{"id":20013,"date":"2026-05-11T10:58:26","date_gmt":"2026-05-11T08:58:26","guid":{"rendered":"https:\/\/meetplatform.eu\/pharimasqo-resaipe-ande-rolaqo-khelipe\/"},"modified":"2026-07-21T13:11:17","modified_gmt":"2026-07-21T11:11:17","slug":"pharimasqo-resaipe-ande-rolaqo-khelipe","status":"publish","type":"post","link":"https:\/\/meetplatform.eu\/hurom\/pharimasqo-resaipe-ande-rolaqo-khelipe\/","title":{"rendered":"Pharimasqo Re\u0161aipe ande Rolaqo Khelipe"},"content":{"rendered":"\t\t
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\n \n\t\t Pharimasqo Re\u0161aipe ande Rolaqo Khelipe<\/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 del la\u0107hardo thaj interaktivno okoline kote le \u010dhave \u0161aj te xasavel, te mi\u0161to phabaravel thaj te praktikijuvel konstruktivne putria pe mened\u017eisaripe la pharimasqo. Ande p\u0159e\u017eijimosqo sikjardipes thaj drama-ba\u017eirime metodi, le manu\u0161a xaven pho\u010daripe ande diferentne perspektivura thaj barjarel praktikane vorba thaj pharipen-re\u0161aipe \u0161ajipena. <\/p>

Problema so si ande: Ma\u0161karune pharimasqe (nane phabaraipe, ekskluzija, bullingo), ne-efektivno vorba, emocionalno nasulo mened\u017emento (xoli, frustracija), nane la\u010dhipe, eskalacija la d\u017eiipaqe pharimasqo, buted pe ne-nasulo pharimasqo re\u0161aipesqe strategije<\/p>

Konekcia pe mentalno sastipen: Barjardela emocionalno d\u017eanipe, pomo\u017einela emocionalno phenipe, zorjardela la\u010dhipe, malavel streso andar nane re\u0161ovde pharimasqe, kerdela mi\u0161to vorba, kerdel socharaipe pe peste, pomo\u017einela emocionalno regulacia, barjardela grupno kohezija thaj \u010dhijipe la prinavenesqo, barjardela resiliensia ande socijalne situacije<\/p>

Kerdipe so kamel: Mi\u0161to pri\u010dindipe la pharimasqe situacijaqo, bi\u010dhalipe la konstruktivno pharimasqo re\u0161aipesqe strategijaqo, mi\u0161to vorba thaj aktivisarno \u0161unipe \u0161ajipena, barjardo la\u010dhipe, mi\u0161to efektivno emocionalno regulacia, barjardo zor pe beste ande phiripe le pharimasqencar, malaidipe la agresivosqo vaj nakhipesqo bi\u010dhalipena, zorjardo kooperacia thaj pativakerdo interakcije.<\/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 sesijaqo le \u010durikano grupeha la 6 \u010dhavenqo le miksovde \u0161ajipencaha, inkludindo le manu\u0161encar le diferentne nasvalipencaha. I sesija si adaptovdi pe lengo buted, le \u010dororo informacijasa thaj pomo\u017eipenqo okoline te pomo\u017einel savore te phirel ande. Edna znakosqo \u010dhibaqo interpretatorja si vi a\u010dhilas te pomo\u017einel edna \u0161unipesqe-nasvalipe manu\u0161es. Le aktivitete si moderimi. <\/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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Rolaqo khelipe si edna sikjardipesqo metodo so pomo\u017einela le \u010dhavendar te mi\u0161to phabaravel d\u017eiipaqo pharimasqo situacije te keravel pe ando la\u0107hardo okoline. Pharimasqe si samesarno delo la d\u017eiipaqo d\u017eiipe, fekar but \u010dhave nane les angleder i \u0161ajipe te mened\u017eijuvel pe len efektivno. \u0160aj te reaginijuvel le nakhipesa, frustrijesa, vaj agresijasa. Kadava ilo dela le manu\u0161en te xasavel diferentne perspektivura, te barjarel la\u010dhipe thaj te praktikijuvel konstruktivno vorba thaj pharipen-re\u0161aipe ande p\u0159e\u017eijipe. <\/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: 10+ ber\u0161 (vi \u0161aj te adaptijuvel le barendar)<\/li>
  • Profilo: \u010dhave, NEET \u010dhave, \u010dhave andar pharo phuv, diverse grupe (\u0161eheriakere\/gaviakere, minorite), manu\u0161a le nasvalipencaha<\/li>
  • Konteksto: Workshopi thaj grupno aktivitete socharaipe pe pe pharimasqo re\u0161aipe thaj vorba.<\/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 klase, organizacijaqe programura, \u010dhavorrenge centri, komunitatne thana, grupno workshopi.<\/p>

