{"id":20015,"date":"2026-05-11T11:00:39","date_gmt":"2026-05-11T09:00:39","guid":{"rendered":"https:\/\/meetplatform.eu\/pativaqe-lilorra\/"},"modified":"2026-07-21T13:29:52","modified_gmt":"2026-07-21T11:29:52","slug":"pativaqe-lilorra","status":"publish","type":"post","link":"https:\/\/meetplatform.eu\/hurom\/pativaqe-lilorra\/","title":{"rendered":"Pativaqe Lilorra"},"content":{"rendered":"\t\t
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\n \n\t\t Pativaqe Lilorra<\/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: I aktiviteta “Pativaqe Lilorra” kerdel le manu\u0161en te del thaj te xavel pozitivno feedback ando grupe, te kerel la\u0107hardo thaj pativakerdo atmosfera. Ande o exchango la pativaqe lilorrenqo, le manu\u0161a socharavel pe pe pire zorjardipena thaj kerdipendar vi sikjarel pe te pri\u010dindel thaj te pativarel pozitivne kvalitete la averenqe. <\/p>

Problema so si ande: Le \u010dhave, maskar ke le andar pharo vaj pharo konteksto, \u0161aj te phirel pe le \u010durikano piro zor pe beste, negativno piro \u010dhom, vaj pharipen ande pri\u010dindipes pire samesarne zorjardipena. Ande kana grupe, vorbaqe paterni \u0161aj vi te inkludijuvel kritikipe vaj negativno interakcije, so \u0161aj te kerel efekto pe o grupno kohezija thaj te barjarel o risko la pharimasqo vaj bullingo.<\/p>

Konekcia pe mentalno sastipen: Pozitivno feedback thaj pri\u010dindipe andar le phral \u0161aj te zorjarel piro zor pe beste, emocionalno resiliensia thaj \u010dhijipe la prinavenesqo. Aktivitete so kerena la\u010dhipe, pativardipe thaj pomo\u017eipenqo vorba pomo\u017einena pe psihosocialno sastipenqi thaj pomo\u017einena te kerel grupno okoline kote le manu\u0161a simas pativarde thaj respektovde.<\/p>

