Christina Pudova
Psychological training to unite the team of people with disabilities over 18 years old
Team building training for people with disabilities over 18 years of age.
Target: form a skill cohesion and group interaction.
Tasks: group development cohesion
Lesson progress
Psychologist: on the trainings there are certain group norms, and I will now read to you them:
1. Privacy policy: everything that is said and heard in the group should not be taken out of its aisles.
2. Be as sincere as possible.
3. You must be as involved in group work as possible.
4. In the group, do not talk about other participants in the third person, but refer to them by name.
Psychologist: And the very first thing we start with is getting to know each other.
Contact exercise "Hello, I'm glad to see you again"
Each of the group members addresses his neighbor on the right with words of greeting, expressing sincere joy in connection with new meeting. Greetings can start with words: "Hello, I'm glad to see you, because." Next, you need to explain why the participant is happy to meet, for example: “I really missed you, meetings with you, your warmth. It turns out that I have already got used to them and need your support.
Psychologist: Well, now we have met and found out what everyone is fond of. And now we will move on to another exercise.
The game "Compliments, or Tell me I'm good"
The game conditions are as follows. Each participant who has the ball must say a compliment to the one to whom he throws it.
Psychologist: well done, and for you there is one more small task. And that's what it's called.
An exercise "Take and Pass"
The game promotes: development of imagination; development of non-verbal communication.
Game time: 5-10 minutes.
Description of the game.
Participants sit in a circle and pass imaginary objects to each other, naming them. For example, one participant refers to another: "Sasha, please pass Sveta a heavy suitcase". Sasha barely lifts it off the floor, demonstrating how heavy it is and passes it to Sveta. Sveta turns to the next participant, asking him to pass some other object. The player, using facial expressions and gestures, passes this item further, etc.
Psychologist: this is the end of our training. During this time, we played with you and of course we were tired. Let's take a break and let's fantasize. And this will help us
"Flying high into the sky". (relaxation text).
Psychologist: How do you feel after the relaxation text "Flying high into the sky" who managed to imagine what I read out? What exactly?
Reflection.
"Gifts around"
"Wishes"
Instruction: The group members express their wish to each other for the day. It should be short, preferably one word. You stand next to the person to whom you are addressing the wish, and at the same time pronounce it. The one to whom the wish was made continues the baton.
Psychologist: Thank you for your good mood that you gave to each other, that you showed respect and came to training I wish you good health and success in all your endeavors. Goodbye!.
Related publications:
Training - the game "Cohesion of the teaching staff" General goal: to achieve good interpersonal relationships (the specifics of formal and informal.
Introduction day one
Psychological training
What it is?
This is communication with people who are in a similar life situation, exchange of experience, experiences, achievements and successes, fears and doubts. it new information, new skills, new experience.
The group turns out to be a microscope, a society in miniature, reflecting the entire external world.
Why do I need it?
If you are raising a child with developmental disabilities, then you are a strong person, but sometimes even strong people need help. The group helps to look at their situation from the outside; see your child, your loved ones with different eyes, break the prevailing stereotypes that prevent you from living your life in harmony with yourself and others.
What else does a person in a group get besides support?
The group contributes to the personal growth of the members. In a group, a person inevitably engages in self-exploration, turning to his inner world and finding answers to questions that are the most important in life: Who am I? What am I? What is my place in the world? Special exercises enable a person to trace his life path, analyze your past and present, plan further life steps.
How does this happen?
We meet 3 times a week, the meeting lasts about two hours. Each meeting is dedicated to a topic. Forms of work can be different: discussion, psychological game, discussion, elements of music therapy and fine arts are used.
We are glad to see you in our group.
№1 "Communication training"
Exercise 1. "Let's get to know each other"
Target: give parents the opportunity to get to know each other, contribute to the unity of the parent team.
Equipment and inventory: scissors, felt-tip pens, colored paper, pins.
Progress.
introductory word . “Today we will all “live” together a communication workshop “Let's get to know each other!”. You are encouraged to work and communicate in a group, on your own. I will answer your questions and work with you on assignments. So let's get started!
Instruction: circle and cut out your palm from a sheet of any color, write your name in the center of the cut out palm in any font using felt-tip pens. How would you like to be addressed from today, and you feel comfortable with this form (it turns out a “business card” of each workshop participant).
Tell about yourself something that will interest others.
Exercise 2. "Wonderful bag"
Target: the formation of positive attitudes of perception of their family.
Equipment: bag with various small items.
The psychologist walks in a circle with a bag containing various small items. Each of the participants puts his hand into the bag and, without looking into it, takes any object. After everyone has received one item, the psychologist explains the rules of the game.
Psychologist. In your hands on the subject. Find similarities between them and your family. I got a plastic ball. The ball is round. There are no corners in it, which means there are no sharp unsolvable problems. Our family always gathers around a round table like this ball. This is what unites the balloon and our family.
Exercise 3. "Palms"
Target: Using tactile sensations
Calm music plays softly. The psychologist asks everyone present to close their eyes and place their hands on their knees, palms up. One person comes up to any other, puts his palms on his palms and sits in his place, and he continues the exercise, etc. The exercise is performed silently for 5-7 minutes.
Bottom line: It is very important for children to feel the touch and attention of adults. When the palms of one person touch the palms of another, there is contact between two people, and there is no third, no one can interfere with the contact of a parent with a child - neither the second parent, nor the grandmother, nor other children. Therefore, with our children with special children, it is necessary to behave in this way.
Exercise 4. "The Ideal Parent"
Target: Reflection of own feelings, feelings of the child.
Optionally, one parent is the "parent", the other is the "child". Since the “ideal parent” is such a huge figure, he is supposed to be on a pedestal. "Parent" stands on a chair. Any situation plays out. For example, a child comes home having lost a change of shoes. A dialogue between parent and child begins. The group and the facilitator not only follow their conversation, but also pay attention to non-verbal signs: posture, gestures, body movements, facial expressions. After the end of the exercise, the participants in the dialogue answer the question: “What did everyone feel while in their role?”, “What experiences did they experience?”, “What did they think?” Discussion.
Exercise 5 "Teremok" Events in the game unfold in the same way as in the fairy tale "Teremok", only the participants offer five of their positive qualities in order to let them into the teremok. At the same time, the group each time approves the participant for the named quality with the words “Oh, what a fine fellow you are!”. Reflection. After the whole group gets into the tower, everyone becomes in a circle, join hands, close their eyes and mentally share their qualities with the rest of the participants.
Exercise 6"Connecting Thread"
Purpose: rallying the team of parents, positive completion of the training, reflection
Materials: a ball of thread.
Procedure: the leader throws a ball of thread to one of the participants, leaving the end of the ball for himself, and says that he loves, what he dreams of and what he wishes for the participant to whom he handed the ball. The other participant catches the ball, wraps the thread around his finger and continues the game. When all participants have done this exercise, all members of the group are tied with threads of a ball. Ask the participants what, in their opinion, this connecting thread resembles, what associations it evokes. Then invite the participants to close their eyes and, holding their end of the thread, think that this group is a single whole, and everyone in the group is valuable and important.
Exercise 7. "Applause"
We have done a good job. And in conclusion, I propose to imagine a smile on one palm, joy on the other. And so that they do not leave us, they must be firmly, firmly united in applause.
№2 The art of being happy
Target: the formation of a positive attitude towards oneself, one's child, through creative inclusion.
Tasks:
Search for internal resources.
Acquisition of positive experience.
Dear parents, I am glad to greet you today!
Our day will be dedicated to your child and the child that still lives in every adult. And I want to ask one question, do you remember your childhood? What kind of child were you? As a child, did you dream of a fabulous life full of magic and miracles?
Now I'm going to make you an offer you just can't refuse! I invite you to let HAPPINESS into your life!!! From this moment you become the Creator, the creator of your happiness. Helper inside, just hear him
Imagine your life in the form of a matryoshka doll. Each person is given a blank during their lifetime, which you have to color. You have a full palette of colors in your hands. You can make your nesting doll black and white, gray or one color. And you can use many different colors in the most unimaginable combinations. This is your nesting doll - your life, and you are the Creator!
(nesting dolls for coloring).
Psychologist: Each of us LOVES and UNDERSTANDS his child. This ACCEPTANCE finds its expression in our facial reaction to the actions of the child, in our gestures, in our reflections, in our words addressed to the child,
Exercise "What is hidden in the name of my child" ("The Secret of the Name")
Parents are invited to name their child and describe him by the first letter of the name. For example: Zhenya is cheerful.
