{"id":20444,"date":"2026-05-11T10:57:25","date_gmt":"2026-05-11T08:57:25","guid":{"rendered":"https:\/\/meetplatform.eu\/e-vasta-krujal-thaj-amen-savore-sam-diferentno\/"},"modified":"2026-08-21T11:08:38","modified_gmt":"2026-08-21T09:08:38","slug":"e-vasta-krujal-thaj-amen-savore-sam-diferentno","status":"publish","type":"post","link":"https:\/\/meetplatform.eu\/rorom\/e-vasta-krujal-thaj-amen-savore-sam-diferentno\/","title":{"rendered":"\u201cE vasta krujal\u201d thaj \u201cAmen savore sam diferentno\u201d"},"content":{"rendered":"\t\t
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\n \n\t\t \u201cE vasta krujal\u201d thaj \u201cAmen savore sam diferentno\u201d<\/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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Res:Keren jekh la\u0107hi but\u0103qi atmosfera thaj inkura\u017ain e kognitivno fleksibil\u00ecta; introdukcia palal e aktivitetur\u0103 save aven.<\/p>

O problemo si reslo:Tendencija karing o rigidno gindipe ma\u0161kar e NEET ternimata thaj i supozicia kaj e aver dikhen i realiteta sar amen.<\/p>

Relev\u00e0nca va\u015b o sastipen e gogikane:O zuralo gindipe thaj o bi-kognitivno fleksibilno \u015baj te den kontribucia ko konfliktura, interpersonalno streso, pharipa te adaptirinen pes ko neve situacie thaj emocionalno blokura. O d\u017eanglipe pala e egzistencija katar diferentne perspektive si esencialno te barjarel pes empatia, toleranca thaj emocionalno regulacija. <\/p>

Rodino paruvipe:\u2022 te vazdel pes o prin\u017aaripen pal-i kognitivno rigidit\u00e0ta; \u2022 te barjarel pes i kapaciteta te akceptisarel pes diferentne perspektive; \u2022 te inkurajil pes o putardipe te paruvel pes i perspektiva, vi kana kadava proceso kerel bibaht.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Kont\u00e8ksto e pilot-implement\u00e0ciaqo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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Kadi aktiviteta sas kerdini sar kotor katar jekh pilotno akcia kerdini andar o projekto MEET ande \u201cMe\u0219terul Manole\u201d Teoretikano Gimnaziumo ando gav S\u0103lcu\u021ba, asociime partnero katar o \u201cIon Creang\u0103\u201d Themesko Pedagogikano Univerziteto ando Chi\u0219in\u0103u. I pilotno akcia sas kerdini duje diferentne grupenca studentonge. I maj terni grupa sas kerdini katar 10 \u0107have thaj 14 \u0107haja katar e klase V\u2013VIII, ma\u015bkar 12 thaj 14 ber\u015ba. I maj phuri grupa sas 4 \u0107have thaj 14 \u0107haja katar e klase IX\u2013XII, ma\u015bkar 15 thaj 17 ber\u015ba. Ande duj grupe, e sesie sas kerde katar duj trenirime fasilitatora, save \u015bunde i sasti struktura e aktivitetosqi, numaj adaptisarde o tempo thaj o \u015bukaripen e refl\u00e8ksiako karing e ber\u015benqe specifik\u00e0tur\u0103 le particip\u00e0nturenqe. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Teoretikano fundo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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I kognitivno fleksibil\u00ecta si e manu\u015besqi \u015bajmata te adaptisarel pesqo gindipen, phiripen thaj emocionalne resp\u00f2nse an\u03b8-e diferentne kont\u00e8kstur\u0103. Ano fieldo e mentalno sastipasko, vov si importantno protektivo faktori thaj si asociirimo e adaptabilitetosa, resiliencasa thaj saste interpersonalno relaciencar. Le manu\u0161a butivar patyan kaj lengo drom te dikhen e butja si \u201cnaturalno\u201d ja \u201c\u0107a\u0107utno.\u201d Kadi supozicia \u015baj te kerel krisaripe, marimata vaj resistenca karing o paruvipen. Le lokho eksperiencake exercisia save involvirinen o trupo shaj te keren kadala mehanizmura maj dikhline pe jekh sekurno thaj aksesibilno drom. O instrumento \u201cParuv tiri perspektiva\u201d kerel buti e metaforencar bazirime pe trupo (te \u0107hivel pes o vast thaj o vast) te sikavel kaj so si naturalno va\u015b varesave \u015baj te dikhel pes sar na-naturalo va\u015b aver. Kana direktno acharen o bibaht savo si kerdo katar o paruvipe e automatikane poziciako, e participantura shaj maj lokho te hacharen sar kerel buti o paruvipe e perspektivako vi pe kognitivno thaj emocionalno nivelo. O exercisia kerel than vash refleksia pe individualno diferencie thaj sikavel o importanca vash putardipe thaj empatia. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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Grupa savi si resli<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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  • Ber\u015ba: 16\u201330 ber\u015ba (\u015baj te avel adaptirime va\u015b e phure)<\/li>
  • Profilo: studentura, NEETs, terne manu\u0161a katar vulnerabilne funda, diferentne grupe (urbano\/ruralno, minoritetura)<\/li>
  • Kont\u00e8ksto: formalo thaj na-formalo edukaciaqo ambi\u00e8nto (edukaciaqe aktivit\u00e8tur\u0103, but\u0103qe thana, treningosqe sesie)<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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    Kont\u00e8ksto e lab\u0103ripnasqo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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    Lokacija: \u0161kole, NGO-a, ternenge thana, komunitetoskere thana, etc.<\/p>

