andar le avere. O trainerja \u0161aj te kerdel le manu\u0161en te a\u010dhavel pe pozitivne notora, komentarura vaj nalepnicura pe lengo phralengosqo ruva sar edna putri te phenel pe pativ thaj pomo\u017eiben. O trainerja bandijardela i aktiviteta te zorjardel ke, sar ande edna ve\u0161 kote diferentne ruva barjardena mia\u0161kar, akarik manu\u0161eqo vorba pomo\u017einela pe i zorjardipe thaj barjardipe la gruposqo. Kadava kerdela \u010dhijipe la prinaveneqi thaj mia\u0161karuno pomo\u017eiben. <\/p>

            Tabel 8. Kerdipe \u2013 Ad\u017ees 5. <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

            \n\t\t\t\t\t\t\t\t\t
            Kerdipe la Trainerjaqi <\/strong><\/th>Kerdipe la Manu\u0161anqo <\/strong><\/th><\/tr>
            Te kerdel le manu\u0161en te thel pe lengi ruva mia\u0161kar pe edna phuvardo vaj tabla, te kerel edna “ve\u0161”.<\/td>Te thel pe lengi D\u017eiipaqo Ruv \u010dhomardipena pe o phuvardo vaj tabla.<\/td><\/tr>
            Te kerdel le manu\u0161en te observijuvel le ruva kerdi andar le avere.<\/td>Te observijuvel le ruva kerdi andar le avere manu\u0161a.<\/td><\/tr>
            Te kerdel le manu\u0161en te a\u010dhavel pe pozitivne notora vaj pomo\u017eipenqe komentarura.<\/td>Te a\u010dhavel pe pozitivne notora vaj pomo\u017eipenqe komentarura kana simas len mi\u0161to.<\/td><\/tr>
            Te zorjardel i pho\u010daripe la raznolikosqi, konekciaqo thaj mia\u0161karuno zorjardipe ande o grupe.<\/td> <\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
            \n\t\t\t\t\t\t\t\t\t

            Socharaipe: Te kerel pe mia\u0161karuno “ve\u0161” pomo\u017einela le manu\u0161en te p\u0159e\u017eijinel \u010dhijipe la prinaveneqi thaj mia\u0161karuno konekcia ande o grupe. Zorjardela ke akarik manu\u0161eqo vorba si les samesarno, vi sikavdela sar diferentne p\u0159e\u017eijipena thaj zorjardipena \u0161aj te koexistijuvel thaj te pomo\u017einel edne le averes. <\/p>

            Palal phiripe (dobrovljatno): Le manu\u0161en \u0161aj te kerdel pe te xasavel pe pe lengi D\u017eiipaqo Ruv ande vakti thaj te del novo \u010dhanga, pharuvura vaj patrina sar xavena novo p\u0159e\u017eijipena thaj pho\u010daripe. Le manu\u0161a \u0161aj vi te xavel edna \u010dhomardipe la “ve\u0161osqo” kerdi ande i aktiviteta sar vizualno sovenipe la zorjardipena la gruposqo thaj mia\u0161karune p\u0159e\u017eijipena. <\/p>

            Buted Materijala: <\/strong><\/p>

            • A3 lil vaj flipchart lil<\/li>
            • Barvovde kalemura, markera, vaj kreonura<\/li>
            • Angleder \u010dhomardimi D\u017eiipaqo Ruv templato le instrukciencaha (\u010derdo andar o trainerja pe flipchart lil vaj tabla)<\/li>
            • Misalka la kerdi D\u017eiipaqo Ruveqi (dobrovljatno, \u010derdi andar o trainerja)<\/li>
            • Prezentacijaqo tabla vaj phuvardosqo than pe sikavipe la ruvenge \u010dhomardipena<\/li>
            • Lilosqo limaipe, magnetura vaj \u010dhavikle pe phangavipes la \u010dhomardipena.<\/li><\/ul>