Exercise "Immersion in childhood"
Leading. Sit comfortably, put your feet on the floor so that they feel good support, lean back on the back of the chair. Close your eyes, listen to your breathing: it is even and calm. Feel the heaviness in your arms and legs. The flow of time takes you back to your childhood - to the time when you were little. Imagine a warm spring day, you are three or four years old. Imagine yourself at the age at which you remember yourself best. You are walking down the street. Look at what you are wearing, what shoes, what clothes. You have fun, you walk down the street, and next to you close person. Look who it is. You take his hand and feel its warmth and reliability. Then you let go of your hand and run away merrily forward, but not far, waiting for your loved one and again take his hand. Suddenly you hear laughter, look up and see that you are holding the hand of a completely different, unfamiliar person. You turn around and see that your loved one is standing behind and smiling. You run to him, take his hand again, move on and laugh with him at what happened.
Now it's time to go back to this room. When you are ready, you will open your eyes.
Reflection
Did you manage to plunge into childhood?
Did you feel a reliable shoulder that accompanies you in childhood?
What does “reliable shoulder” mean to you?
How did you feel when you lost support?
What did you want to do?
Art therapy
Group drawing "We are together - this is happiness."
Today we will draw a group portrait of a family. In this joint drawing, you need to symbolically depict the harmonious unification of the feelings of all family members. Each participant begins to make his own drawing, then, at my signal, the drawings are transferred to the neighbor on the right. Each participant contributes to the drawing received from the neighbor on the left: he corrects something, finishes it. Then again, at my signal, the drawing is transferred to the neighbor on the right to continue creating a collective image of a harmonious family. The drawings are exchanged several times until each is complete. Discussion:
This task will allow each of us to show a little more affection, attention, love.
Exercise "Sun of Love"
Each participant draws a sun on a piece of paper, in the center of which he writes the name of the child. On every ray of the sun, you need to list all the wonderful qualities of your children.
Then all participants demonstrate their "sun of love" and read out what they have written.
Psychologist: I suggest you take this Sunny home. Let its warm rays warm the atmosphere of your home today. Tell your child about how you assessed his qualities - give the child warmth, affection and attention.
Musical relaxation
Topic"Stream-full-flowing river." Musical accompaniment: V. Kalinnikov excerpts from the first symphony.
“I am a small stream. I can barely make my way out of the ground. My murmur is barely audible. I can hardly be seen among the grass. And the grass is thick, it rises above me and rustles like a thick, dense forest...
But I'm running fast, wriggling across the field, and little by little I'm getting wider and stronger... I'm already starting to seethe energy in me. I cheerfully jump from stone to stone and skip ahead. And you can't keep up with me. I fly forward swiftly, enjoying my strength. Yes, of course, so I became a river: strong, fast, bold, sweeping away all obstacles in its path. I don't care. I can do everything. I am strong and full. I am full of energy. My strength is in my mind. I become more calm and confident. Now I flow calmly and powerfully. Nothing will stop me on my way. And I will do what I have to do with my life. I will do what is destined for me, what I was born for.
Everyone appears in this world to become happy! I want to be happy! I'M HAPPY! I'M HAPPY, HAPPY, HAPPY!
Summing up the work. Reflection.
What did you like most about our work, what did you not like?
What feelings accompanied during the entire cycle of classes?
Have you managed to touch your happiness, and perhaps even touch it? It turns out how little an adult needs to be happy, just to let his inner child be, hear him and give his love. Thank you for your participation!
Number 3" Interaction training with autistic children»
Purpose: to familiarize and educate parents effective communication with the child and models of confident behavior.
Greetings:
Good evening dear parents. And I hope he's really kind...
The tradition of greeting each other at a meeting arose long before our days. And today's meeting will not be an exception.
I suggest you greet each other, and tune in to the positive.
Hello mothers of boys, mothers of boys, say hello.
Hello mothers of girls, mothers of girls, say hello.
Hello daddies boys, daddies boys say hello.
Hello dads of girls, dads of girls say hello.
The birth of a child is a joy in the house, whoever agrees say loudly "yes"
The child is the hope and the future of parents who agree say loudly "yes"
Children are the pride of parents, who agree say loudly "yes"
Who has the most wonderful child, shout loudly "I have"
Whose child was born in the spring, shout - "freckle"
Whose child was born in winter, shout - "snowflake"
Whose child was born in the fall, shout - "rain"
Whose child was born in the summer, shout - "rainbow"
Who answered all the questions, clap your hands. You have completed the task.
Love and take care of your children!!!
Autism is expressed in a decrease in the child's contacts with adults and peers, and manifests itself in his "immersion" in his own world. intellectual development these children proceed differently. In the formation of the syndrome of early childhood autism, a significant role is assigned to the violation of the effective connection of the child with the mother. Children with autism often have visual and hearing impairments. The main clinical features of autism are:
Difficulties in communication
Adverse reactions to sensory stimuli
Speech Development Disorders
Stereotypical behavior
social interaction
Autistic children are often afraid of everything new. That is why any rearrangement in the house, a change of clothes, a new form of work can provoke a child's tantrum. The desire for "rituals", for stereotypical behavior and movements is a kind of defense of an autistic child who sees a threat in the environment. The presence of specific fears can be explained by the fact that autistic children perceive objects not as a whole, but on the basis of individual signs.
Working with autistic children requires patience. It can take a lot of time to master the skill of fastening buttons. Moreover, there is no guarantee that the acquired skill will not be lost at some stage of the child’s development (this may be due to both the lack of motivation and the difficulty of extracting information from long-term memory. Working with the parents of an autistic child is very specific, since the behavior such a child can not always be explained in terms of logic.His actions sometimes confuse not only others, but even close people.Family reading can also be very effective when interacting with autistic children.In this case, repeated, slow, thorough, expressive reading, during which the child, with the help of an adult, gets acquainted with the literary images of heroes, realizes the logic of events and circumstances. Repeated re-reading of the same works and repeated explanations of the parents help the child learn to better understand himself and others, and the stereotypes that he has formed due to the repetition of "educational" reading reduce the child's anxiety and increase his self-confidence. Parents can also use the method of joint drawing, during which they also actively describe in words everything that they draw, patiently explain to the child the sequence of drawing, name every detail. Such work contributes to the development of perception, imagination, teaches him to interact with adults. Many parents underestimate the importance of following a daily routine for an autistic child. And this is one of the most important conditions for the successful adaptation of the child so that he feels safe. Moreover, it is desirable that the main regime moments were not only spoken and observed by adults, but were also depicted in the form understandable to the child pictograms in a convenient place for him.
I suggest trying some methods:
« Mittens» Promotes the establishment of mutual understanding with a partner, the development of the ability to establish contact with others. The facilitator distributes gloves to the players. Everyone must find their match. Then the couple sit down at the table and without words, using three pencils of different colors, paint their mittens the same way as quickly as possible. (Was it easy to negotiate with a partner?)
« Hunting for dinosaurs» To learn to interact with others not only verbally, but also non-verbally, to contribute to the formation of the ability to fix the slightest changes in the facial expressions of a communication partner, which is necessary when working with autistic children. A group of participants stand in a circle. The driver goes out of the circle, stands with his back to the group and counts to 10. At this time, the participants pass each other a toy dinosaur. At the end of the count, the one who has the animal, stretching his arms forward, covers it with his palms. The rest of the participants repeat the same gesture. The task of the driver is to find who has the dinosaur in their hands.
What feelings did you experience?
What did you want to do?
« Miraculous Pouch» Development of kinesthetic sensations, perception of color, shape, ability to cooperate with an adult. Geometric figures are placed in a magic bag. The child gropes for the figure, names it, takes it out, draws the same figure on a sheet of paper, compares it with the original, paints it in the same color.
Basic rules for raising autistic children:
Compliance with the daily routine of the child. Make and write the child's daily routine, hang it in a conspicuous place.
Form stereotypes of the child's behavior in different situations . Perform in a strict, established once and for all sequence various daily procedures and regimens: dressing, feeding, preparing for bed, etc .; for this, you can allocate a special place for folding clothes, and you must always fold it in the same sequence. In the bathroom in front of the mirror, you can lay out your toiletries. In the corner for activities or games, you can hang a diagram of the arrangement of toys or objects on the table and in the table.
Teach your child to use step-by-step charts, diagrams, etc. You can pick up a number of games to develop skills in reading operational cards.
Try to ensure that the child receives vivid impressions from works of art.. Organize listening to records with your child, watching TV shows, trips to the circus, museum, etc.
Psychologist: Often, parents, making comments to kids in life-threatening situations, use the wrong tactics. Instead of telling the child what to do, parents tell the child what not to do.
As a result, the child does not receive the necessary information, and the words of the adult provoke him to do the opposite (For example, what will the child do to the words: “Don’t come to the TV!”).
Appeal to the child should be positive, i.e. expect action, not inaction.
Exercise "Non-Children's Bans"
One participant is selected and sits on a chair in the center of the circle. Everyone else comes up to him one by one and tells him what they forbid him to do, which is what the participants most often tell their child. At the same time, the part of the body that was affected by the ban is tied with a nylon ribbon. For example: "Don't scream!" - the mouth is tied, "Don't run" - the legs are tied, etc.