Kerdipe so kamel i aktiviteta:<\/p>

  • Te barjarel le manu\u0161engo piro zor pe beste thaj pozitivno piro \u010dhom;<\/li>
  • Te pomo\u017einel le manu\u0161en te pri\u010dindel thaj te phaboravel pire samesarne zorjardipena thaj kvalitete;<\/li>
  • Te barjarel la\u010dhipe thaj emocionalno d\u017eanipe socharaipe pe pe pozitivne kvalitete la averenqe;<\/li>
  • Te zorjarel vorbaqe \u0161ajipena konekcijakere le phendipeha la armaipeqi thaj pozitivno feedback;<\/li>
  • Te kerdel mia\u0161karuno pativ, la\u0107hipe thaj pomo\u017eipenqo grupno d\u017eiipe.<\/li><\/ul>\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 ando Bosna thaj Hercegovina thaj Slovenija. Ko thano la Asociacija Amica Educa, partnerja andar Tuzla, Bosna thaj Hercegovina, edna samesarno sesija si kerdi le grupeha la 11 NEET \u010dhavenqo, duj mur\u0161 thaj inja d\u017euvlja. I sesija si moderimi ando trainerja le mentoreha. I sesija phirdi ande interaktivno formato so mixa grupno diskusija, samesarno socharaipe thaj demonstracija. Le manu\u0161a phirde ande dipe thaj xavipe pativaqe lilorrenqo sar putri te \u0161aj te xasavel pozitivno vorba, la\u010dhipe thaj pri\u010dindipes la samesarne zorjardipena. I aktiviteta si kerdi ande pomo\u017eipenqo thaj ne-formalno sikjaripenqo okoline so sikjardas mia\u0161karuno pativ, emocionalno phenipe thaj pozitivno grupno interakcija. Ande Slovenija, o PRIZMA Fundacija implementijindas kadava aktiviteta ande primarne \u0161koli le 9-to klasaqe \u0161ikjardenca (ber\u0161a 14\u201315). Le sesije si kerdi samesarno thaj moderimi ande trenirani psihologi, le \u0161kola personalha. I aktiviteta si integrovdi ande workshopaqo modulo pe socijalne relacije thaj la\u010dhipe (“\u010ca\u010do Vorba: Phral, Drama thaj Granicura”) thaj socharavdas pe pe o bi\u010dhaldipe la pativaqe lilorrenqo sar ilo pe zorjardipes la pozitivno vorbaqo thaj ma\u0161karune phralipaqo. I sesija phirdi ande interaktivno thaj p\u0159e\u017eijipesqo formato, mixa samesarno socharaipe thaj phral-ande kerdipe. Le manu\u0161a si kerde te avel pe pativaqe lilorra pe akarik lengo klasakero, socharaipe pe pe samesarne zorjardipena, balentura thaj pozitivne kvalitete palal fizikalno \u010dhom. <\/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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    Pozitivno feedback thaj pri\u010dindipe andar le phral si len baro delo ande barjardipes la piro zor pe besteqi, emocionalno mi\u0161tipenqi thaj sastipenqo socijalne relacije. Kana le \u010dhave xaven \u010da\u010do armaipe andar le avere, si len mi\u0161to \u0161ajipe te pri\u010dindel pe pire zorjardipena thaj te kerel mi\u0161to pozitivno piro \u010dhom. But \u010dhave, maskar ke le andar pharo vaj pharo konteksto, \u0161aj te si len \u010durikano \u0161ajipena te xavel konstriktivno thaj pomo\u017eipenqo feedback pe pire samesarne kvalitete. Sar konsekvencia, \u0161aj te socharavel pe mi\u0161to pe dikhlinde nasvalimasa na pe pire zorjardipena. I aktiviteta “Pativaqe Lilorra” bi\u010dhavalel pe edna \u010dororo fekar pharo grupno ezercizija te kerdel pozitivno vorba thaj mia\u0161karuno pomo\u017eiben. Te avel pe pativaqe lilorra edne la averenge, le manu\u0161a socharavel pe pe pozitivne kvalitete lengo phralenge vi te xavel lagoripesqo feedback pe peste. Kadava proceso kerdel la\u010dhipe, zorjarel mia\u0161karune relacije thaj pomo\u017einel te kerel pomo\u017eipenqo grupno okoline kote le manu\u0161a simas pativarde thaj respektovde. Ande kadava aktiviteta, le manu\u0161a barjarel lengo emocionalno d\u017eanipe, vorbaqe \u0161ajipena thaj resiliensia, vi te zorjarel o kultura la la\u0107hipeqi thaj mia\u0161karuno pativ ando 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: 12+ ber\u0161 (vi \u0161aj te adaptijuvel le barendar)<\/li>
    • Profilo: generale \u010dhavorro populacija, NEET \u010dhave, \u010dhave andar pharo phuv, \u010dhave le pharo d\u017eiipesqe p\u0159e\u017eijipencaha<\/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: \u0160koli, organizacije, \u010dhavorrenge centri, komunitatne centri, psihosocialne pomo\u017eipenqe programi, itd.<\/p>

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

      • *Socio-emocionalne \u0161ajipena*: emocionalno d\u017eanipe, la\u010dhipe, pri\u010dindipes la samesarne zorjardipena<\/li>
      • *Relacijaqe \u0161ajipena*: pozitivno vorba, phenipe la armaipeqi, barjardipes la uveripeqi thaj mia\u0161karuno pativ<\/li>
      • *Samesarno barjardipesqe \u0161ajipena*: piro zor pe beste, samesarno socharaipe, samesarno barjardipe thaj resiliensia<\/li>
      • *Grupno kohezijaqe \u0161ajipena:* zorjardipes la socijalne konekciaqo, keripes la pomo\u017eipenqo thaj pativakerdo grupno okoline<\/li><\/ul>\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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        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: 5\u20137 minutsa<\/p>

        Procedura: O trainerja \u0161urel pe te del o \u010da\u010do la ezercijaqo: te del \u010da\u010do armaipe ando grupe. Le manu\u0161a si kerde te pri\u010dindel thaj te a\u010dharavel le zorjardipena, kerdipena thaj pozitivne kvalitete la averenqe. O trainerja phanljarel ke i aktiviteta si edna \u0161ajipe na samo te del armaipe fekar vi te xasavel vaj te phirden pe xavel pe pe pire pozitivne kvalitete ande o feedback so xaven andar le avere. O trainerja vi sikjardel le manu\u0161en ke pativaqe lilorra si len te a\u010dhel pativakerdo, \u010da\u010do thaj socharavel pe pe pozitivne kvalitete, zorjardipena vaj kerdipena. <\/p>