              A megval\u00f3s\u00edt\u00e1s azt mutatta, hogy b\u00e1r a r\u00e9sztvev\u0151k k\u00f6nnyen bevon\u00f3dtak a rajzol\u00e1si komponensbe, a tev\u00e9kenys\u00e9g reflekt\u00edv r\u00e9szei akt\u00edv facilit\u00e1ci\u00f3t ig\u00e9nyeltek. Sok r\u00e9sztvev\u0151nek tov\u00e1bbi ir\u00e1nymutat\u00e1sra \u00e9s konkr\u00e9t p\u00e9ld\u00e1kra volt sz\u00fcks\u00e9ge ahhoz, hogy azonos\u00edtani tudja saj\u00e1t er\u0151ss\u00e9geit \u00e9s \u00e9letbeli tapasztalatait. A megszokott, ismer\u0151s t\u00e9m\u00e1kb\u00f3l \u2013 p\u00e9ld\u00e1ul hobbikb\u00f3l vagy napi rutinokb\u00f3l \u2013 val\u00f3 kiindul\u00e1s hat\u00e9kony bel\u00e9p\u00e9si pontnak bizonyult. Azt is megfigyelt\u00e9k, hogy az id\u0151keret jelent\u0151sen befoly\u00e1solta a reflexi\u00f3 m\u00e9lys\u00e9g\u00e9t. R\u00f6videbb foglalkoz\u00e1sok eset\u00e9n a r\u00e9sztvev\u0151k ink\u00e1bb felsz\u00ednesebb szinten maradtak, m\u00edg a hosszabb id\u0151 \u00e9s a vezetett besz\u00e9lget\u00e9s lehet\u0151v\u00e9 tette a m\u00e9lyebb \u00f6nfelt\u00e1r\u00e1st \u00e9s \u00f6nreflexi\u00f3t. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

              \n\t\t\t\t\t\t\t
              \n\t\t\t\n\t\t\t\t\t\t<\/span>\n\t\t<\/div>\n\t\t\t\t\t\t<\/div>\n\t\t\t\t
              \n\t\t\t\t\t

              \u0160ajipena pe Adaptacija:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
              \n\t\t\t\t\t\t\t\t\t

              I aktiviteta \u0161aj te adaptijuvel pe ba\u017eirime pe i grupno buted, ber\u0161 thaj nivelo la mi\u0161tipenqo le samesarno socharaipeha. I efektivnosqi la ilosqo ba\u017eirimosqo si pe trainerjaqi \u0161ajipe te adaptijuvel pe o putri thaj te kerel la\u0107hardo thaj pomo\u017eipenqo okoline kote le manu\u0161a simas mi\u0161to te konektijuvel pe lengi vorbura. <\/p>

              • O socharaipesqo thaj dipeqo faza \u0161aj te keravel pe ande dujora vaj \u010durikane grupe na ande o saro grupe te kerel mi\u0161to la\u0107hardo than pe le manu\u0161a so \u0161aj te siman nasulo te vorbikel pe pe anglal le averendar.<\/li>
              • Le trainerja si len te del ke i \u010dhib, le misalke thaj le phanaripe bi\u010dhavalime ande i aktiviteta si konekcijakere le manu\u0161engo kulturalno thaj socijalno kontekstosa.<\/li>
              • Samesarno socharaipe si len te dela pe kana phiravel pe le pharo manu\u0161encar vaj grupencaha, te dela pe pe d\u017eanipe pe pe lengo p\u0159e\u017eijipena thaj \u010derindipe te phirel ande socharaipesqe aktivitete.<\/li>
              • Bareder pomo\u017eiben \u0161aj te dela pe le manu\u0161en so xavena pharo ande kana delora la aktivitetaqo.<\/li>
              • Le manu\u0161a so na kamena te \u010dhomarduvel \u0161aj te phenel pe lengi pho\u010daripe te bi\u010dhavalel pe pe vorba, simbolura vaj kola\u017eosqe materijala.<\/li>
              • I aktiviteta \u0161aj vi te implementijuvel pe ande but sesije te dela mi\u0161to vakti pe socharaipe thaj diskusija.<\/li><\/ul>

                A rom\u00e1niai kontextusban k\u00fcl\u00f6n\u00f6sen hasznosnak bizonyult a tev\u00e9kenys\u00e9g adapt\u00e1l\u00e1sa az instrukci\u00f3k egyszer\u0171s\u00edt\u00e9s\u00e9vel \u00e9s l\u00e9p\u00e9sr\u0151l l\u00e9p\u00e9sre t\u00f6rt\u00e9n\u0151 \u00fatmutat\u00e1s biztos\u00edt\u00e1s\u00e1val, k\u00fcl\u00f6n\u00f6sen azokn\u00e1l a r\u00e9sztvev\u0151kn\u00e9l, akiknek korl\u00e1tozott tapasztalatuk volt az \u00f6nreflexi\u00f3 ter\u00e9n. Az alacsonyabb csoportkoh\u00e9zi\u00f3val rendelkez\u0151 csoportokban a p\u00e1ros vagy kiscsoportos munka a plen\u00e1ris megoszt\u00e1s el\u0151tt n\u00f6velte a r\u00e9szv\u00e9telt \u00e9s a komfort\u00e9rzetet. Emellett a facilit\u00e1torok hasznosnak tal\u00e1lt\u00e1k, ha nagyobb csoportokban a r\u00e9szletes egy\u00e9ni megoszt\u00e1s helyett ink\u00e1bb a k\u00f6z\u00f6s t\u00e9m\u00e1kra helyezik a hangs\u00falyt. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

