200+ Best Questions Teens Have Never Had

• How to play
• 200+ Never asked questions to teenagers

Never Will I Play is great for teens to start a conversation, learn more about each other, or just have fun together. It will also help you learn what others did or didn't do in their lives.

We provide you with a comprehensive list of never-before-told questions for teens that you could use as inspiration to create your own set of questions.

How to Play with a Teenager

The rules of the game, which I've never played, are quite simple and can be customized to suit the convenience of the players involved. Here's one way to play.

Players take some candy with them, sit in a circle and take turns talking about something they have never eaten or done. Sentences should begin with the phrase: “Never seen.” For example, “I have never tried kayaking.” The rest of the group who tried kayaking should have a sweet bite. If only one person has tried kayaking, you can ask them to provide you with detailed information. In the end, the winner is the one who eats the most candies.

Adolescence is a rather difficult period

This is a rather difficult period, for both sides, because teenagers do not understand what is happening to them, and parents do not know how to help their children. Moms and dads often complain that they no longer recognize their child and don't really know what to talk about with them.

It is necessary to create a list of discussions that can be the beginning of open dialogues.

Suffering is allowed

Teenagers are increasingly trusting their secrets to a psychologist.
And that's okay. — Mostly children are brought to us by problems with relationships with peers, a feeling of loneliness, inability to communicate, lack of friends, an inferiority complex or increased anxiety. And the reason most often lies in the family,” says the specialist.

According to Olga Naumenkova, psychologists are those people who will listen to a teenager without judgment:

“We can’t live someone else’s life.” But in a conversation with us, the child understands how to act. We are one of the few who allow emotions and suffering. If a boy starts crying at home, he immediately says: “Stop it, you’re a man.”

And often at the reception, the guys are more frank than with family or friends, on whose part the teenager’s worries are devalued: “Did you break up with your girlfriend? How many more of these will there be! Tomorrow you will find another, and everything will be fine with you.”

— For a teenager, these are the first feelings. And he is confronted with the fact that these experiences are funny. A crisis is not a situation that can wait.

Olga Vasilievna recalled a case from practice. One day, in front of her son, a mother threw the body of a hamster into the trash. The boy developed hysterical blindness. He didn't see anything for about a week.

“It turned out that his only friend, with whom he shared his experiences, was thrown into the trash,” explains the psychologist.

Race for likes

One of the problems of the last decade is gaming addiction.
Olga Vasilievna assures that from the list of games and the hero you can understand what problem a teenager has: “Guys who choose an aggressive character come to see me. By participating in battles, the child receives an adrenaline rush that does not go away after leaving the game. That is, the boy does not return calm to the real world, he is still excited. And it happens that this excitement is taken out on the weaker.

A ban on playing can alienate a teenager from his parents. Therefore, it is important to limit the time spent in front of a computer monitor. You also need to find the right way to release excess energy.

And further. Seeing that some teenagers on Instagram are successful and have their own income, children begin to develop complexes. By the way, psychological trauma can easily be caused by a photo that classmates posted on the Internet, and the teenager turned out poorly in it. Likes and comments are really important for children. This is a rating system that raises their status. They feel much more confident than users who are unpopular on social networks.

In order to have emotional contact, you need to be part of the child’s social circle. It is important to know who he is friends with in reality, online. It is worth conveying to him that with any problems he needs to go to his parents, who will help and will be for him.

Psychological tests, methods, questionnaires

Techniques DOC / 160.5 Kb

Questionnaire for determining school motivation (developed by N.G. Luskanova).

Analysis of results. For each first answer - 3 points, for intermediate - 1 point, last - 0 points.

The maximum score is 30 points. The higher the score, the higher the school motivation.

25 – 30 points: an attitude towards oneself as a schoolchild has been formed, high educational activity.

20 – 24 points: the attitude towards oneself as a student is practically formed (average norm of motivation).

15 – 19 points: positive attitude towards school, but school is more attractive due to its extracurricular aspects (external motivation).