After all the participants have spoken, the seated person is invited to stand up. Since he will not be able to get up, he must be untied. To do this, each participant approaches the ribbon that he tied up and removes the ban, that is, he says what you can do. Thus, the essence of the prohibition remains. For example: "Don't shout - speak calmly."
Reflection
Reflection of the participant who played the role of the child:
What did you feel when "parents" fettered, limited your freedom?
Which part of the body did you feel most restricted in movement?
How did you feel when you were asked to stand?
What did you want to untie first?
What do you feel now?
Reflection of the participants who played the role of an adult:
How did you feel when you saw the immobilized child?
What did you want to do?
Is it easy to find words to reformulate the prohibition?
What feelings are you experiencing now?
Musical relaxation
Topic "Mother and child". Musical accompaniment: “AveMaria” by F. Schubert, instrumentally arranged by R. Clayderman and D. Last. Psychologist:
“Mother and child is an eternal theme in literature, painting, music, in art in general. A woman who has not yet become a mother, but who has already given birth to a future life, perceives the world differently. She feels it as if for two. Remember how you felt the first movements of your child. Remember how you listened to them and rejoiced at each new push. A woman who carries a new life in herself looks at the world with two pairs of eyes, breathes, feels, touches and comprehends the environment both for herself and for her unborn baby. Remember what reincarnations happened to you at that time.
A woman has been waiting for a long 9 months for the birth of her little miracle, her happy continuation in life. Remember how you were gradually filled with the happiness of waiting for this miracle.
And then, finally, the moment comes when HE appears, so long expected, but already dearly loved, flesh from flesh, blood from blood, her BABY. Remember that bliss into which your whole being plunged after the birth of a child. After pain and possible tears, HAPPINESS came.
HE WAS BORN!!! Remember how happy you were then. Smile for your baby. Smile. Take him in your arms. Press to your chest. Rock it. HE IS YOURS, ONLY YOURS, FOREVER YOURS. YOUR LOVE FOR HIM IS ALL-POWERFUL AND UNLIMITED!!!
Take a deep breath... Open your eyes.”
Accompanying people from handicapped health (disabled people) in a rehabilitation center
APPENDIX
The scheme of conducting training in a rehabilitation center for people with disabilities:
Greeting (greeting ritual);
Mini-lecture, introductory part
Adoption (repetition, adjustment) of the rules of the group;
Warm up;
Main exercise;
Sharing, feedback;
Watching a movie;
Warm up;
Farewell procedure (farewell ritual).
Options for training sessions for people with disabilities, in a rehabilitation center:
Note: not all the proposed exercises need to be included in the training, it is possible to combine, reduce. The number and the exercises themselves depend on the duration of the training and the capabilities of the group members.
TRAINING №1 "GETTING ACQUAINTED"
"THE NAME IS A SNOWFLAKER IN THE HAND..."
DISCUSSION
ACCEPTANCE OF THE GROUP RULES
"And I'm going!"
"WHO AM I? WHAT AM I?
"BLIND AND GUIDE"
FEEDBACK
"DAILY RITUAL"
"DAILY RITUAL"
MINI-LECTURE: "How to control your emotions"?
2 PART. Basic self-support techniques
6 PART. positive thinking
ANIMATED FILM "LAMB AND RABBIT"
MAIN EXERCISE "SORRY ME" / "I LOVE YOU" / "THANK YOU"
FEEDBACK
"APPLAUSE"
"DAILY RITUAL"
"ELBOWS"
REPEAT GROUP RULES
MINI-LECTURE: "What is STRESS"?
DIAGNOSTICS OF STRESS STATE (K. Schreiner)
"PACE"
RECOMMENDATIONS:
B. How to build a relationship with a difficult boss?
B. Methods of self-regulation emotional states
D. Strategies for assessing the causes of good and bad events in optimists and pessimists
"HANGER"
"VOLCANO"
"DAILY RITUAL"
REPEAT GROUP RULES
"CHOICE OF TRAJECTORY"
"BODYGUARDS"
MINI-LECTURE: "Posture"
"RAGDOLL"
"WALL"
"DAILY RITUAL"
"DAILY RITUAL"
"LEARN BY HANDSHAKING"
REPEAT GROUP RULES
"OBEYING INSTRUCTIONS"
"BROWNIAN MOTION"
BASIC EXERCISE. Psychodrama. The myth of Psyche: a metaphor for psychological development
FEEDBACK
"CAP"
"DAILY RITUAL"
"DAILY RITUAL"
Warm-up exercise "REPEAT MOVEMENT"
Modification of the exercise "GET OUT YOUR PROBLEMS"
"THRON OF FEEDBACK"
"THE PLACES ARE SWANGED THAT..."
"MAKE A WISH"
"DAILY RITUAL"
TRAINING №1 "GETTING ACQUAINTED"
Purpose of the training: acquaintance of all clients of the center with each other, with psychologists, with special needs psychological work. Formation of a comfortable, trusting atmosphere conducive to self-disclosure, self-development, emancipation, creative activity. Increase in general psycho-emotional tone.
Materials: e crane, projector, laptop, presentation, animated film "About the Birds", musical accompaniment, game ball.
Course of the training
"THIS NAME IS A SNOWFLAKER IN THE HAND..." [ 2, p. 47].
The participants sit in a circle. They take turns introducing themselves to the group and telling about their name. Usually people are easily included in the story about their name, but to facilitate the first step, you can give them a rough list of questions that they can, if they want, rely on as the story progresses:
What do people usually call me?
How do I prefer to be called?
Who chose my name?
Does anyone else in my family have this name?
Which famous namesake would I remember?
What does my name mean?
Would I like to be called something else?
Were there any funny cases associated with your name?
You can limit the time for each participant to speak and follow the rules, but if you are not in a hurry, it is better to give everyone the opportunity to tell everything that he sees fit - in any case, the story usually does not take more than three to five minutes.
Recommendations: It is advisable to conduct the first training "Introduction" with all clients who are in the same race. Therefore, it is best to stay in a large hall. Accommodation is possible both in a circle on chairs, and at a round, common table. A game soft ball is used to convey the word. The psychologist first introduces himself, tells about his name (this contributes to the rapid inclusion of the participants in the training).
DISCUSSION. The psychologist briefly talks about the Center, about the types of services offered. Then presents the work psychological service Center, topics of group lessons and indicates the place and time of the planned meetings.
Each member of the group is then introduced:
How can I call you?
Is this your first time at the Center?
How did you hear about the Rehabilitation Center?
What interested you?
What would you like to get from studying with a psychologist? What do you expect from the training? What will be the best result of the training for you?
What do you think it should be? .
ACCEPTANCE OF THE GROUP RULES:
the rule of active participation;
the principle of confidentiality;
stop rule;
sincerity;
openness;
respect for the speaker;
Speak to the point;
On "you", Nicky
"And I'm going!"
Purpose: getting to know the participants and remembering the names. Removing accumulated stress.
Description. All participants sit in a circle, the leader also sits with them, the coach puts one additional empty chair in a circle. The psychologist explains the rules of the game to the participants: the first person who has an empty chair on the right side sits on it with the words: “I’m going!” (the empty chair was on the other side). The next person, who had an empty chair on the right side, is transplanted with the words: “Me too!”. The third one moves to an empty chair with the words: “And I am a hare!”. The empty chair turned out to be on the left side of the third participant, he slaps on this chair and says the name of any person from the group: “Katya!”. Katya jumps up and sits on this empty chair.
The game starts anew, with the person who has an empty chair on the right, and so the warm-up continues until the necessary intensity, it helps the participants to remember the names, it allows them to move a little, it keeps a comfortable distance for starting the training.
Recommendations: this warm-up can only be used in a group where all participants have the opportunity to move around. Musical accompaniment is possible. When participating in the training of persons for whom movement is difficult, it is advisable to replace this warm-up with another one, for example, with the KOLPAK warm-up.
"WHO AM I? WHAT AM I? .
This exercise is based on the well-known Kuhn-McPartland test “Who am I?”. In the training version, participants are asked to answer two questions on a piece of paper: “Who am I?” and "What am I?" Each question must have at least 7 answers. To perform this work, it is more expedient to provide participants with already marked forms:
Which one am I?
Recommendations: for clarity, these questions should be presented in a multimedia presentation. Participants are invited to answer orally, giving 3-5 definitions. This modification is associated with the need to save time.
ANIMATED FILM "ABOUT BIRDS"
"BLIND AND GUIDE"
The participants of the training are divided into pairs and it is determined which of them will be the first to play the role of the “blind”, and who will be the role of the “guide”. After distribution, they receive a task: the "guide" stands behind the back of the "blind", who closes his eyes. The “guides” of all couples, clinging to the “blind”, take their hands in theirs. They begin to lead their "blind" around the room, bringing them to each other, introducing them. The “guides” with the hands of the “blind” begin to touch the face and body of another “blind”. Everything happens in silence.