        Noto: Kadava aktiviteta si mi\u0161to mi\u0161to kana le manu\u0161a d\u017eanen edne la averes kana so thaj si angleder interaktivde ande grupne aktivitete. Edna baza nivelo la uveripeqi thaj d\u017eanipeqi pomo\u017einel le manu\u0161en te avel mi\u0161to te del thaj te xavel pativaqe lilorra. <\/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

        \n\t\t\t\t\t\t\t\t\t\n\n\n\n\n\n
        Kerdipe la Trainerjaqi <\/strong><\/th>\nKerdipe la Manu\u0161anqo <\/strong><\/th>\n<\/tr>\n
        Te del o \u010da\u010do la aktivitetaqo.<\/td>\nTe \u0161unel i informacia.<\/td>\n<\/tr>\n
        Te phanljarel o baro d\u017eanipe la pri\u010dindipeqi la pozitivne kvalitete ande le avere.<\/td>\nTe socharavel pe pe pozitivne kvalitete la averenge manu\u0161enqo.<\/td>\n<\/tr>\n
        Te kerdel le manu\u0161en te avel pe \u010da\u010do thaj pativakerdo pativaqe lilorra.<\/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 \u010deravel le manu\u0161en pe o aktiviteta te kerdel pozitivno thaj pativakerdo pho\u010daripe. Vi pomo\u017einel te kerel pomo\u017eipenqo atmosfera ande so le manu\u0161a simas mi\u0161to te del thaj te xavel armaipe. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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        Ad\u017ees 2: Skriindipes la Pativaqe Lilorrenqo<\/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: Akarik manu\u0161 xavel edna \u010dororo A4 lil thaj edna kalem vaj marker. Le averenge manu\u0161enqe pomo\u017eipencaha, o lil si thol pe le manu\u0161eske pe dumo. Ande Slovenija edna zercalo si \u010derdi le naveha la manu\u0161eqi so xavel o feedback ando \u0161ero. Le manu\u0161a pala d\u017ean katar o kher thaj avel pe pozitivno pativaqe lilorra pe akarikesqe lila. Lilorja \u0161aj te inkludijuvel pri\u010dindipes la samesarno treningosqi, kvalitetura, vaj kerdipena so pozitivno kerena efekto pe o grupe. <\/p>

        Noto: Te kerdel le manu\u0161en te avel pe samesarno thaj baro pativaqe lilorra na generale komplementura. Samesarno feedback pomo\u017einel le manu\u0161en te mi\u0161to konektijuvel pe le pozitivne kvalitete so si pri\u010dindime. Misalke \u0161aj te inkludijuvel pri\u010dindipes la la\u0107hipeqi, kreativnosqi, rezistensiaqo, vaj o pozitivno efekto so si les edne manu\u0161estar pe o grupe. Vi si baro te kerdel le \u010dhavorrende ke kana pri\u010dindena kedo nane phirel pe pe i informacia vaj avel pe khan\u010di nasulo, \u0161aj te nakhavel pe \u2014 kadava kerdel aktivisno rezistencia pe nasulo bi\u010dhalipe thaj ma\u0161karuno nasvalipe. Bo ma\u0161karuno phabaraipe si maskar mi\u0161to baro le \u010dhavendar, \u010da\u010do diskreditacija la nasulipaqo andar le phral \u0161aj te avel baro pozitivno efekto. <\/p>


        <\/strong>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 del lila, kalemura thaj limaipe.<\/td>\nTe thol lil pe lengo dumo le averenge pomo\u017eipencaha.<\/td>\n<\/tr>\n
        Te phu\u010del le manu\u0161en te pomo\u017einel edne la averes te thol lil pe lengo dumo.<\/td>\nTe d\u017eal katar o kher thaj te avel pe pativaqe lilorra pe lengo phralenge lila.<\/td>\n<\/tr>\n
        Te kerdel le manu\u0161en te avel pe samesarno thaj baro pativaqe lilorra thaj te na avel pe nasulo.<\/td>\n<\/td>\n<\/tr>\n
        Te monitorizijuvel o proceso thaj te del ke si pativakerdo interakcije.<\/td>\n<\/td>\n<\/tr>\n\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 kerdel le manu\u0161en te dikhlel pe thaj te a\u010dharavel le zorjardipena thaj pozitivne kvalitete la averenqe. Skriindipes la pativaqe lilorrenqo kerdel la\u010dhipe, pozitivno vorba thaj mia\u0161karuno pativ ando grupe. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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