10 – 14 points: the attitude towards oneself as a student has not been formed (low level of motivation).

Below 10 points: negative attitude towards school (school maladjustment).

The survey can be carried out repeatedly, which makes it possible to assess the dynamics of school motivation. A decrease in the level of school motivation can serve as an indicator of a child’s school maladaptation, and its increase can be a sign of positive dynamics in the child’s learning and development, which corresponds to easier adaptation.

The “Circles” technique for determining self-esteem.

Children are shown a piece of paper with four numbered circles depicted on it and given the following instructions.

1 2 3 4

“Look at these mugs. Imagine that all the children from your class stood inside these circles.

The first circle was made up of children who are doing well in school. They know everything the teacher asks, answer all questions, never make mistakes, always behave correctly, and are not given a single reprimand.

The second circle includes children who succeed in almost everything at school: they answer almost all the teacher’s questions, but cannot answer some; they almost always solve everything correctly, but sometimes make mistakes. They almost always behave correctly, but sometimes they forget and they are reprimanded.

The third circle is filled with children who fail at many things at school: they answer only the easiest questions from the teacher and often make mistakes. They often misbehave and the teacher reprimands them many times.

The fourth circle includes children who are doing almost nothing at school. They cannot answer almost any of the teacher's questions; they have a lot of mistakes. They do not know how to behave, and the teacher constantly reprimands them.

Show me which circle you will join. Why?"

Indicators of maladjustment are falling into the fourth circle (low self-esteem) and into the first (overestimated).

Determination of differences in the development of intellectual reflection in children 7–10 years old.

A group lesson to determine differences in the development of reflection in younger schoolchildren is structured as follows.

1. The teacher conducting the lesson comes to the class with a set of forms containing the conditions of the problems, and blank sheets of paper for writing down the solution.

2. After the children sign the sheets, they are told: “Today we will solve interesting problems. Look at the board,” - before the start of the lesson or while the children are writing their names on blank sheets of paper, the teacher draws a playing field on the board for solving problems in the “postman” technique (Fig.).

3. Nine circles are drawn on the board. These are houses. Residents live in them - letters and numbers. There are lines between the circles. These are the tracks. The postman walks along them and delivers letters. At the same time, the postman follows the rule of his movement: if the path connects houses where there is the same inhabitant, then he can walk along such a path. If a path connects houses with different residents, then you cannot walk along such a path. Let's solve problems where the postman walks along paths. Where can the postman from B1 go?... This house is at the very bottom, in the corner. Who guessed?... That's right, he can only go to house B2, because he can't go to houses A2 and GZ - houses B1 and A2, B1 and GZ do not have the same inhabitants.

Think again: where can the postman and A3 go?... That’s right, only in GZ, because GZ and A3 have the same resident.

Now let's solve another problem: the postman was in A1, then he walked along the path and ended up in an unknown house, from there he again entered along the path and ended up in B2. Need to find out who lives in an unknown house?... Who will tell?... House G1?... Incorrect, because the postman can, according to his rule, get along the path from A1 to G1, but from G1 he cannot immediately get to B2 along the path, because G1 and B2 do not have the same resident.

Who came up with it?... That's right, the unknown house is A2, because the postman can immediately get from A1 to A2 and from A2 immediately get to B2.

4. Another problem where you need to find out one intermediate house,” the teacher writes the conditions of the new problem on the board:

GZ - ? — B2

“It is written here that from GZ the postman got to an unknown house (it is indicated by a question mark) and further to B2... Who will tell the answer?... That's right, the unknown, intermediate house - G2. The “postman” writes down the answer to the problems next to the problem statement in a circle: like this,” the teacher writes the answer on the board:

GZ - ? — B2 G2

5. “Now solve one problem with two paths and one unknown house yourself. On your sheets of paper with your names, write down this condition of the problem,” the teacher writes on the board:

A3 - ? - AT 2

“Think and write the answer next to it - the name of the unknown intermediate house in the circle.”

