{"id":20010,"date":"2026-05-11T10:57:25","date_gmt":"2026-05-11T08:57:25","guid":{"rendered":"https:\/\/meetplatform.eu\/phralipesqo-khelipe-thaj-savore-ame-si-diferentne\/"},"modified":"2026-07-21T12:58:25","modified_gmt":"2026-07-21T10:58:25","slug":"phralipesqo-khelipe-thaj-savore-ame-si-diferentne","status":"publish","type":"post","link":"https:\/\/meetplatform.eu\/hurom\/phralipesqo-khelipe-thaj-savore-ame-si-diferentne\/","title":{"rendered":"Phralipesqo Khelipe thaj Savore Ame Si Diferentne"},"content":{"rendered":"\t\t
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\n \n\t\t Phralipesqo Khelipe thaj Savore Ame Si Diferentne<\/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: Te kerel pozitivno butisaripeqo atmosfera thaj te kerdel fexiblosqo socharaipe; \u0161urutipe pe o \u0161elalo aktivitete.<\/p>

Problema so si ande: I tendencia pe rigid socharaipe ma\u0161kar le NEET \u010dhave thaj o phabaraipe ke le avere dikhena i \u010dha\u010dipen ande aceri putri sar ame.<\/p>

Konekcia pe mentalno sastipen: Rigid socharaipe thaj nane kognitivno fexibilnosqi \u0161aj te del pe ande pharimasqe, ma\u0161karuno streso, pharimasqe ande adaptijuvel pe pe novo situacije, thaj emocionalne blokade. Te avel d\u017eanlde pe pe diferentne perspektivura si baro pe la\u010dhipe, tolerancia thaj emocionalno regulacia. <\/p>

Kerdipe so kamel: Te barjarel d\u017eanipe pe kognitivno ne-fexibilnosqi, te barjarel i \u0161ajipe te akceptijuvel diferentne pri\u010dindipena, thaj te kerdel phundrardipe pe phirandipes la perspektivaqo, vi kana kadava nasulo simas.<\/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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Kadava aktiviteta si implementimi sar delo la pilotno akcijaqo ande o MEET projekto ande “Me\u0219terul Manole” Teoretikano \u0160kola ande S\u0103lcu\u021ba gav, asocijovdo partnero la Ion Creang\u0103 Dr\u017eavosqo Pedagojiakero Universiteto la Chi\u0219in\u0103uqo. I pilotno akcija si kerdi le duj diferentne grupencaha la \u010dhavorrengosqo. I \u010dorore grupe si len 10 mur\u0161a thaj 14 d\u017euvlja andar 5. d\u017ei 8. klasa, ber\u0161a ma\u0161kar 12 thaj 14. I bareder grupe inkludilas 4 mur\u0161a thaj 14 d\u017euvlja andar 9. d\u017ei 12. klasa, ber\u0161a ma\u0161kar 15 thaj 17. Ande vi grupe, le sesije si moderimi ande duj trenijarde trainerja, phiravde pe aceri aktivitetaqo struktura vi kana adaptijuvel pe o tempo thaj socharaipesqo barjardipe pe ber\u0161-samesarne karakteristike la manu\u0161enqo. <\/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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Kognitivno fexibilnosqi phiravela pe pe edna manu\u0161eqo \u0161ajipe te adaptijuvel piro socharaipe, bi\u010dhalipena thaj emocionalne reakcije pe diferentne konteksti. Ande mentalno sastipen, si edna baro la\u0107hardipesqo faktoro thaj si konektovdo le adaptabilnosqiha, resilienciaqiha thaj la\u0107harde ma\u0161karune relacijaqiha. Manu\u0161a but drom socharaven pe ke lengo putri te dikhel pe khan\u010di si “samesarno” vaj “\u010da\u010do.” Kadava phabaraipe \u0161aj te anel pe phatjaripena, pharimasqe, vaj rezistencia pe phirandipe. \u010curikane p\u0159e\u017eijimosqe ezercizije so inkludinena o telo \u0161aj te kerel kadale mekanizmi dikhlinde ande la\u0107hardo thaj \u0161ajipe te xasavel pe putri. O “Phirandipe Piri Perspektiva” ilo bi\u010dhavalel pe telesko-ba\u017eirime metafore (phralipe la \u010dhandrenqo thaj phralenqo) te sikavel i pho\u010daripe ke so nasulo simas kana manu\u0161a \u0161aj te avel la\u0107ho kana le avere. Te p\u0159e\u017eijinel pe samesarno o diskomforto kerdo ande phirandipes la automatikane pozicijaqo, le manu\u0161a \u0161aj mi\u0161to te mi\u0161to phabaravel sar perspektivaqo phirandipe phiravela pe pe vi kognitivno thaj emocionalno nivelo. O ezercizia kerdela than pe socharaipe pe samesarno diferencijencar thaj sikavela o buted pe phundrardipes thaj la\u010dhipes. <\/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: la\u010dhipe, tolerancia, akceptisaripe la diferencijenqo<\/li>
    • Relacijaqe \u0161ajipena: phundrado vorba, malaidipe la phatjaripena<\/li>
    • Samesarno-regulacijaqe \u0161ajipena: tolerijuvel diskomforto<\/li>
    • D\u017eanipesqe \u0161ajipena: d\u017eanipe pe pire automatikane bi\u010dhalipena thaj perspektivura, kognitivno fexibilnosqi, kritikano socharaipe<\/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 \u2013 \"Savore Ame Si Diferentne\"<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Avristaripe: 5 minutsa<\/p>

