Bunker game description. Role-playing game on the theme “Bunker”
Wake on LAN technology will help you turn on your computer over the network using a “magic” package. In order for this packet to reach the network card normally, and for it to accept it and turn on the computer, you need to make some settings.
Setting up Wake on LAN on your computer.
The first step is to configure Windows. Let's take Windows 10 as an example. Press the key combination Win+X and select network connections. In network connections we find our network card (connection to local network), right-click on it and open properties, then click the configure button. Open the “Power Management” tab, here you need to check the “Allow this device to wake the computer from standby mode” checkbox. Then if you happy owner Realtek network card, open the advanced tab.
There are three parameters you need to check:
- Turning on via local network after disconnecting.
- Enable when pattern matches.
- Enable when the Magic Packet function is triggered.
Current page: 14 (book has 34 pages total) [available reading passage: 23 pages]
Role-playing game"Manipulation"
Description of the game. Participants within each of the subgroups are asked to come up with, prepare and present a role-playing game, which will demonstrate the methods of manipulation that they have learned about and ways to protect themselves from it. Preparation time is approximately 15–20 minutes. It is recommended to strive to ensure that all members of the subgroup are involved in the game, and not to organize a “one-man show”. IN the best option teenagers will come up with game plots on their own and will do without additional prompts from the presenter. If they experience difficulties, you can suggest several possible storylines. Here's what it might look like in relation to the field of trade/advertising (in this area it is easiest to demonstrate all the described methods of manipulation):
♦ The girl persuades her friends to take part in the “ financial pyramid": buy cosmetics from her, at the same time becoming a sales representative of the manufacturer and selling the same product further.
♦ A customer came into the store to replace something he had recently purchased. cellular telephone, in which all conversations are accompanied by a crash (option: roller skates with squeaking wheels). Sellers, using manipulation, try to convince him that the product is in good working order and he should give up his claims.
You can also demonstrate purely everyday scenes. Thus, the following plot usually arouses increased interest among teenagers: a young man came to a paid public toilet for an urgent need, but he did not have the money to pay for the entrance. It is necessary by way psychological manipulation convince the attendant to let him in for free.
Psychological meaning of the game. Updating psychological knowledge about methods of manipulation obtained using the Zigzag technology, their closer linking with life reality.
Discussion.“You learned about some methods of manipulation and saw them in action. And whoever is forewarned is forearmed! Now you can suggest for yourself how to most effectively protect yourself from them. Perhaps you have already seen some methods of defense in our game, but you can come up with something else on your own.”
Exercise “Living Obstacle”Description of the exercise. Participants are asked to form a “living obstacle” - standing in a dense group, taking positions so as to make it difficult to pass through. But at the same time, the obstacle must be surmountable in principle, and not represent a continuous impenetrable “living wall” that can only be overcome by a ramming attack. A blindfolded volunteer overcomes this “living obstacle.” He should not use physical strength(push, pull apart other participants, etc.), but you need to find opportunities to squeeze between them without such actions. Before each subsequent volunteer passes, the shape of the “living obstacle” changes.
Unity, formation of mutual trust, development of skills of productive action in a situation where other people deliberately create obstacles in achieving the goal.
Discussion. First, the participants exchange the emotions and feelings that arose during the exercise, then share their observations about what options of action were used to overcome “live obstacles” and what turned out to be more effective.
Role-playing game "Bunker"Description of the game. Participants are given instructions: “An explosion has broken out on Earth. nuclear war. However, you were lucky, and at the time of the bombing you found yourself in a special bomb shelter - a sealed bunker. The explosion occurred very close to you, everything above was destroyed, no one was left alive, and the level of radiation is such that a person dies within a few minutes. However, your bunker has survived, and it contains enough air, food, water and fuel to survive whole year. It is hoped that during this time the level of radiation on the surface will decrease so much that it will be possible to leave the bunker and begin to live as before. However, you do not know what is happening in other parts of the Earth. It is quite possible that all of humanity has perished, which means that it will be you, leaving the bunker in a year, who will have to found a new civilization.”
After this, the participants are given a list of the roles of those who find themselves in the bunker and asked to distribute them (it is better if the participants do this on their own, but if this fails within 2-3 minutes, they will have to resort to drawing lots).