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

    • Socio-emocionalne \u0161ajipena: barjardipe la la\u010dhipeqi, phabaraipes la averenge simasqi, pri\u010dindipes la emocionaqo ande diferentne situacije<\/li>
    • Relacijaqe \u0161ajipena: praktikijuvel vorba, aktivisarno \u0161unipe, phendipes la pho\u010daripeqi thaj simasqi pativosa, malipes la nane phabaraipeqi<\/li>
    • Samesarno-regulacijaqe \u0161ajipena: mened\u017eisaripe la emocionaqo ande challengosqe situacije, kontrolisaripe la reakcijaqo, tolerijuvel diskomforto ande socijalne interakcije<\/li>
    • D\u017eanipesqe \u0161ajipena: pri\u010dindipes la piro bi\u010dhalipeqi ande socijalne situacije, phabaraipes la diferentne perspektivaqo, barjardipes la flexibilnosqi ande socharaipe thaj decidisaripe.<\/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 thaj Toplosaripe<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Avristaripe: 5 minutsa<\/p>

      Procedura: O trainerja del o temato la stresosqe d\u017eiipaqe situacijaqo thaj phu\u010del le manu\u0161en te del \u010durikane misalke. O \u010da\u010do la sesijaqo si te xasavel reakcije thaj te praktikijuvel mi\u0161to efektivne putria la vorbaqo. <\/p>


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

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      <\/p>
      Kerdipe la Trainerjaqi <\/strong><\/th>Kerdipe la Manu\u0161anqo <\/strong><\/th><\/tr>
      Te del o temato la d\u017eiipaqe stresosqe situacijaqo.<\/td>Te \u0161unel i informacia.<\/td><\/tr>
      Te phu\u010del le manu\u0161en te socharavel pe pe situacije kote simavde pe len stresisal vaj nasulo.<\/td>Te phirel pe le tematar thaj te \u010deravlel pe pe le aktivitete.<\/td><\/tr>
      Te kerdel kana \u010dhave te del \u010durikane misalke.<\/td> <\/td><\/tr>
      Te phanljarel o \u010da\u010do la sesijaqo: te xasavel reakcije thaj te praktikijuvel mi\u0161to putria la vorbaqo.<\/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 ad\u017ees pomo\u017einel le manu\u0161en te avel d\u017eanlde pe pe stresosqe situacije ande lengi d\u017eiipe thaj te pri\u010dindel ke kadale p\u0159e\u017eijipena si mia\u0161karune. Te del misalke, pri\u010dindena ke le avere si len aceruno challengura. Vi \u010deravela len pe aktivisarno phiripe thaj kerdela la\u0107hardo than pe xasaipes la emocionaqo, reakcijaqo thaj vorbaqe strategijaqo ande i sesija. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Ad\u017ees 2: Rolaqo Khelipe \u2013 Stresosqe Situacije<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Avristaripe: 20 minutsa<\/p>

      Procedura: Le manu\u0161a phirena ande \u010durikane grupe thaj keravel pe pe d\u017eiipaqo situacije (npr. butisaripeqo intervija, publiko ofiso, butisaripeqo pharipen, publiko transporto, doktorosqo vizita). Xasavena sar manu\u0161an reaginijuvel ande streso thaj probijuvel pe le diferentne odpoverdencaha. Pala akarik rolaqo khelipe, \u010durikane grupno socharaipena socharaven pe pe emocie thaj bi\u010dhalipena. <\/p>


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

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

      Te phanljarel i naloga thaj te dela pe vaj pomo\u017einel te xasavel pe situacije.<\/p><\/td>

      Te phirel ande \u010durikane grupe te \u010deravel pe thaj te keravel pe situacije.<\/p><\/td><\/tr>

      Te observijuvel rolaqo khelipen thaj te del ke si la\u0107hardo atmosfera.<\/p><\/td>

