{"id":20008,"date":"2026-05-11T10:55:01","date_gmt":"2026-05-11T08:55:01","guid":{"rendered":"https:\/\/meetplatform.eu\/emocionalno-dzanipe-barjardipe-ande-chomardipe\/"},"modified":"2026-07-21T12:46:42","modified_gmt":"2026-07-21T10:46:42","slug":"emocionalno-dzanipe-barjardipe-ande-chomardipe","status":"publish","type":"post","link":"https:\/\/meetplatform.eu\/hurom\/emocionalno-dzanipe-barjardipe-ande-chomardipe\/","title":{"rendered":"Emocionalno D\u017eanipe Barjardipe ande \u010chomardipe"},"content":{"rendered":"\t\t
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\n Emocionalno D\u017eanipe Barjardipe ande \u010chomardipe:
<\/span>\n \n\t\t Miri Simasqi Barva<\/span>\n \t\t<\/span>\n <\/h2>\n \t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t
\n\t\t\t\t\t\t\t\t\t\t\t\t\t\t\t\"\"\t\t\t\t\t\t\t\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
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\u010ca\u010do: Emocionalno d\u017eanipe barjardipe ande \u010dhomardipe.<\/p>

Problema so si ande: But \u010dhave xaven pharipen ande pri\u010dindipes thaj phendipes la lengi simasqi. \u0160aj te si len i tendencia te nakhavel pe vaj te phaber pe lengo simaske, so \u0161aj te anel pe streso, pharimasqe, vaj vorbaqe pharimasqe. <\/p>

Konekcia pe mentalno sastipen: D\u017eanipe pe emocie si baro ad\u017ees pe mentalno sastipen. Kana le \u010dhave \u0161aj te pri\u010dindel thaj te phenel lengo simaske ande la\u0107hardo putri, barjardena mi\u0161to d\u017eanipe pe peste, mi\u0161to balansovde relacije, thaj bareder \u0161ajipe te mened\u017eijuvel pe pharo situacije. <\/p>

Kerdipe so kamel: Barjardipe la \u0161ajipeqi la \u010dhavenqo te pri\u010dindel, te phenel thaj te socharavel pe pe pire simaske te bi\u010dhavalel pe pe barvura thaj \u010dhomardipe sar ilencar la vorbaqo thaj d\u017eanipenqo pe peste.<\/p>\t\t\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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I aktiviteta si pilotovdi ande o MEET projekto ande “Me\u0219terul Manole” Teoretikano \u0160kola ande o gaviakero komunitato la S\u0103lcu\u021baqo ande i Republika Moldova, partnero \u0161kola la Ion Creang\u0103 Dr\u017eavosqo Pedagojiakero Universiteto la Chi\u0219in\u0103uqo. I aktiviteta si implementimi ande duj drom le duj diferentne grupencaha la \u010dhavorrengosqo manu\u0161enqo so reprezentijunel diferentne ber\u0161a, inkludindo \u010dhorore thaj bareder sekunderosqe \u010dhave. Vi duj sesije phirde pe aceri aktivitetaqo struktura, te dela le trainerjendar te observijuvel sar le manu\u0161a la diferentne ber\u0161a xasavde emocionalno phenipe thaj socharaipe. Le sesije si moderimi ande trenijarde praktikantora so adaptijinde o tempo la diskusijaqo thaj o barjardipe la socharaipeqi pe barjardipesqe karakteristike akarik gruposqo. I aktiviteta si vi pilotovdi ande Asociacija Amica Educa, Bosna thaj Hercegovina, le edna grupeha la \u010dhavorrengosqo manu\u0161enqo, andar diferentne socio-ekonomikane thaj edukativne phuv. I aktiviteta si integrovdi ande edna sesija konekcijakere le socijalne \u0161ajipena barjardipesa, socharaipe pe pe d\u017eanipe pe peste thaj emocionalno literacia. I aktiviteta si gidavdi ande edna expertno trainerja, ande grupe la 15 manu\u0161enqo (3 mur\u0161a, 12 d\u017euvlja). <\/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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Emocie reprezentijerena samesarno reakcije pe amaro d\u017eiipaqo p\u0159e\u017eijipe thaj si len baro rolo ande putri sar socharava pe, kera pe thaj konektijava pe le averencar. Pe but \u010dhave, fekar, pri\u010dindipes thaj phendipes la emocionaqo \u0161aj te avel pharo, maskar ke kana nane len phundrarde te vorbikel pe pe so siman. Kreativne aktivitete, sar \u010dhomardipe, dena la\u0107hardo thaj \u0161ajipe te xasavel putri la emocionalno phenipeqi. Barvura, forme thaj simbolura \u0161aj te aven edna \u010dhib ande so le manu\u0161a \u0161aj te phenel lengi andruno situacija bi darasqo te formuijuvel pe len \u010da\u010do ande vorba. O ezercizia “Miri Simasqi Barva” pomo\u017einela le manu\u0161en te observijuvel lengo emocionalno situacia ande akarik vakti, te phenel les ande \u010dhomardipe, thaj te socharavel pe pe les ande la\u0107hardo thaj ne-phatjarimosqo okoline. I aktiviteta pomo\u017einela ande barjardipes la d\u017eanipeqi pe peste thaj ande normalizijairipes la raznolikosqi la emocionaqo ande edna grupe. <\/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: 16\u201330 ber\u0161 (vi \u0161aj te adaptijuvel le barendar)<\/li>
  • Profilo: \u010dhave, NEET \u010dhave, \u010dhave andar pharo phuv, diverse grupe (\u0161eheriakere\/gaviakere, minorite)<\/li>
  • Konteksto: ne-formalno vaj formalno sikjaripengo okoline (edukativne aktivitete, workshopi, sikhjibenqe sesije)<\/li><\/ul>\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, organizacija, \u010dhavorrenge centri, komunitatne centri, itd.<\/p>