When performing this exercise, conventional prohibitions on touch are necessarily manifested, primarily sexual ones. Then there is a discussion. The facilitator helps the participants not to run away from the topic of prohibitions by asking: “What feelings did this exercise evoke, was it pleasant to feel with the hands of another person, was it unusual, awkward, interesting, did you manage to learn anything new with this way of getting to know each other? What feelings arose in relation to the partner, how did the “guide” feel, did he do something superfluous, or lacked his activity, would you like him to act more actively with your hands, etc.
Recommendations: when participating in the training of people with mobility difficulties, it is possible to assign them the role of “observer-controller” and the role of “blind”. At closed eyes a variety of objects are offered for the possibility of tactile perception, other participants are brought up, etc. If the number of participants is odd, the coach is included in the game.
FEEDBACK
"DAILY RITUAL" [ 2].
If the training lasts more than two days (especially if these days do not go one after another, but intermittently), it makes sense to come up with and use a ritual that would open each new training day. The trainer can invite the group to come up with such a ritual on their own or suggest one of the options he has. These can be either words - a greeting or a chants in chorus, a consistent pronunciation of a more detailed text, when a specific word is assigned to each person, or a non-verbal action - for example, a handshake with everyone. Such collective rituals increase the cohesion of the group and "anchor" the working mood.
It is possible to think over two interconnected rituals - morning and evening, which will be a symbolic beginning and end of the group’s work, opening and closing (for example, the beginning of the day can be marked by a revealing movement of the hands - like “come in, dear guests”, and the end of the day - by closing the palms in the manner of the eastern "thank you" or Western "we are together").
TRAINING №2 "MASTERY OF SELF-HELP TECHNIQUES"
Purpose of the training: acquaintance and mastery of psychological techniques of management, self-control of one's own emotional states.
Materials: e crane, projector, laptop, presentation, animated film "Lamb and Rabbit", musical accompaniment ("infectious laughter", music from the movie "Mary Poppins, goodbye" Lady Perfection).
"DAILY RITUAL" [ 2].
REPEAT GROUP RULES
MINI LECTURE:"Techniques of self-regulation and self-support". The trainer says a few words about the topic of the training session.
1 PART. Methods of self-regulation(based on the bookMonina G. B., Rannala N. V. Training "Resources of stress resistance" ).
1. Method "Mirror", based on the mechanism of biological feedback(BOS) that exists between the external manifestation of emotions and our emotional memory. This method lies in the fact that if we, using an effort of will, give our body and face an expression of joy or calmness, then our emotional state really changes for the better. Recommendations: the group jointly implements this instruction. For example, we smile together and follow the ongoing changes in our own feelings. For brightness, you can turn on "infectious laughter" (musical accompaniment).
2. Full method rationalization an upcoming event involves multiple representations of the event at a high level of detail. This method is based on the fact that negative emotions often arise in a situation of lack of information about something. Using this method, we artificially fill this information vacuum.
3. Method selective positive flashback involves the analysis of difficult life situations that a person managed to successfully resolve. Our past achievements are our resources that we can rely on at any moment. The result of using this method can be a state of internal confidence based on the activation of their past successes. Recommendations: the group discusses this instruction together.
4. Method "An experience" directly opposite to the previous one. Using it, a person remembers and analyzes his mistakes and failures, trying to identify the most typical and characteristic reasons for failures (inability to listen to a partner, poor preliminary preparation for negotiations; for women, this mistake can be a belief in their “external attractiveness”, etc.). d.). Recommendations: the group discusses this instruction together.
5. Method the ultimate mental amplification of possible failure is based on the fact that we "face" our fear, giving our imagination the opportunity to paint the darkest pictures of the future. Having experienced these pessimistic images, we get the energy that was spent on “removing” this traumatic information from the consciousness. Sometimes it helps people when they simply ask themselves, “What is the worst thing that could happen in this situation? What can I do then? Recommendations: the group discusses this instruction together. The volunteer suggests a possible situation of failure, the outcome of which the group exaggerates, exaggerates to the point of absurdity.
2 PART. Basic self-support techniques [ 9]
Technique 1."Cut off, cut off." It is suitable for working with any negative thoughts (“I won’t succeed again”, “it’s all useless, not worth the effort”, etc., etc.). As soon as you feel that such a thought has crept into your soul, immediately “cut it off and discard it”, making a sharp, “cutting off” gesture with your left hand and visualizing how you “cut off” and discard this thought.
After this discarding gesture, continue to visualize further: place another (positive, of course) in place of the removed negative thought. Everything will fall into place.
Technique 2."Label or Label". If a negative thought comes into your head, you must mentally step back from it and watch it from the side, but do not allow this thought to take possession of you. Some people find that the effect of this technique is enhanced when you imagine not only "pulling" a negative thought out, but also performing some actions on it in your imagination. For example, they imagined that they sprayed paint on it from a spray can, marked it (poisonous green, canary yellow, etc.) and now you are watching from the side.
Negative thoughts have power only over you and only if you react to them with fear, anxiety. They get that power from you. As soon as you stop responding to them, they lose their power. Say: It's just a negative thought! Recommendations: the group discusses this instruction together.
Technique 3.Exaggeration. As soon as a negative thought comes up, exaggerate it to the point of absurdity, make it ridiculous. Recommendation: the group does this exercise together, the reasoning goes aloud.
Technique 4."Recognition of one's merits". Helps with excessive self-criticism. One of the antidotes is to realize that you - just like other people - cannot and should not be perfect. But you are good enough to live, be happy and, of course, be successful.
And now - the self-sustaining reception itself (women will accept it sooner than men!). Every day, when you stand in front of the mirror and get ready for work, look confidently in the mirror, straight into your own eyes and say at least three times: “Of course, I’m not perfect, but I’m good enough (good)!”. It's good if you smile to yourself! Recommendation: the group does this exercise together, to the music from the movie "Mary Poppins, goodbye" Lady Perfection.
3 PART. Help a person extreme situation that evoked strong emotions
1. Providing an opportunity to let off steam.
2. Providing an opportunity to relieve acute stress: shout loudly, stomp your feet.
3. Relaxation (not soothing yourself).
4. Switching the mode of the brain. Eye desensitization. For example, you can carefully study any object in your field of vision (table, stone, tree, etc.) for three minutes. As if soon you will have to take an exam, remembering all the details of this subject.
5. Detachment from the situation: see the situation from above, below, from the side, from afar, close (but be sure to see yourself in this situation). Recommendation: The group does this exercise together.
6. Depersonalization of your card: as if the terminator saw the situation, Vladimir Putin, Alla Pugacheva, Nikolai Valuev and other strong successful personalities.
7. Analysis of the problem: the main problem - the consequence of the problem - the solutions already available.
4 PART. Peculiarities public speaking(talking about self-presentation)
Before the show:
1. Rehearse the performance in front of a mirror the day before.
2. If possible, visit the place of performance the day before, "master" the space, evaluate the size of the room, lighting, distance. Think over the elements of clothing, makeup (for a woman).
Right before the show:
Before entering the audience, take a quick walk, vigorously walk to the chosen place.
4. Lower your arms to the sides (as if resting on the floor).
5. Move your hands, fingers.
During the performance:
1. Pause for 5-10 seconds.
2. Capture the mood of the audience.
3. Find the right tone.
4. Demonstrate confident demeanor from the first second.
5. Express pleasure from the meeting.
6. Move at any opportunity.
7. Stand without leaning on anything.
8. If sitting - feet flat on the floor (the ability to quickly get up).
9. Exchange views with the audience.
10. Focus on one friendly face.
Speaker Requirements:
1. Answer the questions for yourself: to whom will I speak? For what? What should listeners understand?
2. Logical organization of speech: consistency, consistency, validity.
3. Expressiveness of speech: changing intonation, vivid verbal images, original comparisons, pauses.
4. Variability of presentation techniques: dialogues, questions.
5. Moderate pace of speech.
6. Switching attention.
7. Illustrative gestures.
5 PART. Self-support and self-regulation techniques
"I believe that I..." .
unique and inimitable,
I can say "no" when necessary,
kind and generous person
good friend,
I have the right to be myself with all my advantages and disadvantages,
I learn from my mistakes
I can understand my parents and they understand me, although it is not always easy,
defend one's position
make decisions about my life
don't get discouraged by problems, whatever they may be,
I can bring joy to myself and others.
6 PART. positive thinking.
The price of greatness is the responsibility for your every thought ( W. Churchill). Recommendations : for clarity, this statement must be presented in a multimedia presentation.
The tendency to think positively is an important resource for resilience. One of the most famous experts in the study of optimism and pessimism, Dr. M. Zeligman notes:
The way we think, especially about health, can change our health;
Optimists are much less likely to catch infectious diseases than pessimists;
Optimists tend to have healthier habits than pessimists;
Our immune system functions better when we are optimistic;
There is evidence that optimists live longer than pessimists.