      Te xavel diferentne rolura thaj te xasavel reakcije pe streso.<\/p><\/td><\/tr>

      Te gidavel \u010durikane socharaipena pala akarik rolaqo khelipe le \u010dororo phu\u010dipencaha (npr. Sar simavdan? So mi\u0161to kerdas? So \u0161aj te avel diferentno?)<\/td>

      Te probijuvel pe le diferentne putriencaha la odpoverdimasqo.<\/p><\/td><\/tr>

      <\/td>Te del pho\u010daripe thaj simaske ande socharaipe.<\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Socharaipe: Le manu\u0161a socharaven pe pe sar simavde pe ande situacije, sar reaginijinde, thaj save alternativne odpoverde \u0161aj te bi\u010dhavalel pe.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Ad\u017ees 3: Assertivosqo Vorbaqo Praktikipe<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Avristaripe: 20 minutsa<\/p>

      Procedura: O trainerja del o assertivno vorba thaj phanljarel i diferencia ma\u0161kar pasivno, agresivno thaj assertivno stilo. Le manu\u0161a praktikijuvel te phenel ‘na’, te kerel phu\u010dipena thaj te bi\u010dhavalel pe assertivno telesko vorba. Edna \u010dororo \u0161tarto-ad\u017eesesqo modelo (\u010dha\u010dipen-simaske-efekto-phu\u010dipe) si del pe thaj bi\u010dhavalel pe ande \u010durikane ezercizije. <\/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 <\/strong><\/th>Kerdipe la Manu\u0161anqo <\/strong><\/th><\/tr>

      Te phanljarel o assertivno vorba thaj i diferencia ma\u0161kar pasivno, agresivno thaj assertivno stilo.<\/p><\/td>

      Te praktikijuvel te phenel ‘na’ thaj te kerel phu\u010dipena.<\/p><\/td><\/tr>

      Te sikavel \u010dorore misalke thaj te gidavel le ezercizije.<\/p><\/td>

      		Te probijuvel pe diferentne vorbaqe stilo, te bi\u010dhavalel pe telesko vorba.<\/td><\/tr>
      Te del o \u0161tarto-ad\u017eesesqo modelo (\u010dha\u010dipen-simaske-efekto-phu\u010dipe).<\/td> <\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Socharaipe: Socharaven pe pe sar simavdas te vorbikel assertivno, so si \u0161ajilo vaj pharo, thaj sar \u0161aj te bi\u010dhavalel pe kadale \u0161ajipena ande d\u017eiipaqo situacije.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Ad\u017ees 4: Granicitosqo Kerindipe<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Avristaripe: 10\u201315 minutsa<\/p>

      Procedura: Le manu\u0161a socharaven pe pe samesarno granicura te bi\u010dhavalel pe ande gidavdo aktiviteta (npr. so akceptijunel pe, nakhavel pe vaj tolerijuvel pe). Praktikijuvel pe te phenel granicura thaj te odpoverdel pe pe nasulo situacije ande pativakerdo putri. <\/p>


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

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

      Te phanljarel i aktiviteta thaj te del \u010dorore misalke.<\/p><\/td>

      Te socharavel pe pe so akceptijunel pe, nakhavel pe, vaj tolerijuvel pe.<\/p><\/td><\/tr>

      Te pomo\u017einel le manu\u0161en kana socharaven pe pe pire granicura.<\/p><\/td>

      		Te praktikijuvel te phenel pire granicura ande diferentne situacije.<\/td><\/tr>
      Te pomo\u017einel kana edne si les pharo.<\/td> <\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Socharaipe: Le manu\u0161a socharaven pe pe sar \u0161ajilo vaj pharo si te kerel granicura thaj sar simavde pe kana kerde kadava.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Ad\u017ees 5: Socharaipe thaj Bandipen<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Avristaripe: 5 minutsa<\/p>

      Procedura: Le manu\u0161a socharaven pe pe so sikle pe thaj konektijuvel pe le piro p\u0159e\u017eijipencaha. O trainerja zorjarel o baro pho\u010daripe sar d\u017eanipe, zor pe peste thaj samesarno xasaipe.<\/p>


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

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

      Te gidavel edna \u010durikano bandipenqo diskusija.<\/p><\/td>

      		Te del so sikle pe thaj te konektijuvel le piro p\u0159e\u017eijipencaha.<\/td><\/tr>
      Te zorjarel o baro pho\u010daripe sar d\u017eanipe, zor pe peste thaj samesarno xasaipe.<\/td> <\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Buted Materijala: Lila, kalemura, \u010dapime situacije (dobrovljatno)<\/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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      I aktiviteta \u0161aj te adaptijuvel te bi\u010dhavalel pe \u010dorore situacije, te del mi\u0161to vakti pe \u010derindipe, thaj te dela le manu\u0161en te xasavel lengo nivelo la phirimasqo. \u010curikane grupe vaj dujora \u0161aj te bi\u010dhavalel pe kana buted. Le trainerja \u0161aj te del mi\u0161to gidaipe, thaj le manu\u0161a \u0161aj te observijuvel na te keravel kana nasulo simas.

