{"id":20447,"date":"2026-05-11T10:58:26","date_gmt":"2026-05-11T08:58:26","guid":{"rendered":"https:\/\/meetplatform.eu\/rezolucia-e-maripnasqi-prekal-o-khelipe-e-rolenqo\/"},"modified":"2026-08-21T11:25:56","modified_gmt":"2026-08-21T09:25:56","slug":"rezolucia-e-maripnasqi-prekal-o-khelipe-e-rolenqo","status":"publish","type":"post","link":"https:\/\/meetplatform.eu\/rorom\/rezolucia-e-maripnasqi-prekal-o-khelipe-e-rolenqo\/","title":{"rendered":"Rezolucia e maripnasqi prekal o khelipe e rolenqo"},"content":{"rendered":"\t\t
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\n \n\t\t Rezolucia e maripnasqi prekal o khelipe e rolenqo<\/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: Te del pes jekh sekurno thaj interaktivo than ande savo e terne manu\u0161a \u0161aj te roden, te ha\u0107aren thaj te praktikuin konstruktivno droma te d\u017eanen te keren konfliktura. Prekal o sikljovipe e eksperiencako thaj e metode bazirime pe rola thaj edukaciako teatro, e participantura len maj la\u010dho ha\u0107aripe pala diferentne perspektive thaj barjaren praktikane komunikaciake thaj problemoske reslimaske \u015bajutnimata. <\/p>

E problemura save si adresime: \u2022 marimata ma\u015bkar e kolege (na-xat\u0103ripen, ekskluzia, \u0107orripen); \u2022 na-efikasno komunikacia; \u2022 pharipa te \u0107hiven pes e emocije (xoli, frustracia); \u2022 bi-empatia; \u2022 eskalacia e sakodivesutne konflikturenqi; \u2022 trubulipe pala na-violentno strategie pala rezolucia e konfliktosko.<\/p>

Relev\u00e0nca va\u015b o sastipen e gogikane:I aktiviteta del kontribucia ko barjaripe e emocionalno d\u017eanlipasko, suportirinel e ekspresia e emocienqi, zurarel e empatia, ciknjarel o streso asociirimo e na-resle konflikturenca thaj promovirinel sasti komunikacia. Ano sasto vakti, vov inkurajil e korkorutni refleksia, suportil e emocionalno regulacia, del kontribucia te zurarel e grupaki kohezia thaj o \u015bajipe te avel kotor, thaj vazdel e resilienca ande socialne situacie.<\/p>

Rodino paruvipe:\u2022 maj efektivno pind\u017earipe e konfliktoske situaciengo; \u2022 hasnipe konstruktivno strategiengo pala rezolucia e konfliktosko; \u2022 barjaripe e komunikaciaqo thaj e aktivo a\u015bunipnasqe \u015bajutnimatenqo; \u2022 maj bari empatia; \u2022 maj la\u0107hi emocionalno regulacia; \u2022 maj baro pat\u01d0vipen an\u03b8-o mana\u017am\u00e8nto e maripnasqo; \u2022 redukime agresivne vaj na\u015butne phirutne; \u2022 zurardi kooperacia thaj respektime interakcie.<\/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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Akaja aktiviteta sine implementirimi ano pilot sesia kerdini e cikne grupasa kotar \u0161ov terne manu\u0161a saven isi diferentno abilitete, kote so sine kotorleutne kotar diferentno tipija disabiliteti. I sesia sas adaptirime palal e trubujimata le participanturenqe, lab\u01cerindoj \u015bukar instrukcie thaj jekh \u017autipnasqo ambi\u00e8nto te \u015baj te avel la\u0107hes savorrenge te len kotor. Jekh tolma\u010di e \u0107hib\u0103qo e vastengo sas vi kothe \u200b\u200bte del suporto jekhe participantosqe saven sas les pharipe te a\u015bunel. E aktivitetura sas kerde ande jekh adaptirime thaj inkluzivno drom. <\/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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O khelipe e rolenqo si jekh sikl\u01d2vipnasqi metoda savi a\u017autil e ternen te ha\u0107aren e \u0107a\u0107esqe konfliktosqe situ\u00e0cie kana keren len an\u03b8-o jekh sekurno ambi\u00e8nto. E konfliktura si naturalno kotor katar o sakodivesutno \u017aivdipe, numaj but terne manu\u0161a inke naj len e \u015bajutnimata te keren len efektivno. Ano asavke situacie, e reakcie shaj te oven nakhavipe, frustracia ja agresia. Akava instrumento del e participanturen shaipe te roden diferentno perspektive, te vazden empatia thaj te praktikuin konstruktivno komunikacia thaj problemosko reslipe prekal direktno eksperienca. <\/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: 10 ber\u015ba thaj maj but (\u015baj te avel adaptirime va\u015b e phure)<\/li>
  • Profilo: studentura, NEET ternimata, ternimata katar vulnerabilne funda, diferentne grupe (urbane\/ruralne, minoritetura), manu\u0161a saven si disabiliteto<\/li>
  • Konteksto: butjake thana thaj grupake aktivitetura fokusirime pe konfliktosko rezolucia thaj komunikaciako barjaripe<\/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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    Lokacia: klase, NGO programura, ternenge thana, komunitetoskere thana thaj grupake butjake thana.<\/p>