      Procedura: Le manu\u0161en si phende te kerel pe pire \u010dhandra mia\u0161kar sostar lengi \u010dhandra si ande edna. Pala si kerde te observijuvel save palmo si pe uper. Angleder, le manu\u0161en si phende te \u0161el pe lengo vast kana, sar o trainerja, si len lengo \u010dhamo palmo pe uper (phenldas pe len ke pe kadava ad\u017ees \u0161aj te bi\u010dhavel pe pe pire \u010dhandra). Pa\u0161 edna pola la manu\u0161enqo \u0161el pe lengo vast, vaj te si len de\u0161uno vaj \u010dhamo. Pala, le avere manu\u0161a si phende te \u0161el pe lengo vast, le so si len lengo de\u0161uno palmo pe uper. O trainerja zorjardela ke so samesarno simas kana manu\u0161a nane samesarno sar kana avere. Misalka, but drom phabarava ke le manu\u0161a si len te dikhel pe khan\u010di ande aceri putri sar ame, fekar ande kadava \u010dorore ezercizia pri\u010dindava ke kadava nane but drom \u010da\u010do. <\/p>


      <\/strong><\/em>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\n\n\n\n\n\n\n
      Kerdipe la Trainerjaqi <\/th><\/strong>\nKerdipe la Manu\u0161anqo <\/strong><\/th>\n<\/tr>\n
      Te kerdel le manu\u0161en te kerel pe pire \u010dhandra mia\u0161kar le \u010dhandrencar ande edna.<\/td>\nTe kerel o ezercizia thaj te pri\u010dindel i diferencia ande palmo pozicia (\u010dhamo vaj de\u0161uno) ma\u0161kar le manu\u0161a.<\/td>\n<\/tr>\n
      Te phu\u010del len te observijuvel save palmo si pe uper.<\/td>\n<\/td>\n<\/tr>\n
      Te phu\u010del le manu\u0161en te \u0161el pe lengo vast ba\u017eirime pe save palmo si pe uper.<\/td>\n<\/td>\n<\/tr>\n
      Te zorjardel o pa\u0161-pa\u0161 bi\u010dhaldipes la palmoqe pozicijaqo ande o grupe.<\/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 ezercizia pomo\u017einela le manu\u0161en te pri\u010dindel ke le manu\u0161a si diferentne, thaj so samesarno simas kana manu\u0161a \u0161aj te avel nasulo kana le avere. Vi zorjardela o baro d\u017eanipe la \u0161ajipeqi te phirandel piri perspektiva, vi kana nasulo simas, sostar te dikhel pe khan\u010di andar diferentno pho\u010daripe. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Ad\u017ees 2: Phirandipe la Pozicijaqo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Avristaripe: 3 minutsa<\/p>

      Procedura: O trainerja phu\u010dela le manu\u0161en te phirandel pe i pozicia lengi \u010dhandrenqi (te del ke na samo o palmo fekar vi savore le avere \u010dhandra si repositovde). Kana phu\u010del pe len sar simas akanak, le manu\u0161a \u010da\u010dones odpoverdinena le vorbencaha sar: pharo, nasulo, vaj nasulo simas. <\/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
      Kerdipe la Trainerjaqi <\/th><\/strong>\nKerdipe la Manu\u0161anqo <\/strong><\/th>\n<\/tr>\n
      Te phu\u010del le manu\u0161en te \u010da\u010do phirandel pe i pozicia lengi \u010dhandrenqi (na samo o palmo, fekar vi savore \u010dhandra si len te repositijuvel pe).<\/td>\nTe phirandel pe i pozicia lengi \u010dhandrenqi sar phenldas pe.<\/td>\n<\/tr>\n
      Te phu\u010del le manu\u0161en sar simas pala so kerasaile i phirandipe.<\/td>\nTe socharavel pe pe thaj te del sar simas ande i novo pozicia (npr. pharo, nasulo, nasulo simas).<\/td>\n<\/tr>\n\n<\/tbody>\n<\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Socharaipe: Kadava ezercizia pomo\u017einela le manu\u0161en te avel d\u017eanlde pe pe i raznolikosqi ande sar le manu\u0161a p\u0159e\u017eijinena aceri d\u017eiipaqo situacija thaj pomo\u017einela len te konektijuvel pe piri “\u010dhandra” pe \u010dha\u010dipen.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Ad\u017ees 3: \"Phralipesqo Khelipe\" Ezercizia<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Avristaripe: 5 minutsa<\/p>