6. Children solve a problem, and the teacher walks around the class and monitors the children’s work, helping those who find it difficult.

7. “Let’s check the problem…. Who can tell?... That's right, the intermediate house is A2, because from A3 you can immediately get to A2 and from A2 you can immediately get to B2. Let’s write the answer in a circle,” the teacher writes the answer on the board:

A3 - ? — B2 A2

8. “This is how the “postman” problems are solved, where you need to find intermediate houses. If one house needs to be found, then one answer is written in a circle, and if there are two intermediate houses, then two circles and two answers are drawn.

9. Now I will distribute to you sheets containing the “postman” problems that you will solve today,” the teacher distributes the forms (see the appendix, which shows 4 equivalent options for the diagnostic task).

10. “Look at the problem sheet. At the top of the sheet there are two problems: No. 1 and No. 2. In the middle of the sheet there is one problem - No. 3. In each problem you need to find two unknown intermediate houses and write their names in circles. To do this, on a sheet of paper with your last name you need to write the task number and next to it the names of unknown houses in circles, just like we did on the board.

For each task you need to use your own houses. Start solving problems. This is the first part of our work."

11. Children solve three problems, and the teacher walks around the class and helps write down the answers (but not solve the problems).

12. After some time (usually 10–15 minutes), when most of the children have already solved three problems, the teacher turns to the children again: “Now look at what is written at the bottom of the sheet with problems. There are five opinions written about these three problems. Read these opinions, think about it and choose one opinion that you think is the most correct. After this, indicate the number of this opinion on the sheet with your last name and write briefly why this opinion is the most correct. Choose your own opinion, because everyone’s tasks are different.”

Forms with tasks are collected. The diagnostic session described above usually takes 40–45 minutes.

Processing the results

The results of solving problems located on sheets with names can be processed by checking the KEY, which presents the correct solution to three problems for each of the four options of the form (see appendix). Regarding the choice of opinions presented on each form, it should be noted that opinion 4 is correct, since tasks 1 and 3 relate to the construction of the route of the postman’s movements to the same type of task, where the direct path from the starting point to the final point is blocked. At the same time, in Problem 2, a direct path from the starting point to the final point is possible.

Interpretation of results

The “postman” technique uses three tasks of two types. The first type includes problems No. 1 and No. 3, and the second type No. 2. In problems No. 1 and No. 3, the postman moves from the initial house to the final one along a broken line, and in problem No. 2 along a straight line. The transition from solving problem No. 1 to problem No. 2 and then to problem No. 3 creates favorable opportunities for children to turn to their own actions in solving problems, to consider the features of the postman’s movement in each problem and, therefore, to generalize the method of solving problems No. 1 and No. 3, to recognize in the method of solving problem No. 3 the method of solving problem No. 1.

If a child, after successfully solving three problems, chose opinion No. 4, considering it correct, “... because here and there the postman walks in corners...”, or “... because in these problems the postman walks along a winding line...”, then we can assume that When solving problems, he generally considered the methods of his actions and carried out meaningful reflection.

If a child successfully solved three problems, but after that chose opinions No. 1, No. 2, No. 3 and No. 5 (considering, for example, these three problems to be similar or different), then we can assume that when solving problems he did not correlate the methods of his actions in different conditions (i.e. when solving different problems), did not generalize these methods, considered them as separate, not connected in any way, thereby carrying out formal reflection.

In general, thus, conducting a diagnostic lesson based on the “postman” methodology allows us to identify among younger schoolchildren children who perform either formal reflection or meaningful reflection when solving problems.

GAME “KNOW YOURSELF”

Goal: to identify the personality types of children in the team for the formation of study groups, taking into account the psychological characteristics of the individual.

Progress of the game: Give children several tasks to determine psychological functions.

1.Draw: house; 5 objects or living beings; portraits of your friends and yourself; a non-existent fantastic animal and come up with its name. It is desirable that the invented animal and its name are not similar to those already existing in nature.

Intuitive children have a lot of imagination, invention, and creativity in their drawings. The objects depicted are very figurative, without careful elaboration of details.