        Ad\u017ees 3: Konekcia pe Lilorja<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
        \n\t\t\t\t\t\t\t\t\t

        Avristaripe: 10 minutsa<\/p>

        Procedura: Pala ke savore avile pe pativaqe lilorra, le manu\u0161a d\u017ean palal pe lengo than thaj nakhavel pe o lil andar lengo dumo. Le manu\u0161a si kerde te dikh lengo lilorja so aven pe le lengo phralende thaj te xavel edna vakti te socharavel pe pe lengi godipen thaj simaske kana dikh len. Le manu\u0161a so simas mi\u0161to \u0161aj te del kana la lilorrendar so xavde thaj te del sar simavde kana dikhle len. O dipe si dobrovljatno thaj le manu\u0161a \u0161aj te xavel piro socharaipe samesarno. <\/p>

        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
        Kerdipe la Trainerjaqi <\/strong><\/th>\nKerdipe la Manu\u0161anqo <\/strong><\/th>\n<\/tr>\n
        Te kerdel le manu\u0161en te dikh lengo lilorja skriindime pe lengo lila.<\/td>\nTe dikh lengo pativaqe lilorra skriindime andar lengo phral.<\/td>\n<\/tr>\n
        Te kerdel socharaipe pe lengi godipen thaj emocie.<\/td>\nTe socharavel pe pe lengi godipen thaj simaske.<\/td>\n<\/tr>\n
        Te sikjardel le manu\u0161en ke o dipe si dobrovljatno.<\/td>\nTe del lengo p\u0159e\u017eijipena kana simas mi\u0161to.<\/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: Xavipe la pativaqe lilorrenqo \u0161aj te zorjarel le manu\u0161engo piro zor pe beste thaj te pomo\u017einel len te pri\u010dindel kvalitete thaj zorjardipena so \u0161aj nane angleder dikhlde pe peste.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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

        Ad\u017ees 4: Grupno Socharaipe<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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        Avristaripe: 8\u201310 minutsa<\/p>

        Procedura: O trainerja gidavel edna grupno diskusija pe o p\u0159e\u017eijipe la dipeqi thaj xavipeqi la pativaqe lilorrenqo. Le manu\u0161a si kerde te socharavel pe pe phu\u010dipena sar: <\/p>

        • Sar simavdan te xavel pozitivno armaipe?<\/li>
        • Vaj lengo lilorja so xavde si ande konekcia sar dikhel pe pe peste?<\/li>
        • Siklan pe khan\u010di novo pe peste?<\/li>
        • Sar simavdan te del armaipe le averenge?<\/li>
        • Pri\u010dindan novo kvalitete vaj zorjardipena ande lengo phral (so nane angleder \u010da\u010do pri\u010dindime vaj dikhldime)?<\/li><\/ul>


          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
          Kerdipe la Trainerjaqi <\/strong><\/th>\nKerdipe la Manu\u0161anqo <\/strong><\/th>\n<\/tr>\n
          Te gidavel grupno socharaipe te bi\u010dhavalel pe ando d\u017easavde phu\u010dipena.<\/td>\nTe socharavel pe pe o p\u0159e\u017eijipe la dipeqi thaj xavipeqi la armaipeqi.<\/td>\n<\/tr>\n
          Te kerdel dobrovljatno phiripe ande diskusija.<\/td>\nTe del godipen thaj pho\u010daripe kana simas mi\u0161to.<\/td>\n<\/tr>\n
          Te del ke si pativakerdo thaj pomo\u017eipenqo diskusijaqo okoline.<\/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 diskusija pomo\u017einel le manu\u0161en te phaboravel lengo p\u0159e\u017eijipe thaj zorjarel o baro d\u017eanipe la pri\u010dindipeqi pe lengo samesarno zorjardipena thaj la zorjardipena la averenqe.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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