MULTIMEDIA FILM "LAMB AND RABBIT"
MAIN EXERCISE "I'M FORGIVE ME" / "I LOVE YOU" / "THANK YOU" (This exercise was played by me at the training "Psychodrama as a method of creative integration of a personality, leader Frolova S.V.").
Participants are calculated on the "first - second". The "first" numbers go out the door. The "second" numbers sit in a circle and close their eyes. The "first" numbers enter the room, moving in a circle in one direction, whispering in your ear, like "angels", they say the phrase "Forgive me" to those sitting. You can speak in both ears at the same time. From the second round, the phrase is pronounced with the addition of a light touch on the shoulder.
Then, at the command of the coach, the participants change places. "Second" numbers whisper the phrase "I love you."
FEEDBACK. What did you feel as the speaker? How did you feel as a listener? What was new in oneself?
"APPLAUSE".
Participants sit or stand in a circle. At will, one of the participants goes to the center of the circle, and the rest begin to applaud him vigorously. Applause continues for as long as the person in the center of the circle wants. When he decides that he has enough attention, he thanks the group (in the way he chooses - says “thank you”, bows, curtseys, shakes hands with everyone, etc.) and returns to the circle. After that, the next participant takes the place in the center of the circle.
"DAILY RITUAL".
TRAINING № 3 “STRESS RESISTANCE FORMATION. PREVENTION OF STRSS»
Purpose of the training: positive focusing of attention, mastering the methods of self-regulation of emotional states, increasing stress resistance.
Materials: e crane, projector, laptop, presentation, musical accompaniment.
"ELBOWS" (K. Vopel) (Modification of the exercise Newstrom, Scannel)
Target. Establishing contacts between participants, destroying the usual stereotypes of greetings, developing creativity, the ability to understand the position of a communication partner.
Content. All participants are calculated on the "first-second-third-fourth". Participants under the first numbers fold their hands behind their heads so that the elbows are directed in different directions; participants under the second numbers rest their hands on their hips so that the elbows are directed in different directions; participants under the third numbers put left hand on the left thigh, right - on the right knee, the elbows of bent arms are laid aside; participants under the fourth numbers keep their arms folded crosswise on their chest, while the elbows are turned to the sides. After all the participants have taken their original position, the host invites them to greet them as much as possible with a certain signal. a large number present.
Discussion. Which group of players was the most comfortable to greet and why? Who is responsible for the emotional climate in the team? What can cause stress at work?
REPEAT GROUP RULES
MINI LECTURE. The trainer briefly defines the concept of "stress".
What is STRESS?
Stress (adaptation syndrome) is a universal reaction of the body to various stimuli.(G. Selye).
Stages of stress:
On the first stage encounters with a factor that we define for ourselves as stressful (anxiety reaction) are activated defense mechanisms, there is a release of catecholamines and corticosteroids, which at the physiological level prepare the body for action.
Selye proved that the main stress hormone in humans - cortisol - stimulates vital processes when adapting to stress. A slight decrease in activity, recorded at the beginning of this phase, shows that the resistance does decrease for a short time, while the body gathers its strength. But as soon as the adrenal glands begin to secrete cortisol, the level of resistance rises, increasing the efficiency and resistance of the body. A characteristic emotional feature of this phase is the experience of anxiety and anxiety.
On the second stage- resistance or adaptation- the body uses adaptive mechanisms, thanks to which it reaches a new level of performance. However, this level is provided by spending more than usual amount of vital energy. Signs of an alarm reaction in the body practically disappear. This stage is accompanied by high psycho-emotional stress.
On the third stage going on exhaustion the body if the stressor is too long, too frequent or too intense. At this stage, the energy that the body used to adapt has already been all used up, which can end quite sadly for it. The overall resistance of the body drops sharply. The result can be burnout, illness, or death if the stressor continues to act or if the body is not provided with the necessary help and support.
Selye's theory is called physiological because it is based on the theory of homeostasis. According to this concept, stress was considered as a factor that disturbs the balance of the body with the environment. Selye considered the basic characteristic of stress to be its long and fairly stable character.
Diagnostics of the state of stress (K. Schreiner)
Recommendations: if there is enough time, then it is possible to carry out diagnostics aimed at determining the level of stress. Participants are given forms with questions. The trainer gives instructions and questions. Then, after scoring, the results are discussed.
Instruction. Circle the numbers of the questions you answered yes to.
1. I always strive to complete the work, but often I do not have time and have to catch up.
2. When I look at myself in the mirror, I notice traces of fatigue and overwork on my face.
3. At work and at home - continuous trouble.
4. I struggle with my habits, but I don't succeed.
5. I am worried about the future.
6. I often need alcohol, cigarettes or sleeping pills to unwind after a busy day at work.
7. Such changes are taking place around that the head is spinning.
8. I love my family and friends, but often I feel bored and empty with them.
9. I have not achieved anything in my life and I often feel disappointed in myself.
Results processing andinterpretation. The number of positive responses is counted. Each “yes” answer is assigned 1 point.
0-4 points. You behave in a stressful situation quite restrained and know how to regulate your emotions.
5-7 points. You always behave correctly in a stressful situation. Sometimes you know how to keep your composure, but there are times when you get turned on over a trifle and then regret it. You need to develop individual techniques for self-control in stress.
8-9 points. You are overtired and exhausted. You often lose self-control in a stressful situation and do not know how to control yourself. As a result of this behavior, both you and the people around you suffer. Developing self-regulation skills in stress is now your main life task.
"TEMP" [Fopel, 2003]
Target. Recuperation, mobilization of participants for the next creative exercise.
Touch all corners in the room;
Touch the floor;
Touch the six pairs of knees of the players present;
For acute stress
|
High volatility |
Average volatility |
Low volatility |
|
Basil |
Geranium |
benzoin oil |
|
Bergamot |
Camphor |
Jasmine |
|
Clary sage |
Lavender |
Cedar |
|
Thyme |
Marjoram |
Rose |
|
Melissa |
sandalwood |
|
|
Juniper | ||
|
Chamomile |
Recommendations: present this table in a presentation.
B. How to build a relationship with a difficult boss?
One of the stressors in the life of the staff is the relationship with the manager. This factor is often stressful, since the positions are initially unequal and the leader has more power and unlimited possibilities for manipulation. In addition, psychoanalysts are sure that managers often unconsciously try to solve their intrapersonal or family problems at the expense of the staff.
1. A "difficult" boss is a convenient model for learning to resolve disagreements without destroying relationships. This ability is important for maintaining interpersonal relationships and in family life.
2. Look for something in common that can unite you, you cannot be different from each other in everything. The boss is not an alien from outer space. He is also a man, and nothing human is alien to him.
3. Remember the basic principle of psychotherapy: we cannot change another person, we can only change ourselves and our attitude towards him. The boss is unlikely to change (chiefs, due to their psychotype and character traits, are generally difficult to change), so we must start changing this situation from ourselves.
4. Communication with a bad leader provides valuable experience on how not to lead. If you become a leader, then you will no longer make the same mistakes in relations with subordinates.
5. Be able to forgive. Positive psychotherapy and NLP say that at each specific moment of our life we choose the model of behavior that seems best to us. Most likely, your boss considers his behavior to be the best, not realizing the narrowness of his managerial repertoire.
6. Try not to label your boss and yourself. Do not say: “The boss is a dense Neanderthal”, “I am a useless politician”, it is better to say: “He doesn’t have enough time for personnel policy now”, “I wanted too much to convince him that I was right without listening to his arguments. I'll be a more attentive listener next time."
7. Before leaving such a boss, think: another boss will have other “minuses”. There are no ideal leaders. Undoubtedly, it is necessary to leave if this relationship affects your health or you see that some of your vital principles are being threatened (“Friends cannot be betrayed”, “Do not steal”, etc.).
B. Methods of self-regulation of emotional states
Yu. V. Shcherbatykh gives the following classification of methods for neutralizing stress, depending on the nature of the anti-stress effect:
Physical methods (bath, hardening, water procedures, etc.);
Biochemical methods (pharmacotherapy, alcohol, herbal medicine, aromatherapy, the use of dietary supplements, narcotic substances, vitamin complexes, etc.);
Physiological (massage, acupuncture, muscle relaxation, breathing techniques, physical exercises, sports, dancing, etc.);
Psychological methods (auto-training, meditation, visualization, development of goal-setting skills, improvement of behavioral skills, group and individual psychotherapy, etc.).
D. Strategies for assessing the causes of good and bad events in optimists and pessimists
optimists
Explaining the reasons for failure
Causes - temporary, specific (not affecting other areas of life), are largely related to external circumstances
Pessimists
Explaining the reasons for failure
The reasons are permanent, global (they manifest themselves negatively in other areas of life), are associated only with the personality of the pessimist himself.
optimists
Explanation of the reasons for good luck
Causes - permanent, universal, associated with the characteristics of the personality of an optimist
Pessimists
Luck Explanation
Reasons - temporary ("Sometimes I'm lucky"), specific (do not affect other areas of life), are mainly related to luck or a favorable situation
Bright thoughts generate fun mood . At the level of the brain, this process is supported by the development of special chemical substances- endorphins. Endorphins are produced automatically if we are happy about something, we are in joyful expectation, we experience pleasant excitement. And although these substances cannot be produced continuously, we can influence this process, looking at the situation with a smile.