Possible list of roles:
♦ Teenage girl, 14 years old, eighth grader. She studies well, is athletic, and beautiful. But has an unstable nervous system, and the story of the atomic bombing left her in such shock that she just cries and can’t really say anything. She is in love with a boy who finds himself in a bunker (see role No. 2).
♦ Teenage boy, 16 years old, tenth grader. At school he had a reputation as a loser and a dunce, but he was physically healthy, strong and agile, and was involved in athletics. In love with a girl who also ended up in the bunker (see role No. 1).
♦ Girl, 19 years old, student theater institute. Charming and attractive, but she can’t do anything other than act on stage. She is expecting a child and is in her fifth month of pregnancy.
♦ Female, 21 years old, graduate student medical institute. However, she studied so-so, and it is not entirely clear whether she is ready to treat people on her own. He is interested in sewing.
♦ Male, 22 years old, student of the Institute physical culture. Absolutely healthy, physically very strong. Has experience serving in the Ministry of Emergency Situations. However, he is prone to conflict behavior; he was fired from the Ministry of Emergency Situations for a fight in the workplace.
♦ Woman, 24 years old, psychologist. I was doing research and preparing to defend my dissertation. Has work experience school teacher. Fluent in English.
♦ Male, 30 years old, military officer. Served in strategic missile forces, knows how to behave to survive the atomic bombing. Abuses alcohol.
♦ Woman, 34 years old, history teacher. He has a good knowledge of the history and culture of mankind, and knows how to raise and teach children.
However, she does not have her own children, and she is unlikely to be able to have them due to her health condition.
♦ Male, 51 years old, professor, nuclear physicist. In addition to his specialty, he is competent in a number of other technical fields (electronics, construction, communication systems). IN Lately often complained of severe pain in the heart area.
♦ Woman, 60 years old, agronomist. Knows how to organize agricultural production even in unfavorable conditions. He is interested in cooking.
If the presenter wants to modify or expand this list, then it should be remembered that there should be no weak, obviously “losing” roles. For each role, some quality should be provided that is valuable for the situation indicated in the game. Such a “trump card” can be youth and health, expecting a child, the presence of knowledge and skills important for survival, high degree possession of the cultural and technical heritage of mankind, etc. At the same time, the more valuable this quality, the more important it is to provide for some “ weak link", balancing the dignity of the first (health problems, tendency to alcoholism, quarrelsome character and so on.).
When the roles are assigned, the second part of the instructions is given: “But suddenly it turned out that things in your bunker are not so good - you felt a sharp lack of oxygen, it became difficult to breathe. It turns out that the air supply system in a bomb shelter is designed for fewer people than were in it! This means that someone will have to sacrifice, otherwise everyone will suffocate and die painfully... Choose those who will have to leave the bunker to the surface, to certain death. Remember: those who are most important to building a new civilization should ultimately remain in the bunker. However, each of you, naturally, wants to survive on his own and will not voluntarily offer his candidacy for leaving the bunker, but, on the contrary, will try to prove that it is he who is important for future civilization and deserves to survive! However, if the group cannot be convinced of this, he will be forced to leave the bunker and die. You have 5 minutes to make a decision, then your oxygen supply will be depleted and you will begin to choke.”
When determining how many places there will be in a bunker and, accordingly, how many people should be excluded, it is recommended to use the following table as a guide.
Number of game participants/Number of places in the “bunker”
When more than 12–13 teenagers participate in the game, it is better not to add new roles, but to divide the group into two subgroups and play them in parallel, offering them the same list of roles. At the discussion stage, it will be interesting to compare who was chosen by representatives of different subgroups and what guided them in doing so.
Participants are given 5 minutes to discuss and make a decision. At this time, the presenter can additionally “escalate the situation” - for example, turn off the lights (“There are problems with the power supply in the shelter”), unexpectedly loudly bang his fist on the table (“Something exploded on the surface”), etc. If after 5 For minutes the group still hasn’t decided who should leave the bunker, the leader reminds that it is becoming increasingly difficult to breathe because the air in the shelter is running out, and gives another 2-3 minutes for discussion. If after this the group has not reached a consensus, then the discussion stops and the participants who must leave the bunker are determined by open voting.