          Ad\u017ees 5: Bandipen<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
          \n\t\t\t\t\t\t\t\t\t

          Avristaripe: 3\u20135 minutsa<\/p>

          Procedura: O trainerja sumijuvel o baro d\u017eanipe andar i aktiviteta, te phenel o baro d\u017eanipe la pri\u010dindipeqi la samesarno zorjardipena thaj la pativardipeqi la pozitivne kvalitete la averenqe. Le manu\u0161a si kerde te xavel lengo pativaqe lilorra sar sovenipe la lengo zorjardipena thaj o pozitivno efekto so si lendar pe le avere. <\/p>


          Tabel 5. 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\n\n\n\n\n
          Kerdipe la Trainerjaqi <\/strong><\/th>\nKerdipe la Manu\u0161anqo <\/strong><\/th>\n<\/tr>\n
          Te sumijuvel o baro d\u017eanipe andar i aktiviteta.<\/td>\nTe socharavel pe pe o p\u0159e\u017eijipe thaj te xavel lengo pativaqe lilorra.<\/td>\n<\/tr>\n
          Te zorjarel o baro d\u017eanipe la mia\u0161karuno pativaqo, armaipeqi thaj pozitivno vorbaqo.<\/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: O bandipenqo ad\u017ees zorjarel o balo la armaipeqi thaj kerdel le manu\u0161en te del angleder mi\u0161to pomo\u017eipenqo thaj pativakerdo putri la interakcijasar le averencar.<\/p>

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

          • \u010cororo A4 lila (edna pe akarik manu\u0161)<\/li>
          • Kalemura vaj markera<\/li>
          • Limaipe la lilosqo (pe thaipen o lil pe dumo)<\/li><\/ul>\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 sar si buted la ber\u0161a, grupno dinamika thaj o nivelo la d\u017eanipeqi ma\u0161kar le manu\u0161a.<\/p>

            • Le \u010dorore \u010dhavendar vaj grupenge so \u0161aj te avel len pharo te phenel armaipe, o trainerja \u0161aj te del misalke la pativaqe lilorrenqo te pomo\u017einel le manu\u0161en te kerel baro komplementura.<\/li>
            • Kana phirel pe le pharo samesarno vaj grupenca, le trainerja \u0161aj te del buted pomo\u017eiben thaj te del le manu\u0161en te phirel ande pe piro tempo.<\/li><\/ul>\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

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

              Barjardo d\u017eanipe pe samesarno zorjardipena thaj pozitivne kvalitete;<\/p><\/td>

              \u010corore socharaipena phu\u010dipena ando \u0161elalo la aktivitetaqo<\/p><\/td><\/tr>

              Mi\u0161tipen la phendipeqi la armaipeqi thaj pri\u010dindipes la zorjardipena ande le avere;<\/p><\/td>

              Samesarno-\u010derindipe phrasensa pe skala (1\u20135);<\/p><\/td><\/tr>

              Barjardo \u010dhijipe la prinavenesqo thaj pozitivno grupno interakcija;<\/p><\/td>

              Socharaipena phu\u010dipena pe o p\u0159e\u017eijipe la dipeqi thaj xavipeqi la armaipeqi;<\/p><\/td><\/tr>

              Barjardo piro zor pe beste thaj pozitivno piro \u010dhom.<\/td>Samesarno-\u010derindipe phrasa ando pala-aktivitetaqo phu\u010dipes.<\/td><\/tr><\/tbody><\/table>\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

              Noti pe:<\/p>

              • Nivelo la grupno inkluzijaqo thaj kamo te phirel ande skriindipes la pativaqe lilorrenqo<\/li>
              • Sari grupno atmosfera thaj vaj le manu\u0161a simas mi\u0161to te del thaj te xavel komplementura<\/li>
              • \u0160elaj la emocionalne reakcijaqo kana le manu\u0161a dikh lengo pativaqe lilorra so xavde<\/li>
              • Kvaliteta thaj samesarnosqi la pativaqe lilorrenqi (vaj le manu\u0161a nakhle la generale komplementurendar)<\/li>
              • Grupno dinamika thaj so baro i aktiviteta pomo\u017eindas ando uveripe, pativ thaj pozitivno interakcija ando grupe<\/li><\/ul>\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