      Procedura: Pala o keripe la angleder ezercijaqo, le manu\u0161en si kerde te probijuvel pe edna “bareder versija.” Ande kadava ezercizia, si phende len te kerel pe pire phrale mia\u0161kar thaj te observijuvel save phral si pe uper. Sar angleder, le manu\u0161a \u0161elen pe lengo vast ba\u017eirime pe save phral si pe uper. O trainerja zorjardela ke but andar le so si len lengo de\u0161uno palmo pe uper ande o angleder ezercizia akanak si len lengo avero phral pe uper. Sar ande o angleder ezercizia, i grupe si pa\u0161-pa\u0161 bi\u010dhaldimi ande pola pe akarik \u0161ajipe. Le manu\u0161a pala si phende te probijuvel pe i “phirdi” phralipesqo pozicia. But phenena ke kadava simas “vi phareder” sar angleder. O trainerja aver drom zorjardela ke so samesarno simas kana manu\u0161a \u0161aj te avel zordo kana le avere, thaj vi palal. <\/p>

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

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      Kerdipe la Trainerjaqi <\/th><\/strong>Kerdipe la Manu\u0161anqo <\/strong><\/th><\/tr>

      Te kerdel le manu\u0161en te kerel pe pire phrale mia\u0161kar thaj te observijuvel save phral si pe uper.<\/p><\/td>

      		Te probijuvel pe le novo phralipesqe poziciasa thaj te pri\u010dindel o diskomforto vaj pharipen konekcijakero leha.<\/td><\/tr>

      Te zorjardel i diferencia komparisel pe le angleder ezercijaqosa.<\/p><\/td>

      		 <\/td><\/tr>
      Te phu\u010del le manu\u0161en te phirandel pe i pozicia lengi phralaqo.<\/td> <\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Socharaipe: O ezercizia sikavela pe sar metafora pe sar le manu\u0161a pri\u010dinena khan\u010di ande diferentne putrie. Kana \u0161aj te xasavel pe khan\u010di mi\u0161to rationalno thaj la\u0107hardo, le avere \u0161aj te si len buted te phirandel pe lengi perspektiva ande putri so nasulo simas fekar samesarno sar le avere. But drom phabarava ke le manu\u0161a filtrijuvel pe khan\u010di ande aceri putri sar ame; tendencija si amen te del pe but phabaripena, na te phundral pe amaro godi. Sar akarik manu\u0161 \u0161aj te phirandel pe lengi \u010dhandra, vi \u0161aj te phirandel pe lengo edna-dimensijaqo socharaipe, so but drom anel pe ande manu\u0161an a\u010dhel pe pe peste. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Ad\u017ees 4: Gidavdo Socharaipe<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Avristaripe: 5\u20137 minutsa<\/p>

      Procedura: Pala o keripe la p\u0159e\u017eijimosqe ezercijaqo, o trainerja kerdela le manu\u0161en te phirel ande gidavdo socharaipe. O socharaipe si pe konekcia ma\u0161kar o telesko diskomforto p\u0159e\u017eijindo ande le ezercizije thaj acerune situacije ande d\u017eiipe, kote phirandipe la kognitivosqo vaj emocionalno perspektivaqo si baro fekar pharo. Kadava socharaipe si kerdo ande la\u0107hardo, ne-zoravimasqo okoline, kote le manu\u0161an nane phendle te del “\u010da\u010do” odpoverde. <\/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\n\n\n\n\n\n\n
      Kerdipe la Trainerjaqi <\/th><\/strong>\nKerdipe la Manu\u0161anqo <\/strong><\/th>\n<\/tr>\n
      Te phu\u010del le manu\u0161en o \u0161elaldo phu\u010dipena:<\/td>\nTe socharavel pe pe le phu\u010dipena thaj te del lengo odpoverde. <\/td>\n<\/tr>\n
      So samesarno simandas thaj so nasulo simandas?<\/td>\n<\/td>\n<\/tr>\n
      Kote xasavava acerune situacije ande d\u017eiipe?<\/td>\n<\/td>\n<\/tr>\n
      So si te phirandel piri perspektiva?<\/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: Kadava ad\u017ees pomo\u017einela le manu\u0161en te integriravel o telesko p\u0159e\u017eijipe pe kognitivno thaj emocionalno nivelo, te phirandel o ezercizia ande \u010da\u010do pri\u010dindime metafora pe d\u017eiipe. Le manu\u0161a \u0161aj te observijuvel ke phirandipe la perspektivaqo si but drom ando diskomforto, rezistencia, vaj konfuzija. Fekar, kadava diskomforto nane znako la daraqo, fekar vi indikatorja la nakhimasqo andar automatikane bi\u010dhalipena. <\/p>