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

    • Socio-emocionalne \u0161ajipena: d\u017eanipe pe peste, phenipe la emocionaqo, la\u010dhipe.<\/li>
    • Relacijaqe \u0161ajipena: barjardipe la emocionalno vorbaqo thaj pativardipes la emocionaqo la averenqo.<\/li>
    • Samesarno-regulacijaqe \u0161ajipena: pri\u010dindipes thaj mened\u017eisaripes la emocionalne situacie.<\/li>
    • D\u017eanipesqe \u0161ajipena: phabaraipes la konekciaqo ma\u0161kar emocie, socharaipena thaj bi\u010dhalipena.<\/li>
    • Samesarno barjardipes: samesarno socharaipe, akceptisaripe la emocionalno raznolikosqi.<\/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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      \u010chomardipe la barva la emocionaqo. Le manu\u0161en si kerde te socharavel pe pe lengo emocionalno situacia ande akarik vakti thaj te phenel les ande barvura thaj forme ande phundrado \u010dhomardipe. Artistikano talento nane buted. O socharaipe si pe phenipes thaj socharaipe. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Ad\u017ees 1: \u0160urutipe \u2013 \"Savore Ame Si Diferentne\"<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      O sikjaripendar phanljarel le manu\u0161en ke emocie \u0161aj vi te phenel pe ande barvura thaj dela kana gidavde misalke: \u017euto \u2013 lo\u0161ipen, modro \u2013 mirno vaj soraripe, lolo \u2013 energija vaj xoli, zeleno \u2013 nadija vaj mirnoipen. Zorjardela ke akarik manu\u0161 \u0161aj te si les pire samesarne barva konekcie. Le manu\u0161a \u0161unen le phanaripe thaj socharaven pe pe lengo emocionalno situacia ande akarik vakti. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Ad\u017ees 2: \u010chomardipe la Emocionaqo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      O sikjaripendar dela le manu\u0161en lila thaj \u010dhomardipesqe materijala thaj kerdela len te kerel edna \u010dhomardipe le tematar: “Miri simasqi barva ad\u017ees”. Kerdel len te bi\u010dhavalel pe pe barvura, forme, linija, vaj simbolura. Le manu\u0161a kerdena o \u010dhomardipe te bi\u010dhavalel pe pe barvura thaj forme so reprezentijunel lengo simaske. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Ad\u017ees 3: Galerija la Emocionaqo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      O sikjaripendar kerdela le manu\u0161en te sikavel lengo \u010dhomardipe pe o phuvardo vaj pe o tabla, te kerel edna “galerija la emocionaqo”. Kerdela len te observijuvel i raznolikosqi la barvaqo thaj phendipena. Le manu\u0161a dikhlena le \u010dhomardipena lengi phralengosqo thaj observijuvel i diferencia ma\u0161kar o reprezentirime emocionalne situacie. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Ad\u017ees 4: Dobrovljatno Dipe<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      O sikjaripendar kerdela kana dobrovljatne te prezentijuvel lengo \u010dhomardipe thaj te odpoverdel pe kana phu\u010dipena:<\/p>