                \n\t\t\t\t\t

                Efektosqo Evaluacija la Aktivitetaqo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
                \n\t\t\t\t\t\t\t\t\t\n\n\n\n\n\n\n
                Indikatorja <\/strong><\/th>\nEvaluacijaqo metoda <\/strong><\/th>\n<\/tr>\n
                Barjardo d\u017eanipe pe peste thaj socharaipe pe samesarno identiteta; <\/td>\n\u010curikano socharaipesqo lil kerdo ando \u0161elalo la aktivitetaqo; <\/td>\n<\/tr>\n
                \u0160ajipe te pri\u010dindel samesarno zorjardipena thaj kvalitete; <\/td>\nSamesarno-\u010deraipe phrasena pe skala (1\u20135); <\/td>\n<\/tr>\n
                D\u017eanipe pe pomo\u017eibenqe relacije thaj avutno aspiracije; <\/td>\nSocharaipesqe phu\u010dipena pe pomo\u017eibenqe mre\u017ee thaj samesarno \u010da\u010dipena; <\/td>\n<\/tr>\n
                Barjardo zor pe beste ande samesarno zorjardipena thaj \u0161ajipena.<\/td>\nSamesarno-\u010deraipe phrasa ande pala-aktivitetaqo phu\u010dipena.<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
                \n\t\t\t\t\t\t\t\t\t

                A pilot megfigyel\u00e9sei azt mutatt\u00e1k, hogy a kvalitat\u00edv visszajelz\u00e9sek \u00e9s a csoportos besz\u00e9lget\u00e9sek k\u00fcl\u00f6n\u00f6sen \u00e9rt\u00e9kesek voltak a tev\u00e9kenys\u00e9g hat\u00e1s\u00e1nak felt\u00e9rk\u00e9pez\u00e9s\u00e9ben. A r\u00e9sztvev\u0151k gyakran sz\u00e1moltak be a szem\u00e9lyes er\u0151ss\u00e9geik \u00e9s t\u00e1mogat\u00f3 h\u00e1l\u00f3zataik tudatosabb felismer\u00e9s\u00e9r\u0151l, m\u00e9g akkor is, ha ezek a v\u00e1ltoz\u00e1sok nem mindig jelentek meg teljes m\u00e9rt\u00e9kben a kvantitat\u00edv \u00f6n\u00e9rt\u00e9kel\u00e9si pontsz\u00e1mokban. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

                \n\t\t\t\t\t

                Socharaipe la Trainerjaqi:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
                \n\t\t\t\t\t\t\t\t\t

                Le trainerja observijinde ke le manu\u0161engo inkluzija barjardas \u010dak ande i aktiviteta, maskar ke ande o dipeqo faza. O kerindipes la la\u0107hardo thaj ne-phatjarimosqo okoline si len baro ande kerdipes la phiripeqi thaj phundrardimasqo. Grupe le bareder \u0161urutipesqo uveripeqi sikavde bareder socharaipe thaj mi\u0161to kamo te del samesarno p\u0159e\u017eijipena. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

                \n\t\t\t\t\t

                Reakcije Dikhlinde Ande o Pilotno Kerdipe:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
                \n\t\t\t\t\t\t\t\t\t

                Le manu\u0161a ando saro sikavde me\u0161ano nivelo la inkluzijaqo ande i aktiviteta. But si len aktivisarno inkluzivde ande socharaipe pe pe lengi p\u0159e\u017eijipena thaj pri\u010dindipes la lengi zorjardipena, keripena thaj aspiracije kana kerenas lengi D\u017eiipaqo Ruv \u010dhomardipena. Kana manu\u0161a phenasaile pativ pe o \u0161ajipe te socharavel pe pe lengi samesarno resursa, pri\u010dinde ke nane phirde ande kadale samesarno socharaipende bute vaktisar angleder. I aktiviteta pomo\u017eindas len te pri\u010dindel samesarno kvalitete thaj zorjardipena so nane angleder socharavde pe pe, so pomo\u017eindas ande barjardipes la zor pe bestes thaj d\u017eanipeqi pe peste. Kana manu\u0161a \u0161urutno preferijinde na te del lengi D\u017eiipaqo Ruv le grupeha thaj xasavde te a\u010dhavel pe lengi socharaipena samesarno. O trainerja phiravdas pe kadava te zorjardel ke dipe si dobrovljatno thaj te kerel pomo\u017eipenqo thaj ne-phatjarimosqo atmosfera. Edna baro rezultato la aktivitetaqo si len lengo barjardipe la \u010dhijipeqi la prinaveneqi thaj mia\u0161karuno pomo\u017eiben ande o grupe. Kana le samesarno ruva si dikhlinde mia\u0161kar sar edna simbolikano “ve\u0161”, le manu\u0161a pri\u010dinde sar lengi diferentne p\u0159e\u017eijipena thaj zorjardipena pomo\u017eindas pe edna mia\u0161karuno grupno dinamika. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

