Methods of socio-psychological influence. Social-psychological training.

Response plan

Methods of influence: socio-psychological training, group discussion, role-playing game.

Social-psychological training (SPT).

2.1. The concept of SPT.

2.2. The main goals and objectives of the TSP.

2.3. Historical background for the emergence of training groups.

2.4. Types of training groups.

2.5. Organization and conduct of SPT.

2.6. Structure of SPT groups.

2.7. Requirements for the presenter.

2.8. The main stages of development of a training group.

2.9. Basic principles for designing the SPT program.

2.10. Evaluation of the effectiveness of SPT.

1. Methods of influence: socio-psychological training, group discussion, role-playing game.

The whole set of methods social psychology Andreeva divides into research methods and methods of influence. The latter belong to a specific area of ​​social psychology – “psychology of influence”. [ Further, Andreeva refers to the chapter on practical psychology and does not indicate methods there... According to Belinskaya’s lectures, methods of influence include training, ( personal growth, communication, behavioral skills), modeling (design), methods of working with large groups. Here. So it’s not very clear what exactly to say. But in the state program there are points about group discussion and role-playing. Vachkov generally classifies group discussion and role-playing as general training methods, and this seems quite reasonable to me. Since the program contains these points, I copy Vachkov), because This is not clearly written anywhere else.]

Despite the variety of specific exercises, techniques and techniques used in training work, it is customary to distinguish several basic training methods. Such basic methods traditionally include group discussion and situational role-playing games. A group discussion in psychological training is a joint discussion of a controversial issue that allows one to clarify (possibly change) the opinions, positions and attitudes of group members in the process of direct communication. In training, group discussion can be used both to provide participants with the opportunity to see a problem from different sides (this clarifies mutual positions, which reduces resistance to perception new information from the leader and other group members), and as a way of group reflection through the analysis of individual experiences (this strengthens the cohesion of the group and at the same time facilitates the self-disclosure of participants). Between these rather widely differing goals, there are a number of other, intermediate goals, for example, updating and resolving hidden conflicts and eliminating emotional bias in assessing the partner’s position through open statements, or enabling participants to demonstrate their competence and thereby satisfy the need for recognition and respect.

Discussion methods are used when analyzing various situations from the work or life of participants, when analyzing complex situations of interpersonal interaction proposed by the presenter, and in other cases. In some areas of training, group discussion becomes the most important, and sometimes the only method of group work (K. Rogers meeting groups, group analysis).

Game methods include situational role-playing, didactic, creative, organizational and activity-based, simulation, and business games. The game can also be used as a psychotherapeutic method, which is especially evident in Gestalt therapy and psychodrama. The use of game methods in training is extremely productive. At the first stage of group work, games are useful as a way to overcome the stiffness and tension of participants, as a condition for the painless removal of “psychological defenses.” Very often, games become a tool for diagnostics and self-diagnosis, allowing you to unobtrusively, gently, and easily detect the presence of difficulties in communication and serious psychological problems. Thanks to the game, the learning process is intensified, new behavioral skills are consolidated, previously seemingly inaccessible ways of optimal interaction with other people are acquired, verbal and non-verbal communication skills are trained and consolidated. The possibilities of game methods in training work are truly inexhaustible, hence the great interest of researchers in organizational and activity games (A. A. Verbitsky, Yu. V. Gromyko, P. G. Shchedrovitsky, etc.).

Social-psychological training (SPT).

1. The concept of SPT.

There are a large number of definitions of SPT. In all definitions: 1) it is noted that the training uses active learning methods, which means games, special exercises in subgroups, group discussions, reports on work in subgroups; 2) there is no indication of a clear target attribution or specification. Goals may be related to the development of different structures.

One of the most comprehensive definitions of SPT is the following:

SPT is an area of ​​practical psychology focused on the use of active group methods psychological work for the purpose of developing competence in communication or communicative competence (Zhukov Yu.M., Petrovskaya L.A. and Rastyannikov P.V.).

Communicative competence includes:

Knowledge of norms and rules of behavior;

Communication skills (certain communication techniques);

Communication attitudes (for one or another type of communication).

Vachkov also notes the specific features of the training:

Availability groups, which stays together for a certain time and conducts work.

In training work, a number of principles(training training differs from traditional training).