      Buted Materijala: Nane telesko materijala buted.<\/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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      \u0160ajipena pe Adaptacija:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      O socharaipe \u0161aj te keravel pe ande \u010durikane grupe, te bi\u010dhavalel pe \u010dororo vorba, \u010dororo tempo, thaj te del mi\u0161to vakti pe socharaipe. Si baro te na zoravavel le manu\u0161en te vorbikel. <\/p>\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
      Nivelo la d\u017eanipeqi pe perspektivaqe diferencije; <\/td>\nAngleder\/pala \u010durikano survejo le phrasencaha sar:<\/td>\n<\/tr>\n
      Kamo te akceptijuvel o diskomforto la phirandipeqi; <\/td>\n“Le manu\u0161a dikhena khan\u010di diferentno sar ame.”<\/td>\n<\/tr>\n
      Phundrardipe pe diferentne pho\u010daripe. <\/td>\n “\u0160aj te probijuvel pe te phirandel piri perspektiva.” (Skala 1\u20135).<\/td>\n<\/tr>\n
      <\/td>\nAlternativno feedback \u0161aj te avel:Edna \u0161elalo vorba pe so le manu\u0161a xaven pe lencar andar o ezercizia.<\/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
      \n\t\t\t\t\t\t\t\t\t

      Le reakcije la manu\u0161enqo ande kadava sesija avile \u010dororo diferentne ma\u0161kar le ber\u0161a thaj d\u017euvlja\/mur\u0161a, te del baro pho\u010daripe pe le trainerjendar. Ande vi grupe, le d\u017euvlja generalno phirde mi\u0161to \u010dak ande vorbasqo socharaipe thaj si len mi\u0161to kamo te phenel simaske konekcijakere le diskomfortosa, pharipen thaj perspektivaqo phirandipe. Le mur\u0161a, maskar ke ande i \u010dorore grupe, tendijinde te phenel lengo reakcije \u0161urutno ande ne-vorbasqo znakura sar ha\u0161alipe vaj nane \u010derindipe, fekar \u010dak barjardas ande phiripe ande o gidavdo socharaipeqo faza. Ande i bareder grupe, vi le mur\u0161a thaj le d\u017euvlja sikavde bareder nivelo la d\u017eanipeqi pe peste thaj \u0161ajinde mi\u0161to te konektijuvel o telesko p\u0159e\u017eijipe la diskomfortosqo le d\u017eiipaqe situacijencar so si len buted kognitivno vaj emocionalno fexibilnosqi. Ando saro, i aktiviteta kerdas la\u0107hardo thaj phirindosqo than pe vi d\u017euvlja thaj mur\u0161a, pomo\u017einosarno phundrardipes, ma\u0161karuno phabaraipe thaj socharaipesqo dijalogi. <\/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
      • Te nakhavel pe pe ha\u0161aripe andar le manu\u0161a.<\/li>
      • Ma zoravavel o dipe la samesarno p\u0159e\u017eijipena.<\/li>
      • O ilo nane phiravela pe pe trauma fekar socharavela pe pe barjardipes la 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":"

        Phralipesqo Khelipe thaj Savore Ame Si Diferentne \u010ca\u010do: Te kerel pozitivno butisaripeqo atmosfera thaj te kerdel fexiblosqo socharaipe; \u0161urutipe pe […]<\/p>\n","protected":false},"author":1,"featured_media":20011,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"inline_featured_image":false,"footnotes":""},"categories":[559,560,329,327,567,557,562],"tags":[],"class_list":["post-20010","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-10-19-bersa","category-anglal","category-erzelmi-tudatossag","category-fiatalok-altalaban","category-socialno-relacie-thaj-inkluzia-2","category-tartalmi-gyakorlatok-onreflexio-csoportos-beszelgetesek-munkalapok","category-ternimata-ande-shkolaki-vrama-10-19-bersh"],"_links":{"self":[{"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/20010","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=20010"}],"version-history":[{"count":1,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/20010\/revisions"}],"predecessor-version":[{"id":20012,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/20010\/revisions\/20012"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/media\/20011"}],"wp:attachment":[{"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/media?parent=20010"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/categories?post=20010"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/tags?post=20010"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}