Psychological meaning of the game. Developing the ability to defend one’s interests by resorting to in various ways influence, as well as group interaction skills. In addition, the game encourages participants to think about their value orientations.
Discussion. Which inhabitants of the bunker survived, and which were “sent to the next world”? Each choice needs to be justified. What influence techniques were used by the participants to defend their positions? Was it manipulation or were methods such as argumentation and request used?
Sometimes in psychological trainings games like the one described are held, based on the plot “Let’s choose who is worthy to survive,” but the participants do not play conventional roles, but each act from the position of their own personality, defending their own right to survival. In our opinion, in the context of communication training for teenagers, the appropriateness of this version of the game is questionable, since it creates a risk of serious psychological trauma for the participants. On the contrary, we emphasize that the game evaluates not the personality of the participants, but the ability to defend their position using the example of abstract roles, and it is not the teenagers participating in the training who are “doomed to death”, but the invented characters whose interests they represent.
15. Portrait of our group
Objective of the lesson: consolidation of the results achieved during the training. For this lesson you will need the same set of visual materials as for lesson No. 9.
Drawing warm-up “Stretch your hand towards you”Description of the exercise. A sheet of paper in A2 or A1 format is laid out, the participants simultaneously place their palms on it, each traces the outline of their palm and colors their part of the resulting drawing. At the request of the participants, you can not outline the outline, but smear the palm itself with paint and print it on paper.
Psychological meaning of the exercise. This exercise provides an opportunity for self-expression, and also carries a sociometric load (location of prints on the sheet, their relative positions).
Discussion. Where is whose hand? What prompted you to place it in this particular place on the sheet and color it in this way?
Exercise “Closed Circle”Description of the exercise: Participants are asked to stand in a closed column in a circle (each looking at the back of the head of the person in front) and sit down together in such a way that everyone sits on their laps the participant in front, and sits on the laps of the one behind. If the group did it easily, then you can give additional task: everyone together, without getting up, move in a circle a meter forward, then back.
Psychological meaning of the exercise. Warm-up, unity, “breaking” spatial barriers between participants.
Discussion. A short exchange of emotions and feelings is enough.
Composition “My Resources”Description of the exercise. Participants build a composition that reflects resources - factors that help them overcome life's difficulties and achieve their goals, for example, success in interpersonal interaction. The exercise is usually performed individually, although it can also be carried out in small groups if the participants wish.
So that the participants have something to rely on in constructing their compositions, the presenter briefly talks about the main groups of resources.
♦ Internal: personal, intellectual and volitional qualities, knowledge and skills, various elements of life experience.
♦ External: place of residence, various items, financial capabilities, place of study, etc.
♦ Social: people who can help in overcoming difficulties and achieving set goals - relatives, friends, teachers, etc.
The composition can be built in any place the participant likes - not only on the desk, but also on the floor, on a chair, on a windowsill, etc. In addition to using the usual set of visual materials, it is advisable to include in the composition those objects that the participants have that can symbolize for them any resources (photo of a loved one, cell phone, wrist watch etc. Working time is 25–30 minutes.
Psychological meaning of the exercise. The exercise has a pronounced psychotherapeutic effect and helps increase self-confidence.
Discussion. The discussion is structured like a tour: the group moves from work to work, and their authors take turns acting as tour guides. They are given 1.5–2 minutes to perform, the form of which is at their discretion.
It is very good if the presenter has the opportunity, if the participants wish, to photograph the compositions and subsequently print out pictures of the works.
Exercise "Palm"Description of the exercise. Each participant places his palm on a sheet of paper with his fingers spread apart and traces its outline. After this, it is suggested that in the outline depicting each of the fingers, write some personal goal that you would like to achieve in the next three years (“your fingers point to what you want to achieve”). And on the palm itself is who or what you can rely on when achieving this goal, who or what will help on the way to it (“what you can grab onto with your palm while moving towards your goals”).
Psychological meaning of the exercise. One of the techniques for clarifying goals and awareness of resources that can help achieve your plans.
Discussion. Each of the participants says what new things they learned about themselves in the process of doing this exercise. If desired, participants can also show their drawings to the group and tell in more detail exactly what goals they have set and what they can rely on to achieve them.