      <\/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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      <\/p>
      Indikatorja <\/strong><\/th>Evaluacijaqo metoda <\/strong><\/th><\/tr>

      Phabaraipe la stresosqe situacijaqo;<\/p><\/td>

      Observija ande rolaqo khelipen thaj socharaipe;<\/p><\/td><\/tr>

      Bi\u010dhalipe la assertivosqo vorbaqo;<\/p><\/td>

      Grupno aktivitete thaj dipe;<\/p><\/td><\/tr>

      \u0160ajipe te phenel granicura;<\/p><\/td>

      \u010curikane vorbasqe feedbackura.<\/p><\/td><\/tr>

      Le manu\u0161engo inkluzija.<\/td> <\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Socharaipe la Trainerjaqi<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      • Nivelo la grupno inkluzijaqo: Si les but. Le manu\u0161a si len aktivisarno ando saro sesija, maskar ke ande rolaqo khelipen thaj praktikane ezercizije <\/li>
      • Atmosfera: Pomo\u017eipenqo thaj phundrado sar mi\u0161to \u0161aj sostar te pomo\u017einel len te siman mi\u0161to mi\u0161to te phenel pe pe peste thaj \u010dak barjarde ande zor pe beste ande le aktivitete.<\/li>
      • \u0160elaj la emocionalne reakcijaqo: Le manu\u0161a sikavde but emocionalne odpoverde, inkludindo nane \u010derindipe, frustracija thaj zor pe beste. Ande vakti, avile mi\u0161to mi\u0161to thaj phundrarde ande dipes la lengo pho\u010daripeqi thaj p\u0159e\u017eijipena. <\/li><\/ul>\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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        Le manu\u0161a si len phundrarde thaj inkluzivde, maskar ke ande rolaqo khelipen. Kana nane \u010derinde \u0161urutno, fekar \u010dak avile mi\u0161to ande zor pe beste sar i sesija phirdi angleder. Sikavde diferentne simaske sar frustracija thaj nane \u010derindipe, fekar vi zor pe beste, thaj si len kamo te del lengo pho\u010daripe d\u017ei ando \u0161elalo. <\/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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        • Kana situacije \u0161aj te avel emocionalno challengosqe le manu\u0161endar, maskar ke kana konekcijakere pe samesarno p\u0159e\u017eijipena.<\/li>
        • Le manu\u0161a le diferentne \u0161ajipencaha \u0161aj te si len buted buted pomo\u017eiben thaj adaptovdi vorba. Si baro te kerel la\u0107hardo, pativakerdo okoline thaj ma zoravavel savore te phirel aktivisarno ande. <\/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":"

          Pharimasqo Re\u0161aipe ande Rolaqo Khelipe \u010ca\u010do: Te del la\u0107hardo thaj interaktivno okoline kote le \u010dhave \u0161aj te xasavel, te mi\u0161to […]<\/p>\n","protected":false},"author":1,"featured_media":20001,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"inline_featured_image":false,"footnotes":""},"categories":[559,329,326,328,567,562,325],"tags":[],"class_list":["post-20013","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-10-19-bersa","category-erzelmi-tudatossag","category-jegtorok-es-bevezeto-gyakorlatok","category-nem-tanulo-nem-dolgozo-fiatalok-allami-gondozasban-elo-fiatalok-fogyatekossaggal-elok-vagy-traumas-hatterrel-rendelkezok","category-socialno-relacie-thaj-inkluzia-2","category-ternimata-ande-shkolaki-vrama-10-19-bersh","category-vegen"],"_links":{"self":[{"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/20013","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=20013"}],"version-history":[{"count":1,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/20013\/revisions"}],"predecessor-version":[{"id":20014,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/20013\/revisions\/20014"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/media\/20001"}],"wp:attachment":[{"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/media?parent=20013"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/categories?post=20013"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/tags?post=20013"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}