    Tipuria e \u015bajutnimatenqe thaj dimenzie save si adresime<\/p>

    • Socio-emocionalo \u015bajutnimata: empatia, toleranca, akcept\u00e0cia e diferencienqi<\/li>
    • Relaciake \u015bajutnimata: putardi komunikacia, te tiknjarel pes i tendenca te krisares<\/li>
    • \u015bajutnimata te regulisaren pes korkore: te tolerisaren o bibaht<\/li>
    • \u0106a\u0107imata: \u017aanipen pal-e manu\u015besqe automatikane phirutne thaj perspektive, kognitivno fleksibil\u00ecta, kritikano gindipen<\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Deskripcia e aktivitetosqi \u2013 paso palal paso<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Paso 1: Introdukcia \u2013 \u201cAmen savore sam diferentno\u201d<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Duripe: 5 minutur\u0103<\/p>

      Procedura: E participantura si te anen pire vasta khetane te shaj te phanden pes e devla. Pala kodo, von si akharde te dikhen savo baro vast si opral. Maj dur, e participantura si akharde te vazden o vast te, sar o fasilitatori, si len o tikno vast opral (si lenge phendo kaj vash akava paso shaj te ulaven pire vasta). Karing o dopa\u0161 e participanturengo vazden o vast, bizo dikhipe te si von \u010da\u010de vastesa vaj stingo vastesa. Palal, e aver participantura si akharde te vazden e vasta \u2014 kodola saven sas len e bare vasta \u0107a\u0107es opre. O fasilitatori akcentirinel kaj so si naturalno vash nesave shaj te dikhel pes sar na-naturalo vash aver. Sar egz\u00e0mplo, amen butivar gindisaras ke le manu\u015ba trebal te dikhen e but\u0103 sar ame, numaj kadava lokho exerciso sikavel ke i realiteta \u015baj te avel dikhlini aver rig. <\/p>