Group composition “Our Garden”Description of the exercise. The group is imagined as a garden consisting of participants. They are located in space in the way that is most convenient for them, and depict any elements of the garden at their own discretion - trees, bushes, flowers or entire flower beds, weeds, outbuildings, fences, lanterns, etc. Each of them acts at his own discretion, without There should be no preliminary distribution of roles, and there should be no talking during the “planting of the garden”. In this case, materials remaining from the previous exercise can also be used (for example, from sheets of paper you can make various decorations, tree foliage, a Panama hat for a gardener, a fan for a young lady walking in the garden, etc.). When all participants have found their places, each of them says what exactly he is depicting. This is not always clear to others - for example, the same pose of a person with arms outstretched can mean Blooming tree, or maybe a dried snag or a scarecrow.
After this, the “gardener” comes into play (the participant who voluntarily chose this role is not part of the “garden” himself). He can change anything at his discretion to make the garden better.
Other themes of group compositions are also possible, for example: “Room” (participants are home furnishings), “Car” (participants are parts; additional roles of mechanic and driver are introduced).
Psychological meaning of the exercise. The exercise promotes the development of the participants’ reflexive abilities, giving them the opportunity to reflect in an allegorical form their inherent social roles. In addition, it carries a sociometric load, demonstrating the relative position of the participants.
Discussion. Each of the participants is asked to name the object that he depicted, comment on the reason for choosing this particular object and express his feelings at the time he was in the composition and after returning to the circle. To what extent is the position that the participant chose “in the garden” typical for him in real communication? If a gardener “worked” with him, then the presenter asks to clarify what feelings this intervention caused and how his sense of self changed after it. The gardener is asked to comment on what motivated him to take on this role and what ideas he wanted to express by changing the arrangement of the participants.
If there is time left at the end of the lesson, it makes sense to invite participants to repeat 2-3 exercises from previous lessons that they liked the most.
16. Summing up
Objective of the lesson: participants and presenters receive feedback from the group on the results of the training.
Warm-up (optional by participants)Participants are invited to repeat any warm-up that they liked and remember most.
Exercise "Double"Description of the exercise:“You've probably watched films about the Terminator. Remember, in one of these films, the Terminator could take the form of any other person, becoming his double? Imagine that he took on your appearance... How, in this case, would other people be able to find out who is in front of them - you or a double, without trying to “take you apart for parts,” but simply by talking?.. What is unique, inimitable, about you? something he couldn't copy? What questions do you need to ask so that the answers make it obvious that you are you and no one else? What about you cannot be repeated?..” Participants are given 3-5 minutes to think, then they tell what conclusions they came to.
Psychological meaning of the exercise. The exercise encourages you to think about what is original, unique, and unique in each of us. life experience and internal psychological resources we possess.
Discussion.“Each of us is unique in some way. Why and when is it important to think about your own uniqueness, to understand what it consists of? And when, on the contrary, is it better to pay attention to what people have in common, how we are all alike?
Exercise "Suitcase"Description of the exercise. Each participant takes turns walking out the door for a few minutes. At this time, everyone else is packing his “suitcase” - through a group discussion, they identify three positive and negative qualities that this participant demonstrated during the training and write them down. Then the participant returns to the audience and is given a folded piece of paper with a list of qualities. You are allowed to unfold and read it only after the end of the lesson. It’s good if the presenter also receives his “suitcase” at the end of the lesson. This exercise should be carried out with caution, since the experience gained in this way can in some cases be traumatic for adolescents. The facilitator needs to decide whether a particular group is ready to perform this exercise. If the exercise is carried out, then adolescents should have the opportunity to subsequently individually discuss the results obtained with the facilitator.
The duration of the exercise is quite difficult to predict, approximately 6 minutes per person (one minute per quality). If the group is large and/or the participants tend to have long and detailed conversations, then the work takes up the entire two-hour lesson.
Psychological meaning of the exercise. Participants receive feedback from the group on their behavior during the training. In addition, the received leaflet acts for some participants as a kind of “reification” of the training, its objectification. Some teenagers save their pieces of paper and re-read them from time to time even after long time after the end of the training.
Discussion. The results of the exercise remain with each participant individually; their group discussion is not provided. If someone wants to discuss the results, it is advisable to have an individual conversation with them.