      • So simaske representijaldan?<\/li>
      • Soske xasavdan kadale barvura?<\/li>
      • Sar simavdan kana \u010dhomardilandan?<\/li><\/ul>

        O sikjaripendar a\u010dhavela atmosfera la pativaqo thaj akceptisaripeqi. Le manu\u0161a phirena ande i diskusija thaj dobrovljatno dena o \u010da\u010do la lengo \u010dhomardipeqi. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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        Ad\u017ees 5: Samesarno Socharaipe thaj Grupno Diskusija<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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        Educator facilitates a short discussion:<\/p>

        • Si \u0161ajilo vaj pharo te reprezentijuvel piri simaske?<\/li>
        • So xasavdan pe pe tiri situacia?<\/li>
        • So sikhjardam pe pe le diferentne simaske la manu\u0161enqo?<\/li><\/ul>

          Le manu\u0161a socharaven pe pe lengo p\u0159e\u017eijipe thaj dena pho\u010daripe vaj konkluzije.<\/p>

          Buted Materijala: Lila, lolane kalemura, markera, vaj pastela, phuvardo vaj phuvardo pe te sikavel pe o \u010dhomardipe<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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          \u0160ajipena pe Adaptacija:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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          • \u010curikane vaj bareder grupe. Ande baro grupe, le diskusije \u0161aj te keravel pe ande \u010durikane teami. <\/li>
          • Avere ber\u0161a. Le \u010dorore \u010dhavendar, i aktiviteta \u0161aj te inkludijuvel misalke la emocionaqo thaj simbolura. <\/li>
          • Avere nivela la pharimasqo.<\/li>
          • Pe pharo \u010dhave si len baro te zorjarel pe pe emocionalno la\u0107haripe.<\/li>
          • Le manu\u0161a nane zorade te phanljarel lengo \u010dhomardipe.<\/li>
          • O trainerja si len te a\u010dhavel la\u010dhipenqo thaj pativakerdo atmosfera.<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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            Efektosqo Evaluacija la Aktivitetaqo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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            Indikatorja <\/strong><\/th>\nEvaluacijaqo metoda <\/strong><\/th>\n<\/tr>\n
            Barjardipe la \u0161ajipeqi te pri\u010dindel simaske;<\/td>\nSamesarno-\u010deraipe lil angleder vaj pala i aktiviteta.<\/td>\n<\/tr>\n
            Phundrardipe te phenel simaske ande kreativno putri.<\/td>\n “Mi\u0161to \u0161aj te pri\u010dindel pe miro simaske.” Skala 1 d\u017ei 5. <\/td>\n<\/tr>\n
            <\/td>\n Vorbasqo feedback ande grupno diskusije.<\/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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            Reakcije Dikhlinde Ande o Pilotno Kerdipe<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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            I aktiviteta kerdas diverse reakcije so sikavdas i emocionalno raznolikosqi la manu\u0161enqo. Ande vi grupe, but \u010dhave xasavde i naloga le kheliardipesa, maskar ke kana \u0161urutno kana sikavde nane \u010derindipe kana kerde len te reprezentijuvel lengo simaske ande barvura thaj forme. Pe kana manu\u0161a o \u010dhomardipesqo faza dikhlindas relaksivno thaj phirandosqo, le avere si len buted mi\u0161to vakti te socharavel pe pe lengo emocionalno situacia anglal te \u0161urel pe. Diferencije si dikhlinde ma\u0161kar le manu\u0161a le diferentne emocionalne thaj psihologikane profilencaha. Kana \u010dhave phenasaile lengo simaske phundrardo thaj bi\u010dhavalipe pe but barvura thaj simbolura, le avere preferirasaile \u010dorore \u010dhomardipena thaj si len mi\u0161to rezervovde ande o socharaipesqo faza. Kana diferencije si vi dikhlinde