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

    • Socio-emocionalo \u015bajutnimata: te bar\u0103res empatia, te xat\u01ceres e emoci\u011b e avere manu\u015benqe, te prin\u0292ares e emoci\u011b an\u03b8-e diferentne situ\u00e0cie<\/li>
    • Relaciake \u015bajutnimata: te praktikisaren i komunikacia, te a\u015bunen aktivo, te sikaven e gindura thaj e emocie respektosa, te redukisaren e bi-xat\u0103rimata<\/li>
    • \u0106a\u0107imata va\u015b korkorutno-regul\u00e0cia: te \u017autil pes e emocienqe an\u03b8-e phare situ\u00e0cie, te kontrolisarel pes e reakcie, te tolerisarel pes o bibaht an\u03b8-e socialo interakcie<\/li>
    • \u0106a\u0107imata: te pin\u0292arel pes o phiripen an\u03b8-e soci\u00e0lo situ\u00e0cie, te xat\u01cerel pes e diferentne perspekt\u00ecve, te bar\u01d2l pes i fleksibil\u00ecta an\u03b8-o gindipen thaj an\u03b8-o keripe e deciz\u00ecenqo<\/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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      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 thaj aktiviteto vash o ushtyipe<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Duripe: 5 minutur\u0103<\/p>

      Procedura: O fasilitatori introducil e tema pala phare thaj stresne situacije ande sakodivesutno trajo thaj mangel katar e participantura te den skurto egzamplura. O ciljo e sesiako si te rodel pes e reakcie thaj te praktikuil pes maj efektivne droma te kerel pes komunikacia. <\/p>


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

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      <\/p>
      Akcie e Facilitatoresqe<\/strong><\/th>Akcie e Particip\u00e0ntosqe<\/strong><\/th><\/tr>
      Introducirinen i tema pal-e stresne situ\u00e0cie an\u03b8-o sakodivesutno \u017aivdipen. Shunen e introdukcia pe aktiviteto.<\/td>Konektingyon e temaya thay gatisargyona vash o aktivitetya.<\/td><\/tr>
      Akharen e participanturen te g\u00eendin pal-e situ\u00e0cie an\u03b8-e save von \u015baj te hatjaren pes stresime vaj bibahtale.<\/td>Inkurajin nesave participanturen te den skurto egzamplura.<\/td><\/tr>
      Phenen o ciljo e sesiako:<\/td> <\/td><\/tr>
      te arakhen e reakcie thaj te praktikuin maj efektivne droma te komunicirinen.<\/td> <\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Refleksia: Akava stadiumo a\u017autil e participanturen te oven maj kon\u015b\u00e8nto pal-e stresne situ\u00e0cie an\u03b8-o lenqo sakodivesutno \u017aivdipen thaj te prin\u0292aren so kadala eksperiencur\u01ce si butivar. Kana ulaven egz\u00e0mplur\u0103, le particip\u00e0ntur\u0103 realizuin ke vi aver manu\u015ba si te arakhen pes sa kadja pharipa. Ano sasto vakti, i scena gatisarel e participanturen vash aktivno anga\u017emano thaj a\u017autil te kerel pes jekh sekurno than vash te arakhel pes e emocije, reakcije thaj komunikaciake strategije. <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Dujto paso: Khelipe e rolengo \u2013 Stresoske situacie<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Duripe: 20 minutur\u0103<\/p>

