Elena B. Borisova

The relevance of the study is due to the lack of diagnostic and correctional methods for nonverbal communication means in visually impaired primary school children, since traditional exercises and tasks are not sufficiently effective for this category of children. The aim of the article is to present the results of diagnosing nonverbal communication means in visually impaired primary school children and, on their basis, to develop an algorithm and principles of correctional work using game-based tasks. Three levels of nonverbal communication means formation were identified, problem areas were described, correction principles were formulated, and an algorithm for a psychologist's work was proposed.

The relevance of the study is justified by the need to individualize trainings for younger adolescents (11-13 years old), who often show resistance, anxiety or hyperactivity in group classes. The aim of the article is to systematize the techniques for adapting training exercises taking into account personal characteristics. Based on the analysis of literature and practical experience, the author proposes original modification of games, techniques and exercises. This approach reduces stress, increases involvement and creates a safe psychological environment for the development of communication skills in adolescents. The article also describes specific techniques for working with protest behavior in adolescents and social isolation.