1) Studying me and my place in the world, i.e. myself as a person: who am I, what am I like, what are my characteristics, in what world do I live, what is my place in this world?
2. Working out a positive attitude to myself, to my personal qualities, i.e. accepting them as valuable, necessary qualities. The ability to objectively assess when these qualities can be effective and in what cases they can interfere.
3. Formation of the ability to consciously use one's qualities and experience or consciously refrain from displaying certain qualities, habits, and skills.
4) Inventory of children's attitudes, beliefs, regulations, and values. The child's experience is always dominant, but the task of the teenager is to separate the alien personality that prevents his or her development from the family values that support and help him or her to solve life's tasks.
5. 5. The development of gender identity and sexuality: how I want to become a man, a woman; what are the characteristics of gender and how I feel about myself within these boundaries; can I correspond to the ideals that most people transmit; what are the similarities and differences between my ideals and the generally accepted ones; how sexually attractive I am, etc.
6. Defining the boundaries: what I think is right and wrong, what I can afford and what I think is mean, stupid; what is good and evil for me; what I will never do (even if someone wants to force me to do) and what I will never do (even if I am forbidden), where the boundaries of risk I can take in different situations are; do I know how to obey certain rules; do I know how to create certain rules for myself and others myself.
7. Determining who I belong to what my family is; whether I am proud or ashamed of it; what my family history is; what my place in the family is; what I am like as a family member, as a friend, as a disciple, as a member of my peer group; and whether I like the way I manifest myself with them.
8. Determining my "physical status": what my appearance, figure, face is; whether I am attractive; what I want to change; what I need to do to be attractive; what I would like to be; what I have in me, what others don't have, and vice versa, what I don't have, what my limitations and possibilities are (health, physical features, natural data).
9. Determining my character: what my character is, what my reactions and tastes are based on; whether I like my character, whether I want to change something; whether I can change something in my character; whether my character features help me or hinder me.
10. Development of my emotional competence: what my feelings and emotions mean, what their nuances are; how to separate the features of one feeling from another, what their differences are; what are the reasons for certain feelings and emotions; whether there are emotions to be ashamed of or proud of; whether I can control my feelings (emotions); whether I can control the behavior accompanying my emotional experiences; how to express my experiences in a way that others can understand them.
Socialization
Development of qualities that allow building successful relations:
Sensitivity, i.e. the ability to feel the other person's condition, to "read" and understand the motivation of actions, to understand the reactions, feelings of other people (as well as their own).
- Empathy, i.e. the ability to look at the world through the eyes of another person, to be attentive, friendly; to hear what a person wants to say (not what they want to hear); to be specific in the perception of what a person says (i.e. not to replace the experience of another person with their own ideas, but to clarify what the interlocutor means).
- Tolerance, i.e. ability to understand and respect differences in national, cultural, social and individual characteristics of people, to refuse from the rigid division of a person's deeds only into "right" and "wrong".
- Responsibility for building relationships with others is the most important quality and, accordingly, the most important topic for lessons with teenagers, because without responsibility for oneself and one's relations it is impossible to imagine even a little bit successful life of a person, not to mention the ability to live in compliance with social and legal norms. In turn, responsibility is the result of a certain sum of beliefs, a certain worldview and the ability to refrain from spontaneous impulses, if they lead to undesirable results. Therefore, it is useless to talk about the feeling of responsibility in general. This becomes an abstraction that is imposed on the teeth.
Since this topic is special and it is necessary to touch upon it very carefully, let us dwell on it in detail.