      <\/strong><\/em>Tabela 1. Akcie \u2013 Paso 1 <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Akcie e \u015berutnesqe <\/strong><\/th>\nAkcie e participanturenqe <\/strong><\/th>\n<\/tr>\n
      Akharen e participanturen te anen pire vasta khetane e devlenge phangle.<\/td>\nAkharen e participanturen te anen pire vasta khetane e devlenge phangle.<\/td>\n<\/tr>\n
      Mangen len te dikhen savo baro vast si opral.<\/td>\n<\/td>\n<\/tr>\n
      Mangen e participanturen te vazden vast palal e pozicia e bare vasteski.<\/td>\n<\/td>\n<\/tr>\n
      Vov sikavel e maj pashe egalutni distribucia e poziciengi andar e grupa.<\/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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      Refleksia: Akava exerciso a\u017autil e participanturen te realizuin kaj e manu\u0161a si aver\u010dhande thaj kaj so si naturalno va\u015b varesave \u015baj te dikhel pes sar na-naturalo va\u015b aver. Vov vi sikavel i importanca te paruvel pes e perspektive, vi kana akava proceso kerel bibaht. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Paso 2: Te paruves i pozicia<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Duripe: 3 minutur\u0103<\/p>

      Procedura: O fasilitatori mangel e participanturen te paruven i pozicia e vastenge, te sigurinen pes kaj na numaj e pozicia e bare vastenge si paruvdi, numaj sa e vastenge. Kana pu\u0107hen pen sar von hatjaren pes palal kadava paruvipen, e particip\u00e0ntur\u01ce obi\u010dno den at\u00f9n\u0107i resp\u00f2nso lab\u01cerindoj sar: \u201cbi\u015bukar\u201d, \u201cbi\u015bukar\u201d vaj \u201cbikomforto\u201d. <\/p>

      Tabela 2. Akcie \u2013 Paso 2 <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Akcie e \u015berutnesqe <\/strong><\/th>\nAkcie e participanturenqe <\/strong><\/th>\n<\/tr>\n
      Mangen e participanturen te paruven sa e pozicia lenge denge.<\/td>\nParuv i pozicia lengere devlenge sar so si phendo.<\/td>\n<\/tr>\n
      Pu\u0107h e participanturen sar von hatjaren pes palal o paruvipen.<\/td>\nReflektirinen thaj ulaven sar von dikhen i nevi pozicia (eg. bisterdo, bi la\u0107ho, bikomforto).<\/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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      Refleksia: O exerciso a\u017autil e participanturen te aven maj kon\u015b\u00e8nto pal-i diverzit\u00e8ta e dromenqi saven\u03b8ar e manu\u015ba nakhen i savi situ\u00e0cia thaj te reflektisaren pal-i lenqi perspekt\u00ecva pal-i realit\u00e8ta.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Paso 3: O \u201cCrossed Arms\u201d Exerciso<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Duripe: 5 minutur\u0103<\/p>

      Procedura: Palal so agorisarde o angluno exerciso, e participantura si akharde te zumaven jekh \u201cmaj avansime variacia\u201d. Ano akava exerciso, von si te oven phangle e vastenca thaj te dikhen savo vast si opral. Sar ko angluno exercisia, o participantia vazden o vast prekal o vast upral. O fasilitatori sikavel kaj but olendar saven sas o \u0107a\u0107utno baro vast opral ko angluno exerciso akana si len o aver vast opral. Sar maj anglal, i grupa si ulavdi aproksimativno barabar ma\u015bkar e duj var\u00ecacie. E participantura si palal kodoja akharde te zumaven i \u201creverzirime\u201d pozicia e vastenqi. Buteder deskriptirinen akava eksperienca sar \u201cvi maj bisterdo\u201d kotar o angluno exerciso. O fasilitatori pale akcentirinel kaj so si naturalno vash nesave shaj te dikhel pes zorasa vash aver thaj obratno. <\/p>

      Tabela 3. Akcie \u2013 Paso 3 <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Akcie e \u015berutnesqe <\/strong><\/th>Akcie e participanturenqe <\/strong><\/th><\/tr>

      Akharen e participanturen te \u0107hiven e vasta thaj te dikhen savo vast si opral.<\/p><\/td>

      		Ker eksperimentia e neve poziciasa e vastenqi thaj dikh o bibaht vaj o bibaht so si asociime la\u00e7a.<\/td><\/tr>