MINI-LECTURE: “D. Grinberg's model of stress management. Positive thinking»
Jerrold Greenberg points out that there is a stress management system that can be used to control stress and stress levels in the body. The author believes that stress management should be carried out comprehensively, at all phases of its development. The trainer introduces the group to the D. Grinberg model. An important element D. Greenberg's model is the presence positive thinking which allows one to perceive stressful situation as an opportunity to learn new behavioral strategies, increase your creativity and learn more about your hidden psychological resources and capabilities. The trainer informs the trainees about the results of the study of the characteristics of optimists and pessimists, conducted by Dr. M. Zeligman. The trainer can invite the group to discuss concepts such as “ positive thinking”, “positive outlook on life”, “positive person”.
positive thinking involves such an ability to analyze the causes of successes and failures in life, in which a person is aware of the factors that can and cannot be controlled by the individual, sees their balance and understands the mutual influence of these factors. The term "positive thinking" comes from the word "positum" (lat.), which means - actual, given. That is, positive thinking suggests that in our life there are defeats, stresses, and victories. The task of the individual is to learn how to perceive and explain these events correctly.
"HANGER"
Target. Straightening the back, stretching the shoulder girdle.
Instructions: “Stand up, straighten up, relax the muscles of your back and shoulders. As if lifting your body (shoulders, chest) and throwing it back and down, “put it on the spine”, like a coat on a hanger. The back became straight, strong, and the neck, arms and shoulders were free and light. Repeat this exercise 2-3 times.
Discussion. After completing the exercise, participants are happy to talk about changes in the body and in general well-being.
"VOLCANO" ( modification of the exercise K. Tuppervine 1996])
Target . Mastering the technique of self-regulation when experiencing anger and aggression.
Instruction: "Imagine your intense anger that is within high mountain. There is more and more anger, and now it breaks out. The volcano erupts. We imagine how dirt, lava, sparks and fire carry out the destructive energy of anger from us. We are closely monitoring this process. The "eruption" continues until all the energy of anger comes out. Now we feel free from anger. The eruption stops, everything calms down, and it starts to rain. The rain turns into a downpour, cooling the crater of the volcano. Now we approach the mountain, climb to the top and look into the crater. What is there, in the depths?
At this point, the coach should pause so that all participants have time to take a close look at what is left of their aggression. “We see the bottom there, covered with gray soil, or maybe a small dark lake ...”
Recommendations for the coach . Most people associate anger and aggression with red, fire, so the image of a volcano is convenient for working with these emotions. After the trainer reads the text, you can ask the participants what they saw at the bottom of the volcano. If someone, approaching the crater, saw sparks or a small flame, felt a strong heat - most likely, all the energy of anger did not come out. We suggest that the participant do this exercise as many times as necessary to really see the calm gray bottom at the end. We often associate gray with indifference, apathy, which means that aggression and anger have gone and transformed into other feelings.
"RELAXATION THROUGH TENSION"
Target. Acquaintance of participants with muscle clamps and relaxation effects.
Content. Participants are invited to stand up and strain right hand to the limit. The trainer asks the participants to hold the tension for 5 seconds. After that, the coach offers to relax the hand, relieve tension. It is useful to ask the participants where the tension from the hand went. Typically, participants respond that they felt tension in the neck, lower jaw, and right leg, although there may be individual variations. Next, the trainer invites the participants to do the same procedure alternately with the left arm, right and left legs, lower back, neck.
"DAILY RITUAL" [ 2].
TRAINING №4 "FEATURES OF NON-VERBAL BEHAVIOR"
Purpose of the training: acquaintance with the specifics of non-verbal behavior, features of self-presentation during a job interview
Materials: e crane, projector, laptop, presentation, cartoon film "Baby Raccoon", musical accompaniment
EXERCISE "FRIENDSHIP BEGINS WITH A SMILE".
Purpose: raising the emotional background. Order of execution and instruction. Before the exercise, the facilitator sets up the group in the way necessary for further work with the following words: “Of course, everyone watched the cartoon about Little Raccoon, who, thanks to a smile, made friends with his reflection in the river.” For participants. Those sitting in a circle join hands, look into the neighbor's eyes and give him silently, in turn, their kindest smile. After completing the exercise, it is recommended to thank and praise all the participants: “Well, great, thank you for the smiles.”
REPEAT GROUP RULES
"CHOICE OF TRAJECTORY" .
This warm-up game can also be referred to as unusual ways behavioral psychodiagnostics. It can serve as a prologue to psychotechnics, focused on the development of skills to be aware of one's own preferences and inclinations.
The facilitator turns on background music (medium tempo) and gives the following instructions:
Many people have a habit, thinking about solving a complex problem, move along a closed trajectory. Someone moves in a circle ... (shows), someone prefers to walk, making sharper turns, i.e. describing a square or a rectangle... (shows), someone - as if walking along the sides of a triangle... (shows). And finally, there are people who, thinking, move along a trajectory that we call a zigzag ... (shows). You have a few minutes to move around the room, trying out all these trajectories. You can reduce or increase the size of the described figures as you wish.
Participants begin to move around the room to the music (of course, this exercise is applicable only if the size of the room allows). The facilitator gently stops conversations: everyone needs to be able to tune in to their inner feelings. Five to seven minutes is usually enough for everyone to decide on their choice. The facilitator invites the group members to split up: "circles", "squares", "triangles" and "zigzags" occupy different angles premises.
Now look who else was in the same group as you? Who, like you, prefers this particular figure? Apparently, something unites you, apparently, there is something similar in you, since your tastes in relation to this geometric figure coincide. Discuss in groups what are the similarities between you - people who have chosen a circle, a square, a triangle or a figure eight. Why did this figure turn out to be the most attractive for you?
After a five-minute discussion, each group presents their rationale for their choice. Participants explain why the chosen figure is preferable to the others and how people who choose this figure can be characterized. After listening to each group, the facilitator may offer to compare the points of view of the group with the opinion of psychologists working in such a direction as psychogeometry (See: Alekseev L.L., Gromova L.L. Psychogeometry for managers. L .: Knowledge. 1992).
Brief psychological characteristic basic personality shapes based on preference for geometric shapes
SQUARE. A square is, first of all, a tireless worker. Diligence, diligence, the need to bring the work begun to the end, perseverance, which allows you to achieve the completion of the work - this is what, first of all, true Squares are famous for. Endurance, patience and methodicalness usually make the Square a highly qualified specialist in his field. This is facilitated by an insatiable need for information. Squares are collectors of all sorts of data. All information is systematized, sorted out... Squares are deservedly known as erudite, at least in their field.
Mental analysis - forte Squares... Squares are extremely attentive to details, to details. Squares love once and for all routine...
Neatness, order, observance of rules and propriety can develop to a paralyzing extreme. And when the time comes to make a decision, especially one that involves risk, with a possible loss of the status quo, Squares voluntarily or involuntarily delay its adoption. In addition, rationality, emotional dryness and coldness prevent Squares from quickly establishing contacts with different people. The square acts inefficiently in an amorphous situation.
TRIANGLE. This shape symbolizes leadership, and many Triangles feel this is their destiny. The most characteristic feature of the true Triangle is the ability to concentrate on main goal. Triangles are energetic, unstoppable, strong personalities who set clear goals and, as a rule, achieve them!
A triangle is a very confident person who wants to be right about everything! A strong need to be right and manage the state of affairs, to decide not only for themselves, but also, if possible, for others, which makes the Triangle a person who is constantly competing, competing with others. The dominant setting in any business is the setting to win, win, success! He often takes risks, is impatient and intolerant of those who hesitate in making a decision.
Triangles do not like to be wrong and have great difficulty admitting their mistakes ...
Triangles are ambitious. If it is a matter of honor for the Square to achieve highest quality work, the Triangle strives to achieve a high position, acquire a high status, in other words, make a career ...
The main thing negative quality"triangular" shape: strong egocentrism, focus on oneself. Triangles on the way to the heights of power do not show particular scrupulousness in relation to moral standards and can go to their goal over the heads of others. This is typical for the “presumptuous” Triangles, which no one stopped in time. Triangles make everything and everyone revolve around themselves, without them life would lose its sharpness.
A CIRCLE. It is a mythological symbol of harmony. The one who confidently chooses it is sincerely interested above all in good interpersonal relationships. The highest value for the Circle is people, their well-being. The circle ... most often serves as the "glue" that holds both the work team and the family together, i.e. stabilize the group...
They have high sensitivity, developed empathy - the ability to empathize, sympathize, respond emotionally to the experiences of another person ... Naturally, people are drawn to Circles. Circles perfectly "read" people and in one minute are able to recognize a pretender, a deceiver ...