                Reakcije Dikhlinde Ande o Pilotno Kerdipe *Bosna thaj Hercegovina:* Le manu\u0161a sikavde but baro inkluzija ando saro kerdipe la aktivitetaqo. Odpoverdne pozitivno pe dipe thaj xavipes la pativaqe lilorrenqo thaj aktivisarno phirde ande o proceso le phundrardipesa thaj armaipenha. I aktiviteta pomo\u017eindas le manu\u0161en te pri\u010dindel thaj te phaboravel lengi pozitivne kvalitete thaj zorjardipena ande o xavipes la \u010da\u010do pri\u010dindipeqo andar le avere. But phende ke kadava p\u0159e\u017eijipe zorjardas lengo piro zor pe beste thaj samesarno zor pe beste, vi te pomo\u017eindas len te avel mi\u0161to d\u017eanlde pe lengo kerdipena thaj samesarne kvalitete. Le manu\u0161a vi armajine o \u0161ajipe te phenel pozitivno thaj pomo\u017eipenqo lilorra le averenge. Sikavde ke d\u017eal pe len o proceso la la\u0107ho vorbaqo thaj pri\u010dindipes la zorjardipena la lengo phralengiqo, so pomo\u017eindas pe edna parno, pativakerdo thaj kohezijakero grupno atmosfera. Ando \u0161elalo la aktivitetaqo, le manu\u0161a sikavde baro pozitivno emocionalne reakcije pe lengo lilorja so xavde. Kana phende ke sikle pe khan\u010di novo pe peste thaj \u010dhivde i p\u0159e\u017eijipe sar krepitosqo thaj motivosqo. Lengo odpoverde inkludilas phrasena sar: “D\u017ei akanik, nane vi godijal ke le avere dikhena man sar kadava” thaj “Si \u010da\u010do mange!” I aktiviteta vi kerdas le manu\u0161en te \u0161unel mi\u0161to, te dikhlel pe edne la avere mi\u0161to thaj te konektijuvel mi\u0161to, so zorjardas i sari grupno dinamika. Nane baro pharipen dikh ande o sesija. <\/p>

                Reakcije Dikhlinde Ande o Pilotno Kerdipe *Bosna thaj Hercegovina:* Le manu\u0161a sikavde but baro inkluzija ando saro kerdipe la aktivitetaqo. Odpoverdne pozitivno pe dipe thaj xavipes la pativaqe lilorrenqo thaj aktivisarno phirde ande o proceso le phundrardipesa thaj armaipenha. I aktiviteta pomo\u017eindas le manu\u0161en te pri\u010dindel thaj te phaboravel lengi pozitivne kvalitete thaj zorjardipena ande o xavipes la \u010da\u010do pri\u010dindipeqo andar le avere. But phende ke kadava p\u0159e\u017eijipe zorjardas lengo piro zor pe beste thaj samesarno zor pe beste, vi te pomo\u017eindas len te avel mi\u0161to d\u017eanlde pe lengo kerdipena thaj samesarne kvalitete. Le manu\u0161a vi armajine o \u0161ajipe te phenel pozitivno thaj pomo\u017eipenqo lilorra le averenge. Sikavde ke d\u017eal pe len o proceso la la\u0107ho vorbaqo thaj pri\u010dindipes la zorjardipena la lengo phralengiqo, so pomo\u017eindas pe edna parno, pativakerdo thaj kohezijakero grupno atmosfera. Ando \u0161elalo la aktivitetaqo, le manu\u0161a sikavde baro pozitivno emocionalne reakcije pe lengo lilorja so xavde. Kana phende ke sikle pe khan\u010di novo pe peste thaj \u010dhivde i p\u0159e\u017eijipe sar krepitosqo thaj motivosqo. Lengo odpoverde inkludilas phrasena sar: “D\u017ei akanik, nane vi godijal ke le avere dikhena man sar kadava” thaj “Si \u010da\u010do mange!” I aktiviteta vi kerdas le manu\u0161en te \u0161unel mi\u0161to, te dikhlel pe edne la avere mi\u0161to thaj te konektijuvel mi\u0161to, so zorjardas i sari grupno dinamika. Nane baro pharipen dikh ande o sesija. <\/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