      Procedura: E participantura keren buti ande cikne grupe thaj keren situacie ande realno d\u017eivdipe (sar egzamplo, intervjuo pala buti, interakcija ande jekh publikani institucia, konflikto ande buti, hasnipe publikane transportosko vaj vizita e doktoreski). Von roden sar e manu\u0161a reaguin telal o presipe thaj eksperimentirinen diferentno droma te den at\u00f9n\u0107i resp\u00f2nso. Palal svako rolaqo khelipe, keren pes skurto grupake refl\u00e8ksie fokusirime pe emocie thaj phirutne dikhline. <\/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 Facilitatoresqe<\/strong><\/th>Akcie e Particip\u00e0ntosqe<\/strong><\/th><\/tr>

      Phenen i buti thaj den vaj den suporto e alosaripnaske situacienqe.<\/p><\/td>

      Keren buti ano cikne grupe te gatisaren thaj te interpretirinen e situacie.<\/p><\/td><\/tr>

      Dikhen e rola save khelen thaj inkren jekh sekurno thaj zuralo atmosfera.<\/p><\/td>

      Len diferentne rolje thaj roden reakcie pe streso.<\/p><\/td><\/tr>

      Ker skurto refl\u00e8ksie palal svako rolaqo khelipe lab\u01cerindoj \u015bukar pu\u0107himata (\u201cSar \u015baj te hat\u01ceres tut?\u201d, \u201cSo kerdas buti?\u201d, \u201cSo \u015baj te avel aver?\u201d).<\/td>

      Keren eksperimentura pe diferentne droma te den at\u00f9n\u0107i resp\u00f2nso<\/p><\/td><\/tr>

      <\/td>Thaj te ulaven gindura thaj emoci\u011b an\u03b8-i faza e reflekciaqi<\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Refleksia: E participantura reflektirinen sar von hatjarde ande diferentne situacie, e reakcie save sas len, thaj e alternative e responsoske save shaj sas te aven hasnime.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Paso 3: Praktika e asertivno komunikaciaki<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Duripe: 20 minutur\u0103<\/p>

      Procedura: O fasilitatori introducil o konc\u00e8pto va\u015b asertivno komunikacia thaj phenel e diferencie ma\u015bkar e pasivne, agresivne thaj asertivne stilur\u0103. E participantura praktikuin te phenen \u201cna,\u201d te keren mangimata, thaj te hasnin asertivno truposko \u0107hib. Jekh \u015bukar modelo an\u03b8-e \u015btar pa\u015ba (fakto \u2013 \u015bajipen \u2013 efekto \u2013 mangipen) si prezentisardo, savo si palal kodoja aplikime an\u03b8-e skurto exercisie. <\/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 Facilitatoresqe<\/strong><\/th>Akcie e Particip\u00e0ntosqe<\/strong><\/th><\/tr>

      Phenen e asertivno komunikacia thaj e diferencie ma\u0161kar e pasivno, agresivno thaj asertivno stilura<\/p><\/td>