      Sikaven e diferencie katar o angluno exerciso.<\/p><\/td>

      		 <\/td><\/tr>
      Mangen e participanturen te paruven i pozicia lengere vastengi.<\/td> <\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Refleksia: O exerciso kerel buti sar metafora sar e manu\u0161a dikhen e realiteta aver\u010dhande. Varesave manu\u0161a \u015baj te pa\u015bon e but\u0103 an\u03b8-jekh maj fleksibilno thaj sasto drom, aver \u015baj te trubun te paruven pengi perspekt\u00ecva an\u03b8-jekh drom savo na\u015bti te avel la\u0107ho, vi te si naturalo va\u015b aver. Amen butivar gindisaras kaj aver filtririnen i realiteta sar amen keras thaj si amen tendinca te keras but gindura na te putras amen anglal aver perspektive. Sar sako manu\u0161 \u015baj te paruvel i pozicia e vastenqi vaj e vastenqi, kadja vi von \u015baj te paruven e \u015bukar gindura, save butivar anen len te hatjaren pes sar te aven phanle. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Paso 4: Refl\u00e8ksia rig\u0103rdi<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Duripe: 5\u20137 minutur\u0103<\/p>

      Procedura: Palal so agorisarde e eksperiencake exercisie, o fasilitatori akharel e participanturen te keren jekh rigjardi refl\u00e8ksia. O fokuso si te phandel pes o fizi\u010dko bibaht savo si arakhlo ano vakti e exercisiako e realno situaciencar kote so o paruvipe e kognitivno ja emocionalno perspektivako si trubujipe numa pharo. I refl\u00e8ksia kerel pes an\u03b8-o jekh sekurno, bi-presiaqo ambi\u00e8nto kaj e particip\u00e0ntur\u00e3 na si a\u017aukerde te den \u201c\u0107a\u0107utne\u201d at\u00f9n\u0107imata. <\/p>


      Tabela 4. Akcie \u2013 Paso 4 <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Akcie e \u015berutnesqe <\/strong><\/th>\nAkcie e participanturenqe <\/strong><\/th>\n<\/tr>\n
      Pu\u0107hen e participanturen kadala pu\u0107himata: <\/td>\nRefl\u00e8ksisaren pal-e pu\u0107himata thaj den at\u00f9n\u0107imata. <\/td>\n<\/tr>\n
      “So si naturalno thaj so si bikomforto?”<\/td>\n<\/td>\n<\/tr>\n
      \u201cKaj arakhas amen gasave situaciencar ko realno \u017aivdipe?\u201d<\/td>\n<\/td>\n<\/tr>\n
      “So znachil te paruvas amari perspektiva?”<\/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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      Refleksia: Kadi faza a\u017autil e participanturen te integrisaren e fizikani eksperi\u00e8nca pe jekh kognitivo thaj emocionalo niv\u00e8lo, transformindoj o exerciso an\u03b8-i jekh konsciento metafora va\u015b o \u0107a\u0107utno \u017aivdipen. E participantura \u015baj te dikhen kaj o paruvipen e perspektivako si butivar akomodime katar bibaht, resistenca vaj konfuzia. Numaj, akava bibaht nane semno e pharipasko, numaj si indikatoro vash o phagipe e automatikane modelengo e gindipasko thaj reakciako. <\/p>