They try to keep the peace, and for this they sometimes avoid taking a "firm" position and making unpopular decisions. For the Circle, there is nothing more difficult than to enter into interpersonal conflict. The circle is happy when everyone gets along with each other. Therefore, when the Circle has a conflict with someone, it is most likely that the Circle will give in first.
Circles are not distinguished by decisiveness, are weak in "political games" and often cannot present themselves and their "team" properly. All this leads to the fact that Circles are often taken over! Stronger personalities, such as Triangles. Circles don't seem to care too much about who will hold the power. If only everyone were happy, and peace reigned around. However, in one Circles show enviable firmness. When it comes to matters of morality or violations of justice.
The main features of their style of thinking are their focus on the subjective factors of the problem (values, assessments, feelings, etc.) and the desire to find common ground even in opposing points of view. We can say that the Circle is a born psychologist.
ZIGZAG. This figure symbolizes creativity, if only because it is the most unique of all figures and the only open figure...
The dominant thinking style of the ZigZag is most often the synthetic style. Combining completely different, dissimilar ideas and creating something new, original on this basis - that's what Zigzags like. Unlike Circles, Zigzags are not at all interested in consensus and achieve synthesis not through concessions, but on the contrary, by sharpening the conflict of ideas and building a new concept in which this conflict is resolved, “removed”. Moreover, using their natural wit, they can be very caustic, "opening the eyes of others" to the possibility of a new solution...
Zigzags simply cannot work productively in well-structured situations. They are annoyed by clear vertical and horizontal connections, strictly fixed responsibilities and constant ways of working. They need to have big variety and high level stimulation in the workplace. They also want to be independent of others in their work. Then the Zigzag comes to life and begins to fulfill its main purpose - to generate new ideas and methods of work... Zigzags are directed to the future and are more interested in the possibility than in reality. The world of ideas is just as real for them as the world of things is for the rest...
Zigzags are tireless preachers of their ideas and are able to motivate everyone around them. However, they lack politics: they are unrestrained, very expressive (“cut the truth in the eyes”), which, along with their eccentricity, often prevents them from putting their ideas into practice. In addition, they are not strong in working out specific details (without which the materialization of the idea is impossible) and not too persistent in bringing things to the end (because with the loss of novelty, interest in the idea is also lost).
"BODYGUARDS" .
This fun mobile warm-up helps to relieve tension and fatigue, to acquire non-verbal communication skills. In addition, during the task, participants need to be very attentive, and this helps them to tune in to the working mood.
The group is calculated on the first-second and forms pairs. One person should be left without a couple, so if in a group even number person, the coach also takes part in the exercise. Chairs are placed in a circle, the number of which is equal to the number of the first players. The first players sit on chairs. Behind the backs of their chairs stand the second players. Since the number of players is odd, one chair remains free.
The players behind the chairs are the bodyguards. They must keep those who sit on them in their chairs. Seated players, on the contrary, want to slip out of the tight control of bodyguards and take a free chair. But they can do this only if the bodyguard does not guess their intentions and if they manage to establish non-verbal contact with the bodyguard of the empty chair. If the bodyguards notice that their charges are about to run away, they quickly put their hands on their shoulders, thus forcing them to stay in their place. You can’t constantly keep your hands over the shoulders of your partners. After a while, the participants switch roles.
At the end of the game, you can discuss what helped to non-verbally negotiate with each other, whether there were cases when the players were misunderstood, etc.
MINI-LECTURE with a presentation of poses on the topic: "Non-verbal behavior".
Recommendations: presentation of spoken poses in a multimedia presentation, image key points together with the group. A mini-lecture can be based on any literary source, which describes the main aspects of non-verbal self-presentation. For example, " How do you know if a person is lying? What are "closed" poses? What are "open" poses? Features of behavior at the interview.
The trainer briefly talks about the features of non-verbal behavior, the secrets of self-presentation during the interview.
Interview in gestures [1 ]
One of the main secrets of a successful interview- the ability to control your emotions
Read lips. Looking at your lips during an interview is not the best eye contact option, as it is considered very intimate. Nevertheless, if you casually look at the lips of the interlocutor, you can surely understand how psychologically calm or irritated he is at the moment. Trembling lips betray nervousness, lowered corners of the lips - a negative attitude towards the interlocutor, and a twisted half-smile - a kind of sarcasm or a desire to hide the truth. You can and should smile during an interview, but not all the time. Remember, a smile is the key to success in any communication.
Follow your gaze. How do they usually say? Are the eyes the mirror of the soul? Yes, and they are also the best lie detector, the data of which cannot be hidden, because in a business conversation it is always necessary to look into the eyes of the interlocutor
A glance running from side to side or rolling your eyes at the ceiling while thinking about a thought is a clear sign that the interlocutor does not know what to answer or is simply lying.
The best way to fix the gaze for both faces during the interview is to look at the invisible triangle on the forehead, just above the bridge of the nose. Of course, you can look away, but not too often.
Don't squint while talking. This can give you a cunning person.
Remember that when you lie, your pupils constrict. The look should be open and imperturbable.
Your hands should always be in sight, it is better if they are on the table or armrests of the chair.
Open hands with palms up are a sign of honesty, and palms down indicate a desire to suppress.
Hands folded in a spire, when the fingertips touch each other, speak of the confidence of the interlocutor and even his certain superiority.
Deception is betrayed by a hand covering the mouth, and a palm clenched into a fist with an outstretched index finger will tell about imperiousness.
By rubbing his palms during the interview, the candidate shows his positive expectations and good attitude to work.
Arms crossed on the chest most often indicate the closeness of a person or his defensive reaction. In this case, the interviewer will have to try to get the candidate out of this state of emotional freezing.
If, in a cross-legged position, you wrap your arms around your knees, then this indicates your firm position, which cannot be challenged, because you are extremely stubborn. The best position for the interview is feet in a neutral state, not clenched, legs joined together but not crossed.
If you were not immediately shown where you should sit, try to sit so that you are not across the table from the interviewer, as this position subconsciously causes a feeling of opposition, plus a table between you, reinforcing the feeling that you are on opposite sides of the barricades.
Sit next to or at a right angle to the interviewer, it is desirable that the space between you is not blocked by anything. This will serve as a subconscious signal that you are like-minded people in this situation.
Sitting, try not to fall apart, not to lean back, so as not to look arrogant. Stand up straight, look at the interviewer, don't look away or drum your fingers.
The main thing at the interview is to show your openness and sincere interest in the job offered by the company.
During the conversation, try not to fidget, do not shoot your eyes around, do not fiddle with your lapels, do not fiddle with a pen or pencil in your hands. Some excitement is quite natural, because otherwise you may get the impression that you are overly self-confident, but everything should be in moderation.
Gesture mirroring, called positional echo in sign language, can give a very good effect. Take approximately the same position as your interviewer, smile when he smiles, if he makes a gesture, try to repeat it. Just do not overdo it so that mirroring does not result in parroting. And, of course, one should not repeat the pose of the representative of the employer, who leaned back and put his hands behind his head to show who is in charge here.
Try to accompany all gestures with positive signals - open palms, slightly tilted head, nodding, smiling.
MINI-LECTION "Posture"
The trainer tells the participants about the important role that the spine plays in the circulation of energy in our body. It is important to pay attention to the fact that posture is an important part of the image. Often it is by posture that we determine a person’s stress resistance: “holds himself like an English queen”, “hunched under the blows of fate”, “bent under the weight of troubles”, etc.
"RAGDOLL"
Target. Stretching the spine, achieving a feeling of relaxation in the shoulder girdle and arms, awareness of the clamps in this area.
Content. The coach invites the private members of the group to raise their hands with a sigh and stretch up, and with an exhalation, bending at the waist, throw their hands down. After the first performance of the exercise, the trainer focuses the participants' attention on the fact that if the back and arms are relaxed, then, having lowered down, the hands, by inertia, will perform oscillatory movements(similar to the movement of a pendulum in a clock). The trainer invites the group to do this exercise a few more times, observing the movements of the hands and trying to relax them more and more.
"WALL"
Target. Awareness of the importance of posture, identification of muscle clamps in the back.
Content. The exercise is held in a spacious room, participants must remove their shoes. The trainer invites the participants to stand against the wall in such a way that the back of the head, shoulders, buttocks and heels are pressed against the wall. After that, trying to keep your back straight, try to move freely around the audience. The trainer notes that the main difficulty of this exercise is that it is necessary to monitor the correct posture and not lose the naturalness of the gait. If this does not happen, then others have the feeling that “the person swallowed like an arshin”, since his spine is too rigidly fixed. While moving around the room, participants can check their posture several times by walking up to the wall and then moving again.
Discussion. Participants discuss bodily changes and sensations that they noticed during the exercise.
"DAILY RITUAL" [ 2].
TRAINING №5 "HOW TO SAY "NO"?!"