Sensors carefully draw individual details and objects; they usually copy what they know well from personal experience.

Logicians love order and symmetry in the arrangement of objects, preferring straight lines and angular outlines.

Ethics love to draw objects with rounded shapes, flowers, the sun. The people and animals in the drawings are usually smiling or holding hands.

2. Invent: the first and last letters of an unknown word are known. You need to fill in the missing letters to make this word. Compose a story from the words: field, forest, sun, birds, grass, animals (5-10 sentences).

Distribute sheets of paper with blots to each participant in the game. Everyone must write on a piece of paper what they see in the blot. (The more names, the better).

Good literary abilities, as a rule, are inherent in children with developed intuition, which contributes to a rich imagination. A favorite topic in the stories and definitions of children-ethicists will be people and their relationships. Logicians will give preference to the description of any objects or phenomena.

3.Play: the outdoor game “Build a Plane” is offered. Each microgroup must build an airplane from among the participants. The shape of the airplane can be any desired by the children who make it up (with wings, without wings, with one or more engines, with or without a tail). Full freedom of imagination is given.

In children's games, the role of leaders and organizers is usually taken by extroverted children, and introverts - restrained and non-demonstrative - act as performers. The most original and varied proposals are put forward by children with developed intuition.

4. Choose your favorite figure: each player must choose one figure from the four offered: square, triangle, circle and zigzag.

When playing with geometric figures, the triangle is usually chosen by sensory children - with leadership inclinations, powerful and self-confident; square - logically thinking children, respecting order and discipline, subjecting everything to strict analysis, restrained in feelings, rational; circle - children with an ethical type of character - affectionate, open, easily making contact with others, the first to move towards reconciliation; Zigzag - intuitive children with creative, extraordinary thinking, whose actions are often unpredictable for others.

5. List as many favorite dishes as possible.

Food and its taste are of great interest to sensory children and are often the main topic of their conversations. They are better aware of the quality of products and their diverse range.

The rationality of children can be judged by observing their tendency in all activities to complete what they start. Irrational children are more likely to switch attention and get distracted by new activities without completing the previous ones. It is difficult to convince a rational child of something, to force him to change his mind.

Irrationals themselves can easily change their beliefs during the course of a game or activity.

Phillips School Anxiety Test.

This technique will help you determine the level and nature of anxiety in children of primary and secondary school age.

School anxiety is the broadest concept, including various aspects of persistent school emotional distress. It is expressed in excitement, increased anxiety in educational situations, in the classroom, in anticipation of a bad attitude towards oneself, negative evaluation from teachers and peers. The child constantly feels his own inadequacy, inferiority, and is not sure of the correctness of his behavior.

Instructions. Guys, now you will be asked a questionnaire, which consists of questions about how you feel at school. Try to answer sincerely and truthfully, there are no right or wrong, good or bad answers. Don't think about the questions for too long. When answering a question, write down its number and the answer “+” if you agree with it, or “-“ if you disagree.

Questionnaire

Do you find it difficult to stay on the same level with the rest of the class?

Do you get nervous when your teacher says he's going to test how much you know about the material?

Do you find it difficult to work in class the way the teacher wants you to?

Do you sometimes dream that your teacher is furious because you don't know your lesson?

Has anyone in your class ever hit or hit you?

Do you often wish your teacher would take his time explaining new material until you understand what he is saying?

Do you get very nervous when answering or completing a task?

Does it ever happen to you that you are afraid to speak up in class because you are afraid of making a stupid mistake?

Do your knees shake when you are called to answer?

Do your classmates often laugh at you when you play different games?

Do you ever get a lower grade than you expected?

Are you worried about whether you will be retained for a second year?

Do you try to avoid games that involve choices because you usually don't get chosen?

Does it happen at times that you tremble all over when you are called to answer?

Do you often get the feeling that none of your classmates want to do what you want?

Do you get very nervous before starting a task?

Is it difficult for you to get the grades your parents expect from you?