                \n\t\t\t\t\t

                Rizikatipena thaj Upozorenia:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
                \n\t\t\t\t\t\t\t\t\t
                • I aktiviteta \u0161aj te d\u017eagravel pe emocionalne reakcije, maskar ke kana le manu\u0161a socharaven pe pe samesarno p\u0159e\u017eijipena vaj relacije. Le trainerja si len te del ke i grupno atmosfera si pomo\u017eipenqo, pativakerdo thaj la\u0107hardo. <\/li>
                • Phiripe ande dipe la samesarno vorbaqo si len te a\u010dhavel pe dobrovljatno savore. Le manu\u0161en nane zordle te prezentijuvel lengi D\u017eiipaqo Ruv vaj te diskutijuvel pe pe samesarno tematura kana nane simas len mi\u0161to. <\/li>
                • Kana phiravel pe le \u010dhavencar so p\u0159e\u017eijinde pharo d\u017eiipaqe situacije, le trainerja si len te a\u010dhaven pe pe d\u017eanlde pe pe le manu\u0161engo emocionalne odpoverde thaj te \u010deravlel pe te dela bareder pomo\u017eiben kana buted.<\/li>
                • I aktiviteta nane si len te bi\u010dhavalel pe sar terapijakero interventija pe trauma. Lengo \u010da\u010do si te kerdel socharaipe, d\u017eanipe pe peste thaj pri\u010dindipes la zorjardipena ande pomo\u017eipenqo grupno okoline. <\/li>
                • Le trainerja si len te del ke le diskusije a\u010dhaven pe pativakerdo thaj ke le manu\u0161a nane phatjarena vaj kritikijunel pe le averengo vorbura vaj p\u0159e\u017eijipena.<\/li><\/ul>

                  A pilot megval\u00f3s\u00edt\u00e1s sor\u00e1n megfigyelt\u00e9k, hogy egyes r\u00e9sztvev\u0151k a t\u00e1mogat\u00f3, er\u0151ss\u00e9galap\u00fa f\u00f3kusz ellen\u00e9re hajlamosak voltak ink\u00e1bb a negat\u00edv \u00e9lm\u00e9nyekre koncentr\u00e1lni. A facilit\u00e1toroknak fel kell k\u00e9sz\u00fclni\u00fck arra, hogy a besz\u00e9lget\u00e9st finoman \u00e1tir\u00e1ny\u00edts\u00e1k, mik\u00f6zben \u00e9rv\u00e9nyes\u00edtik \u00e9s elfogadj\u00e1k a r\u00e9sztvev\u0151k \u00e9rz\u00e9seit. Emellett a figyelmi kapacit\u00e1s \u00e9s a csoportdinamika gondos kezel\u00e9st ig\u00e9nyel, k\u00fcl\u00f6n\u00f6sen nagyobb vagy kev\u00e9sb\u00e9 akt\u00edv csoportok eset\u00e9ben. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"

                  D\u017eiipaqo Ruv \u010ca\u010do: O “D\u017eiipaqo Ruv” aktiviteta pomo\u017einela le \u010dhavendar te socharavel pe pe piri identiteta thaj d\u017eiipaqe p\u0159e\u017eijipena ande […]<\/p>\n","protected":false},"author":1,"featured_media":19979,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"inline_featured_image":false,"footnotes":""},"categories":[552,558,329,327,328,557,325],"tags":[],"class_list":["post-19978","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-15-20-bersa","category-eletvezetesi-keszsegek-fejlesztese","category-erzelmi-tudatossag","category-fiatalok-altalaban","category-nem-tanulo-nem-dolgozo-fiatalok-allami-gondozasban-elo-fiatalok-fogyatekossaggal-elok-vagy-traumas-hatterrel-rendelkezok","category-tartalmi-gyakorlatok-onreflexio-csoportos-beszelgetesek-munkalapok","category-vegen"],"_links":{"self":[{"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/19978","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/comments?post=19978"}],"version-history":[{"count":1,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/19978\/revisions"}],"predecessor-version":[{"id":19980,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/19978\/revisions\/19980"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/media\/19979"}],"wp:attachment":[{"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/media?parent=19978"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/categories?post=19978"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/tags?post=19978"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}