      Praktika te formuliris jekh na-kamlipe thaj te keres mangimata.<\/p><\/td><\/tr>

      Den \u015bukar egz\u00e8mplur\u0103 thaj \u017autil e exercisie.<\/p><\/td>

      		Probin diferentno komunikaciake stilura thaj hasnin o truposko \u0107hib..<\/td><\/tr>
      Prezentisaren o modelo an\u03b8-e \u015btar pa\u015ba (fakto \u2013 \u015bajipen \u2013 efekto \u2013 mangipen).<\/td> <\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Refleksia: E participantura reflektirinen sar von hatjarde te komunicirinen asertivno, so sas lokho vaj pharo te kerel pes, thaj sar von \u015baj te utilizin kadala \u015bajutnimata ande realo \u017aivdipnaske situacie.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Paso 4: Thov personalo granice<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Duripe: 10\u201315 minutur\u0103<\/p>

      Procedura: E participantura reflektirinen pe personalno granice prekal jekh rigjardo aktiviteto (eg. so von akceptirinen, na kamen vaj toleririnen). Von praktikuin te sikaven personalno granice thaj te den at\u00f9n\u0107i resp\u00f2nso k-e bibahtale situ\u00e0cie an\u03b8-o jekh respektime drom. <\/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 Facilitatoresqe<\/strong><\/th>Akcie e Particip\u00e0ntosqe<\/strong><\/th><\/tr>

      Phenen i aktivit\u00e8ta thaj den \u015bukar egz\u00e8mplur\u0103.<\/p><\/td>

      G\u00eendisar so von akceptisaren, na kamen, vaj tolerin.<\/p><\/td><\/tr>

      Suportirinen e participanturen te identifikuin pire granice.<\/p><\/td>

      		Praktika te sikave personalno granice ano diferentno situacie.<\/td><\/tr>
      Den suporto kana jekh participanto si ande pharipe.<\/td> <\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Refleksia: E participantura reflektirinen sar sas lokho vaj pharo te thoven pire granice thaj sar von hatjarde kana von sikaven len.<\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Paso 5: Palalni refl\u00e8ksia thaj agor<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      Duripe: 5 minutur\u0103<\/p>

      Procedura: E participantura reflektirinen pe so von siklile thaj keren konekcie pe pire eksperiencije. O fasilitatori sikavel e klju\u010dne ideje sar so si o d\u017eanglipe, o kura\u017eo thaj i responsibilit\u00e8ta va\u015b e personalo alosarimata.<\/p>


      Tabela 5. Akcie \u2013 Paso 5 <\/strong><\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Akcie e Facilitatoresqe<\/strong><\/th>Akcie e Particip\u00e0ntosqe<\/strong><\/th><\/tr>

      Keren jekh skurto agorutni diskusia.<\/p><\/td>

      		Von ulaven so von siklile thaj keren konekcie pe pire eksperiencije<\/td><\/tr>
      Sikavel e klju\u010dne ideje sar so si o d\u017eanglipe, o kura\u017eo thaj o personalno alosaripe.<\/td> <\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Materialura save trubun: Lil, lila, printisarde scenariura (opcionalno).<\/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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      \u0160aj te keren adapt\u00e0cie:<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      I aktivit\u00e8ta \u015baj te avel adaptisardi an\u03b8-o lab\u0103ripen maj lokhesqe situ\u00e0cienqo, te del pes maj but vr\u00e0ma va\u015b i prepar\u00e0cia thaj te del pes \u015bajsaripen e particip\u00e0nturenqe te alosaren o nivelo e involviripnasqo. Maj cikne grupe vaj parura \u015baj te keren pes kana si trubujipe. E fasilitatora \u015baj te den maj but suporto thaj rig\u0103ripen, thaj e participantura \u015baj te alosaren te dikhen maj but desar te len kotor aktivo kana von \u015baj te hatjaren pes bibahtale.