Purpose of the training: formation of skills to resist manipulation attempts, the ability to make independent choices, achieve goals.
Materials: e crane, projector, laptop, presentation, a container with cereals, colorful fabrics, wreaths, a small vessel, musical accompaniment.
"DAILY RITUAL" [ 2].
"LEARN BY HANDSHAKING" [ 2].
The exercises are suitable for groups in which the participants already know and “feel” each other quite well. The players sit in a circle. There is an empty chair in the center of the circle. The volunteer sits on this chair, puts his hands on his knees, palms up, and closes his eyes. The rest of the participants very quietly approach him in any order and put their hands in his palms. The driver's task is to guess whose hands they are. To complicate the exercise, you can introduce a rule according to which participants can approach the driver several times or not at all.
REPETITION OF THE GROUP RULES:
communication on the principle of "here and now" (discussion of what is happening directly in the group at the moment);
the principle of personification of statements (I-statement);
the rule of active participation;
the principle of confidential communication;
the principle of confidentiality;
positive focus;
a positive attitude towards oneself and others;
stop rule;
sincerity;
openness;
respect for the speaker;
Speak to the point;
On "you", Nicky
In this exercise, it is important that the whole group start doing it at the same time, so it should be used when the whole group is already assembled. The exercise, as a rule, causes a violent emotional reaction and allows you to cheer up a depressed or tired group.
“Are you able to follow instructions exactly? You have three minutes to complete this test. Complete the task with maximum speed.
1. Before doing anything, read everything carefully.
2. Write your name in upper right corner of the sheet.
3. Circle Your name.
4. In the upper left corner, draw five small squares.
5. In everyone put a cross in the square.
6. Write your last name in top parts of the sheet.
7. Under your name in the upper right corner, write your phone number. If you don't have one, write the number 100.
8. in a whisper call the number you wrote.
9. Circle This number.
10. Put a cross in bottom left corner of the sheet.
11. Circle this sign triangle.
13. Enclose the word "angle" in a sentence with a box № 4.
14. At the top of the sheet, do the tip of a pencil or pen three small holes.
15. Shout loudly: "I'm almost done (finished)!"
Now that you have read everything carefully, complete only tasks 1 and 2.
"BROWNIAN MOTION" .
This exercise allows participants to move around, which helps to remove muscle tension and internal tightness. If you carefully observe the participants during the exercise, you can see how emotionally they are involved in the training process or, conversely, removed from the group.
Participants are invited to actively move around the room to the music. As soon as the music is turned off and the host calls a number, the participants should, holding hands, unite in groups consisting of such a number of people.
The exercise can be made more difficult and more interesting. The facilitator asks to unite in groups not by the number of people, but by some sign (for example, by eye color, clothing items, pets, etc.). The task is more fun if the participants are also prohibited from talking.
In the 1970s in the GDR, under the leadership of M. Vorwerg, a method was developed that he called socio-psychological training. With this name, the training appeared in our country.
Trainings in our country began with communication training. Communication training is the basic program for almost any other training. When other programs were developed (self-confidence training, negotiation training, sales training, team building training, conflict-free behavior training, and others), socio-psychological training became the basis of these programs. Therefore, the name SPT is often used to refer to other training programs based on the principles of SPT.
If we turn to the "Big Explanatory Dictionary of Psychology", compiled by Arthur Reber, the following definition of training is given: "Training in general - any training program or a set of procedures designed to result in final product in the form of an organism capable of some specific reaction (reactions) or participation in some complex activity requiring skills. This is a very broad definition that covers any learning, including not only a person. the main idea This definition is that training is training, the development of skills and abilities.
Another definition of training was given by Yu.N. Emelyanov: “Training is a group of methods for developing the ability to learn and master any complex view activities, especially communication.
I.V. Bachkov offers the following working definition of training: “A set of active methods practical psychology which are used to form the skills of self-knowledge and self-development”.
The Psychological Dictionary (1990) defines socio-psychological training as "a field of practical psychology focused on the use of active methods of group psychological work in order to develop communication competence."
This definition further narrows the scope of the concept of training, reducing it to communication training. Very often the name "socio-psychological training" is used as a synonym for communication training, training business communication, partner communication training, etc.
Social work with disabled people in social service institutions is implemented in accordance with the socio-technological approach. It is characterized by the following sequence of actions of a specialist providing social services: “goal-means-result”. In the course of the activity of a specialist in social work, the goal is achieved, aimed at overcoming the difficult life situation of the client, the client himself changes as an object of social work, social resources are used, new opportunities for society are opened in the process of providing social and rehabilitation services. The socio-technological approach, according to V.N. Ivanova, V.I. Patrushev, involves taking into account the diversity of internal and external relations of social phenomena, as well as focusing on the development of a person as a person, on creating an opportunity for each person to realize their own potential.
Innovation in the process of providing social services to a disabled person occurs when a social work specialist organizes joint activities to resolve the difficult life situation of a citizen with disabilities. In the process of joint activity with a specialist, a disabled person turns him from an object of social work into a subject. The subjective position of the client during the provision of social services to him allows him to actively become a participant in this process, invest his personal resources, creatively relate to the process of providing assistance, since he does all this, first of all, for himself. He learns to take part of the responsibility for the future result in resolving his difficult life situation. The process of developing and implementing innovations is now typical for the following general technologies of social work with people with disabilities: social rehabilitation, social therapy, social adaptation, social prevention, etc. Let us dwell on the technology in more detail social adaptation in working with the disabled.
Social adaptation as a technological process allows the inclusion of a disabled person in a small group and living environment, promotes the assimilation of established norms, relationships, patterns of behavior. A person with a disability is in search of a social environment that is favorable for his self-realization, disclosure of resources. In this case, the immediate environment of a person with disabilities (family, club association, activist of a public organization, friends) is a small group, which are divided into formal and informal. The former are created according to the developed regulations to carry out social, social protection, state-sanctioned activities. These may be public organizations citizens with disabilities, clubs, associations of families raising a child with disabilities, studios, etc. Informal small groups arise spontaneously under the influence of the common interests of disabled and healthy citizens, their joint activities and have a spontaneous organizational structure. These associations include communities of friends, colleagues in the educational and professional activity and etc.
For the successful social adaptation of young people with disabilities, groups of social and psychological assistance to people with disabilities are being created on the basis of state rehabilitation centers.
During the work of the groups, various innovative technologies social work, namely animation therapy, aesthetic therapy, artistic and aesthetic education, theatrical activities, etc. Social adaptation and rehabilitation of children and young people with disabilities is implemented through theatrical plays and performances, with the direct participation of members of the association and their parents. After the first classes, a study is conducted in the form of a questionnaire survey of disabled people. young age visiting groups.
The result of the social adaptation of a disabled person is the emergence of a sense of satisfaction with life, relationships with the close environment, the growth of creative activity, the achievement of success in communication and joint activities of a small group and the environment of life.
The use of technologies for the social adaptation of a citizen with disabilities allows him to feel free in a small group and be involved in various activities. This allows the disabled person to enrich their inner world with the help of new values and social norms, use social experience when organizing activities in a small group.
The technology of social adaptation of disabled people can also be implemented with the help of such forms as games, social training, excursions, and conversations. The game as a form of technology for the social adaptation of a disabled person imitates the real social environment in which a disabled person can actually find himself. In the process of social adaptation of citizens with disabilities, various types of business games are widely used: simulation games, "business theater", etc.
In general, in the implementation of gaming technologies that contribute to the social adaptation of a disabled person, several stages can be distinguished:
I stage. Formation of a group and development of a script for a game plot. The size of the group depends on the severity of the consequences of the disability and the nature of the problems of the participants, and, as a rule, consists of 2-5 people. The composition of the group is also determined by the strategy for selecting participants, it can be heterogeneous, that is, include participants with varying degrees of disability. Where the conditions of the social service institution allow, it is recommended to select participants with a similar life problem (for example, the same disability group, disease), in this case, the social worker as an innovator will have a clear focus in choosing game forms and exercises.
II stage. Conducting the game. The introductory part of the lesson includes a greeting and familiarization of the disabled with the plan for the complex of games and exercises. The social worker greets the participants and greets everyone in a friendly, friendly manner. Then he plans joint work, informs the audience about the order, content and sequence of games and exercises. Next are game exercises in accordance with the scenario, where each of the participants can show their resources, potential and creativity.
III stage. Summing up the game, when there is an analysis and generalization of the social skills that the participants have acquired.
Thus, the following conditions contribute to the successful implementation of the technology of social adaptation of a person with disabilities: firstly, the environment of a person with disabilities contributes to the realization of his needs, the development of individuality; secondly, when the organizational culture of a small group is built on the manifestation of friendly support, respect, responsibility, interest in each person; thirdly, the environment of a disabled person recognizes and gives a positive assessment of the results achieved by him; fourthly, it ensures the participation of a citizen with disabilities in the social and cultural life of a small group and in the environment of life.