Are you sometimes afraid that you will feel sick in class?

Will your classmates laugh at you, will you make a mistake when answering?

Are you like your classmates?

After completing a task, do you worry about whether you did a good job?

When you work in class, are you confident that you will remember everything well?

Do you sometimes dream that you are at school and cannot answer the teacher’s question?

Is it true that most guys treat you in a friendly manner?

Do you work harder if you know that your work will be compared in class with that of your classmates?

Do you often wish you could worry less when people ask you questions?

Are you afraid to get into an argument at times?

Do you feel your heart start beating fast when the teacher says he is going to test your readiness for class?

When you get good grades, do any of your friends think that you want to curry favor?

Do you feel good with those of your classmates to whom the guys treat with special attention?

Does it happen that some kids in class say something that offends you?

Do you think those students who fail in their studies lose favor?

Does it seem like most of your classmates don't pay attention to you?

Are you often afraid of looking ridiculous?

Are you satisfied with the way your teachers treat you?

Does your mother help organize evenings, like other mothers of your classmates?

Have you ever worried about what others think of you?

Do you hope to study better in the future than before?

Do you think that you dress as well as your classmates for school?

Do you often think when answering in class what others are thinking about you at this time?

Do bright students have any special rights that other children in the class do not have?

Do some of your classmates get angry when you manage to be better than them?

Are you satisfied with the way your classmates treat you?

Do you feel good when you are alone with the teacher?

Do your classmates sometimes make fun of your appearance and behavior?

Do you think you worry about your schoolwork more than other kids?

If you can't answer when someone asks you, do you feel like you're going to cry?

When you lie in bed at night, do you sometimes think anxiously about what will happen at school tomorrow?

When working on a difficult task, do you sometimes feel that you have completely forgotten things that you knew well before?

Does your hand shake slightly when you are working on a task?

Do you feel yourself getting nervous when the teacher says he's going to assign the class an assignment?

Does having your knowledge tested at school scare you?

When a teacher says she is going to give the class an assignment, do you feel afraid that you won't be able to complete it?

Have you sometimes dreamed that your classmates can do something that you cannot?

When the teacher explains the material, do you feel like your classmates understand it better than you?

On the way to school, do you worry that the teacher might give the class a test?

When you complete a task, do you usually feel that you are doing it poorly?

Does your hand shake slightly when the teacher asks you to do a task on the board in front of the whole class?

Processing of results and interpretation

Answers that do not match the key indicate that the child has manifestations of anxiety. When processing the results, the following is calculated:

1) The total number of discrepancies throughout the test: if it is more than 50%, we can talk about increased anxiety in the child, if more than 75% of the total number of test questions indicate high anxiety.

2) The number of matches for each of the 8 factors identified in the test. The level of anxiety is determined according to the same scheme as in the first case.

Key

Content characteristics of each syndrome (factor).

1. General anxiety at school is the general emotional state of a child associated with various forms of his inclusion in school life.

2. Experiences of social stress - the child’s emotional state, against the background of which his social contacts develop (primarily with peers).

3. Frustration of the need to achieve success is an unfavorable mental background that does not allow the child to develop his needs for success, achieving high results, etc.

4. Fear of self-expression - negative emotional experiences of situations associated with the need for self-disclosure, presenting oneself to others, demonstrating one’s capabilities.

5. Fear of knowledge testing situations - a negative attitude and the experience of anxiety in situations of testing (especially public) knowledge, achievements, and opportunities.

6. Fear of not meeting the expectations of others - focus on the importance of others in assessing one’s results, actions, and thoughts, anxiety about the assessments given by others, expectation of negative assessments.

7. Low physiological resistance to stress - features of the psychophysiological organization that reduce the child’s adaptability to stressful situations, increasing the likelihood of an inadequate, destructive response to a disturbing environmental factor.

8. Problems and fears in relationships with teachers are a general negative emotional background of relationships with adults at school, reducing the success of a child’s education.