                B\u00e1r a tev\u00e9kenys\u00e9g \u00e1ltal\u00e1ban biztons\u00e1gos \u00e9s pozit\u00edv \u00e9lm\u00e9nyt ny\u00fajt, a facilit\u00e1toroknak t\u00f6bb szempontot is figyelembe kell venni\u00fck a fizikai \u00e9s \u00e9rzelmi biztons\u00e1g \u00e9rdek\u00e9ben.<\/p>

                Fizikalno la\u0107haripe: Le manu\u0161a si len te del lengo dozvola angleder te thol pe lil pe lengo dumo vaj te avel pe kase lil. Kana manu\u0161a \u0161aj te kamel edna alternativa, sar te xavel o lil ando vast. <\/p>

                Emocionalno la\u0107haripe: Le trainerja si len te zorjarel ke pativaqe lilorra si len te a\u010dhel pativakerdo, pomo\u017eipenqo thaj pozitivno. Le manu\u0161a si len te sikjardel ke te nakhavel pe pe lazuripe, sarkazmo vaj komentare so \u0161aj te phabaravel pe nasulo vaj te kerel dukh. Kana manu\u0161a \u0161aj te avel len mi\u0161to te xavel komplementura, maskar ke le so phirel pe le \u010durikano piro zor pe beste. Le trainerja si len te kerel pomo\u017eipenqo atmosfera kote o phiripe si kerdimo fekar na zordo. Te \u010deravel pe te del emocionalno pomo\u017eiben kana buted. <\/strong>Te sikjardel savore le manu\u0161en pe o baro d\u017eanipe la konfidencialnosqi thaj pativaqo ande i aktiviteta.<\/p>

                Inkluzija thaj simasqipen:<\/em><\/strong> <\/strong>Te del ke i aktiviteta si inkluzivno pe savore manu\u0161a, inkludindo le so si len fizikalne pharimasqe, diferentne kulturno phuv vaj mentalno sastipenqe socharaipena. Le trainerja si len te a\u010dhel d\u017eanlde pe kulturalne diferencie ande sar komplementura thaj armaipe si phendime. So si dikhlimo pozitivno feedback ande edna kulturno konteksto \u0161aj te avel nasulo ande aver. Maskar mi\u0161to socharaipe si len te del pe kana phirel pe le pharo manu\u0161encar vaj grupenca, te del simasqipen pe lengo p\u0159e\u017eijipena thaj te del buted pomo\u017eiben kana buted. <\/p>

                Gidaipe thaj pomo\u017eiben: Le trainerja so phirde si len te monitorizijuvel interakcije ande i aktiviteta thaj te phiravel pe pe khan\u010di pharipen so \u0161aj te avel. Kadava si maskar baro kana i grupa inkludijuvel \u010dhave so \u0161aj te avel len mi\u0161to pharo. Pala i aktiviteta, edna \u010dororo \u010dekaipe le manu\u0161encar \u0161aj te pomo\u017einel ke savore simas mi\u0161to thaj pomo\u017einde. <\/p>

                <\/strong><\/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":"

                Pativaqe Lilorra \u010ca\u010do: I aktiviteta “Pativaqe Lilorra” kerdel le manu\u0161en te del thaj te xavel pozitivno feedback ando grupe, te […]<\/p>\n","protected":false},"author":1,"featured_media":19999,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"inline_featured_image":false,"footnotes":""},"categories":[552,329,327,328,567,557,325],"tags":[],"class_list":["post-20015","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-15-20-bersa","category-erzelmi-tudatossag","category-fiatalok-altalaban","category-nem-tanulo-nem-dolgozo-fiatalok-allami-gondozasban-elo-fiatalok-fogyatekossaggal-elok-vagy-traumas-hatterrel-rendelkezok","category-socialno-relacie-thaj-inkluzia-2","category-tartalmi-gyakorlatok-onreflexio-csoportos-beszelgetesek-munkalapok","category-vegen"],"_links":{"self":[{"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/20015","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=20015"}],"version-history":[{"count":1,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/20015\/revisions"}],"predecessor-version":[{"id":20016,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/posts\/20015\/revisions\/20016"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/media\/19999"}],"wp:attachment":[{"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/media?parent=20015"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/categories?post=20015"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/meetplatform.eu\/hurom\/wp-json\/wp\/v2\/tags?post=20015"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}