      <\/p>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t

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      Te dikhel pes o impakto e aktivitetosqo<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      <\/p>
      Indik\u00e0torur\u0103 <\/strong><\/th>Metode e evalu\u00e0ciaqe <\/strong><\/th><\/tr>

      Te ha\u0107aras e stresno situacie<\/p><\/td>

      Obzerv\u00e0cia kana khelen rola thaj refl\u00e8ksia<\/p><\/td><\/tr>

      Ker buti e asertivno komunikaciasa<\/p><\/td>

      Grupake aktivitetura thaj ulavipe e eksperiencako<\/p><\/td><\/tr>

      Kapaciteta te sikavel pes personalno granice<\/p><\/td>

      Skurto verbalno reakcia<\/p><\/td><\/tr>

      Nivelo e involviripnasqo e particip\u00e0nturenqo<\/td> <\/td><\/tr><\/tbody><\/table>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
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      Refleksia e treneresqi<\/h2>\t\t\t\t<\/div>\n\t\t\t\t
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      • Nivelo e involviripnasqo e grupaqo: U\u0107ho. Kotor le participantura sas aktivno ano sasto sesia, maj but ano rola-khelipe thaj praktikane exercisia. <\/li>
      • Atmosfera: I atmosfera sas putardi thaj zurali, kontribuindoj te vazdel pes o \u015bajutnipen e participanturenqo va\u015b i sekuriteta thaj i sloboda te phenen. Ko vakti e aktiviteturengo, von gradualno kerdile maj konfidentno.<\/li>
      • Diverziteto e emocionalne reakcienqo: E participantura sikade buteder emocionalne reakcie, ma\u015bkar lende na-sigurnipe, frustracia thaj pat\u01d0vipen. Palal o vaxt, von kerdile maj relaksirime thaj putarde te ulaven pire gindura thaj personalne eksperiencije. <\/li><\/ul>\t\t\t\t\t\t\t\t<\/div>\n\t\t\t\t
        \n\t\t\t\t\t

        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 participantura sas putarde thaj anga\u017auime, maj but kana khelenas e rola. Varesave acharde pes bi-sekurno ko starto, numaj kerdile maj konfidentno sar so nakhelas i sesia. Von sikavde buteder emocije, sar so si frustr\u00e0cia, na-sigurnipe, numaj vi pat\u01d0vipen, thaj sas gatisarde te ulaven pire gindura thaj eksperiencur\u01ce \u017ai ko agor e aktivit\u00e8taqo. <\/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
        • Varesave situacie \u015baj te aven emocionalno phare va\u015b e particip\u00e0ntur\u00e3, maj but kana si asociime e personalo eksperiencienqe.<\/li>
        • E participantura saven si diferentne \u015bajutnimata thaj trubujimata \u015baj te trubun maj but suporto thaj adaptirime komunikacia.Si importanto te kerel pes jekh sekurno thaj respektuime ambi\u00e8nto thaj kaj khonik na avel zoralo te lel aktivo kotor. <\/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":"

          Rezolucia e maripnasqi prekal o khelipe e rolenqo Res: Te del pes jekh sekurno thaj interaktivo than ande savo e […]<\/p>\n","protected":false},"author":1,"featured_media":20424,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"elementor_header_footer","format":"standard","meta":{"inline_featured_image":false,"footnotes":""},"categories":[678,587,600,670,591,619,620],"tags":[],"class_list":["post-20447","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-10-19-ani","category-constientizarea-emotionala","category-jocuri-interactive-si-activitati-de-joc-de-rol","category-mijloc","category-relatii-sociale-si-incluziune","category-tineri-de-varsta-scolara-10-19-ani","category-tinerii-neet-tinerii-aflati-in-ingrijire-alternativa-cei-cu-dizabilitati-sau-cu-trecut-traumatic"],"_links":{"self":[{"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/posts\/20447","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=20447"}],"version-history":[{"count":1,"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/posts\/20447\/revisions"}],"predecessor-version":[{"id":20448,"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/posts\/20447\/revisions\/20448"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/media\/20424"}],"wp:attachment":[{"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/media?parent=20447"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/categories?post=20447"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/meetplatform.eu\/rorom\/wp-json\/wp\/v2\/tags?post=20447"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}