ma\u0161kar le mur\u0161a thaj le d\u017euvlja. Ande but d\u017easavde le d\u017euvlja phirde mi\u0161to \u010dak ande i socharaipesqo diskusija thaj si len mi\u0161to kamo te phanljarel o \u010da\u010do la lengi \u010dhomardipeqi. Le mur\u0161a but drom reaginijinde mi\u0161to indirektno \u0161urutno, kana ande ha\u0161alipe vaj \u010durikane komentarura, fekar \u010dak barjardas ande phiripe ande i diskusija. Le manu\u0161a andar i bareder grupe tendijinde te phenel mi\u0161to barjardipe socharaipena pe pe lengo emocionalno situacie, vi le \u010dorore manu\u0161a phenasaile lengo simaske mi\u0161to spontanno ande barvura thaj vizualne elementi. Ande o Bosna thaj Hercegovina piloto, ande o implementacia la aktivitetaqo, le manu\u0161a sikavde \u0161elaj la reakcijaqo, andar \u0161urutno kheliardipes thaj nane \u010derindipes d\u017ei barjardo inkluzija thaj emocionalno socharaipe sar i aktiviteta phirdi angleder. Vi kana kana phenasaile nane \u010derindipe vaj phorikhe pe pe lengo \u010dhomardipesqe \u0161ajipena, but \u010dak avile mi\u0161to socharavde thaj bi\u010dhavalipe pe pe barvura thaj simbolura te reprezentijuvel lengo simaske. Ande o dipeqo faza, le manu\u0161a sikavde diferentne nivela la phundrardimasqo, le kana \u0161ajile te phenel lengo simaske thaj le avere a\u010dhile mi\u0161to rezervovde, fekar vi inkluzivde. I aktiviteta pomo\u017eindas ande momenti la pho\u010daripeqi, emocionalno d\u017eanipe, thaj ma\u0161karuno la\u010dhipe, pomo\u017einosarno ande \u010dhijipe la la\u0107hardipeqi thaj normalizaciaqo la diverse emocionalne p\u0159e\u017eijipena, le dikhlinde diferencijencaha ande phenipes thaj socharaipe ba\u017eirime pe ber\u0161 thaj samesarno phuv. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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            Rizikatipena thaj Upozorenia:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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            • Te nakhavel pe pe kritikipe vaj ha\u0161aripe andar le \u010dhomardipena<\/li>
            • Phiripe ande diskusije si dobrovljatno<\/li>
            • I aktiviteta nane \u010deravela pe pe analiza la traumaqo, fekar pe barjardipes la emocionalno d\u017eanipeqi<\/li><\/ul>\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":"

              Emocionalno D\u017eanipe Barjardipe ande \u010chomardipe: Miri Simasqi Barva \u010ca\u010do: Emocionalno d\u017eanipe barjardipe ande \u010dhomardipe. Problema so si ande: But \u010dhave […]<\/p>\n","protected":false},"author":1,"featured_media":20002,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"inline_featured_image":false,"footnotes":""},"categories":[552,560,329,553,557,566,562],"tags":[],"class_list":["post-20008","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-15-20-bersa","category-anglal","category-erzelmi-tudatossag","category-gindipe-e-mentalno-sastipasko-thaj-psihosocijalno-sastipe","category-tartalmi-gyakorlatok-onreflexio-csoportos-beszelgetesek-munkalapok","category-terne-phure-20-30-bersh","category-ternimata-ande-shkolaki-vrama-10-19-bersh"],"_links":{"self":[{"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/20008","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=20008"}],"version-history":[{"count":1,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/20008\/revisions"}],"predecessor-version":[{"id":20009,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/20008\/revisions\/20009"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/media\/20002"}],"wp:attachment":[{"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/media?parent=20008"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/categories?post=20008"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/tags?post=20008"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}