      Materialura save trubun: Na trubul len fizikane materijalura.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      \u0160aj te keren adapt\u00e0cie<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      I refl\u00e8ksia \u015baj te kerel pes an\u03b8-e tikne grupe, lab\u01cerindoj jekh \u015bukar \u0107hib, jekh maj tikno drom, thaj te del pes maj but vr\u00e0ma va\u015b i refl\u00e8ksia. Si importantno te na kerel pes presia pe participantura te vorbin. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Evaluacia e impaktosqi e aktivitetosqi<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Indikator\u01ce <\/strong><\/th>\nEvalu\u00e0ciaqe Metode <\/strong><\/th>\n<\/tr>\n
      Nivelo e \u017aanipnasqo pal-e diferencie an\u03b8-i perspektiva <\/td>\nMini-anketa an\u03b8-o anglal thaj palal i aktivit\u00e8ta <\/td>\n<\/tr>\n
      Mangipe te akceptisarel pes o bibaht e paruvipnasko <\/td>\nDeklar\u00e0cie sar: \u201cE manu\u015ba dikhen e but\u0103 aver rig sar me.\u201d <\/td>\n<\/tr>\n
      Puterdipe karing diferentne perspektive <\/td>\n\u201cMe \u015baj te zumavav te paruvav miri perspektiva.\u201d (Skala 1\u20135) <\/td>\n<\/tr>\n
      <\/td>\nJekh aver rig \u015baj te avel jekh paluno lav so le participantura len katar o exerciso.<\/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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      Reakcie dikhline ano vakti e pilotno aktivitetosko<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
      \n\t\t\t\t\t\t\t\t\t

      E reakcie e participanturenqe an\u03b8-i kadaja sesia sas tikno diferentne ma\u015bkar e ber\u015benqe grupur\u0103 thaj ma\u015bkar e \u0107haja thaj e \u0107have, so del informacie va\u015b e praktik\u00e0ntur\u0103. Ano duj grupe, e \u010dhaja sas generalno maj sigo te keren verbalno refl\u00e8ksia thaj sas maj but gatisarde te sikaven pire \u015bajutnimata save si phangle e bibaht, la\u017aav thaj paruvipe e perspektivako. Le \u0107have, maj but kodola andar i maj terni grupa, sas len tendinca te sikaven pire reakcie anglal prekal na-verbalne \u015bajutnimata sar so si o rovipen vaj o \u0107hivipen, numaj gradualno avile maj but involvirime an\u03b8-i faza e rig\u0103rde reflekciaqi. Ki maj phuri grupa, vi e \u0107have vi e \u0107haja sikade jekh maj baro nivelo e korkorutne \u015bajutnimatenqo thaj sas len \u015bajpe te keren maj klaro i konekcia ma\u015bkar o fizikano eksperi\u00e8nca e bibahtake thaj e situacie and-o \u0107a\u0107utno \u017aivdipen save trubun kognitivno vaj emocionalo fleksibil\u00ecta. Sa khetane, i aktivit\u00e8ta kerdas jekh sekurno thaj anga\u017auime than va\u015b e duj \u015bajutnimata, suportindoj o putardipen, jekh avresqo xatjaripen thaj o reflekt\u00ecvo dialogo. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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

      Rizikura thaj varningura<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
      \n\t\t\t\t\t\t\t\t\t
      • Te na keren \u0107orripe e participanturenqo.<\/li>
      • Na forsirinen te ulaven personalno eksperiencije.<\/li>
      • O instrumento na kerel buti e traumasa, numaj maj but kamel te vazdel o d\u017eanglipe.<\/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":"

        \u201cE vasta krujal\u201d thaj \u201cAmen savore sam diferentno\u201d Res:Keren jekh la\u0107hi but\u0103qi atmosfera thaj inkura\u017ain e kognitivno fleksibil\u00ecta; introdukcia palal […]<\/p>\n","protected":false},"author":1,"featured_media":20445,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"inline_featured_image":false,"footnotes":""},"categories":[678,587,601,672,621,591,619],"tags":[],"class_list":["post-20444","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-10-19-ani","category-constientizarea-emotionala","category-exercitii-de-continut-auto-reflectie-discutii-de-grup-fise-de-lucru","category-inceput","category-populatia-generala-de-tineri","category-relatii-sociale-si-incluziune","category-tineri-de-varsta-scolara-10-19-ani"],"_links":{"self":[{"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/posts\/20444","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/comments?post=20444"}],"version-history":[{"count":1,"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/posts\/20444\/revisions"}],"predecessor-version":[{"id":20446,"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/posts\/20444\/revisions\/20446"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/media\/20445"}],"wp:attachment":[{"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/media?parent=20444"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/categories?post=20444"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/tags?post=20444"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}