Graphic technique “Cactus”

The technique is intended for working with children over 3 years old. The test is used to study the emotional and personal sphere of the child.

When conducting diagnostics, the test subject is given a sheet of paper in A4 format and a simple pencil. An option is possible using eight “Lüscher” colors; the corresponding indicators of the Lüscher test are taken into account when interpreting.

Instructions: “On a piece of paper, draw a cactus the way you imagine it.”

Questions and additional explanations are not allowed.

When processing the results, data corresponding to all graphic methods is taken into account, namely: spatial position, size of the drawing, characteristics of the lines, pressure on the pencil. In addition, specific indicators specific to this methodology are taken into account:

1. characteristics of the “cactus image” (wild, domestic, feminine, etc.)

2. characteristics of the drawing style (drawn, schematic, etc.)

3. characteristics of needles (size, location, quantity)

Based on the results of the processed data from the drawing, it is possible to diagnose the personality traits of the child being tested.

Aggressiveness - the presence of needles, especially a large number of them. Strongly protruding, long, closely spaced needles reflect a high degree of aggressiveness.

Impulsiveness - abrupt lines, strong pressure.

Egocentrism, desire for leadership - a large drawing located in the center of the sheet.

Self-doubt, dependence - a small drawing located at the bottom of the sheet.

Demonstrativeness, openness - the presence of protruding processes in the cactus, pretentious forms.

Stealth, caution - arrangement of zigzags along the contour or inside the cactus.

Optimism - the image of “joyful” cacti, the use of bright colors in the version with colored pencils.

Anxiety - the predominance of internal shading, broken lines, the use of dark colors in the version with colored pencils.

Femininity - the presence of soft lines and shapes, decorations, flowers.

Extroversion - the presence of other cacti or flowers in the picture.

Introversion - the picture shows only one cactus.

The desire for home protection, a sense of family community - the presence of a flower pot in the picture, an image of a home cactus.

Lack of desire for home protection, a feeling of loneliness - an image of a wild, desert cactus. Thus, anxiety in children is expressed in an unfavorable emotional background, which can be determined by external signs (if you carefully observe the child) and during diagnosis.

Who needs acting classes?

Guys aged 15-16 begin to think about what they want to become in the future.
They most often come to see a psychologist at the end of the school year or at the beginning of the 11th grade with the desire to understand which area suits them best. — For example, I had a boy who wanted to connect his life with jurisprudence. However, in this field you need to be able to communicate with people. And he is afraid to answer at the blackboard, his palms are sweating from fear. But he’s a great speaker online. And I understand that on the Internet he compensates for his inept live communication. There are children who, at the end of therapy, understand that, after all, an area where they need to communicate a lot is not suitable for them, notes Olga Vasilievna.

It happens that acting courses really help a child to relax, since there the uniqueness of the problem disappears. The teenager understands: he is not the only one. Several people stutter out of fear, a couple more are afraid to speak in public, and some also have sweaty palms.

— Children already see that there are fewer and fewer vacancies in the notorious IT sector. Therefore, they try to understand what they like, who they want to be. Against this background, the heat is turned on by parents who set the bar - to be an excellent student, to be sure to enroll in a university. I would like to convey to adults that the main thing is the child’s health, both physical and mental, and not just studies,” says the specialist.

Don't judge

Of course, depending on his interests, you can lead the discussion to a hobby that interests him, and it would be a good idea to read something on the topic beforehand. Also, try to listen without judging, without immediately offering a solution, and without trying to impress him with extensive knowledge, because in any case, the teenager will already consider you a little outdated.

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So, no matter what you think, if you decide to ask a question, you run the risk of getting answers that don't suit you. Just try to find out more details and maybe even ask your teen what possible solution they see in this. This will be enough and he will appreciate your availability, so there is a good chance he will ask for your advice when life throws a curveball at him.

Otherwise, there is a risk that your child will shut down and you will know nothing about his life. The goal is not to investigate and immediately punish when you find something questionable, but to maintain a relationship with your teen so that he has the courage to ask for your help when he needs it.