Basic rules for group work:

"Here and Now"

The subject of their analysis is the processes occurring in the group in this moment, feelings experienced at a given specific moment, thoughts appearing at a given moment. Except in specially specified cases, projections into the past and into the future are prohibited. The principle of focusing on the present promotes deep reflection of participants, learning to focus on themselves, their thoughts and feelings, and the development of self-analysis skills.

Sincerity and openness

The most important thing in a group is not to be a hypocrite and not to lie. The more frank the stories about what really excites and interests, the more sincere the presentation of feelings, the more successful the work of the group as a whole will be. Self-disclosure is aimed at another person, but allows you to become yourself and meet your real self. Sincerity and openness contribute to receiving and providing others with honest feedback, that is, that information that is so important to each participant and which triggers not only the mechanisms of self-awareness, but also the mechanisms of interpersonal interaction in the group.

Self principle

The main attention of participants should be focused on the processes of self-knowledge, introspection and reflection. Even assessing the behavior of another group member should be done through expressing one’s own emerging feelings and experiences.

Activity

There is no opportunity to passively “sit out” in the group. Since psychological training refers to active methods of training and development, such a norm as the active participation of everyone in what is happening during the training is mandatory.

Confidentiality

Everything that is said in the group regarding specific participants must remain within the group - a natural ethical requirement, which is a condition for creating an atmosphere of psychological safety and self-disclosure.

The main goals and objectives of the TSP.

The goals of training work can be very diverse, reflecting the versatility of the ongoing processes. Vachkov highlights common goals, uniting training groups of different focus and content:

researching the psychological problems of group members and providing assistance in solving them;

improvement of subjective well-being and strengthening of mental health;

study of psychological patterns, mechanisms and effective ways interpersonal interaction to create the basis for more effective and harmonious communication with people;

development of self-awareness and self-exploration of participants to correct or prevent emotional disturbances based on internal and behavioral changes;

promoting the process of personal development, realizing creative potential, achieving an optimal level of functioning and a feeling of happiness and success.

Historical background for the emergence of training groups.

Our cave ancestors knew the fact that influencing a group - for the purpose of treatment, in particular - is sometimes more effective than influencing one person. Shamanic practice has also shown the success of the public use of ceremonial and ritual procedures to heal the sick. The first attempt to give a scientific and theoretical explanation of the healing processes occurring in a group should be considered the theory of “animal magnetism” by Franz Anton Mesmer, an Austrian physician who practiced in Paris at the end of the 18th century. The first sociologists to undertake the study of group methods, their functions and mechanisms at the turn of the 19th and 20th centuries were E. Durkheim and G. Simmel.

It is believed that the first training groups aimed at improving communication competence were conducted by K. Lewin’s students in Bethel (USA) and were called T-groups. Lewin was influenced by the work of sociologist Georg Simmel (1950), who viewed society as a system of functional relationships that unite individuals into communities. He observed that, as members of society, all people belong to groups, leaders and members of groups constantly influence each other. Lewin began to apply Simmel's dynamic concepts as he transferred his psychological research from the laboratory to the field, that is, to the normal natural conditions of social processes. Levin came to the firm conviction that the majority effective changes in personality attitudes occurs in a group rather than an individual context. He argued that in order to identify and change their maladaptive attitudes and develop new forms of behavior, people must learn to see themselves as others see them. Lewin's (1948, 1951) work in the field of group dynamics has become a classic. His idea of ​​creating groups and studying their activities based on scientific evidence became the cornerstone of the T-group movement. Lewin's approach to studying T-groups is called "action research."

The first T-group arose by chance. In 1946, several social scientists, led by Leland Bradford, Ronald Lippitt, and Kurt Lewin, participated in an intergroup relations workshop called the Connecticut Project, designed to help business and civic leaders successfully implement the recently enacted Fairness Act. hiring. After one of the working sessions, the specialists gathered in the evening to discuss their observations. Several group members wished to attend the discussion. It soon became clear that the specialists' observations did not always coincide with the perceptions of the group members. These evening meetings proved so attractive to professionals and participants that they became an effective training method. This was the first example of group members analyzing their experiences using feedback received from others.

The success of the new method for studying group dynamics led to the creation of the National Training Laboratory (NLT) the following year in Bethel, Maine.

Most schools of group psychotherapy and training arose in line with the main directions of world psychological science - psychoanalysis, behaviorism, Gestalt psychology, humanistic psychology - or as a result of a bizarre combination of various theoretical approaches.

Types of training groups.

Classification according to Rudestam.

The two main dimensions along which different types of groups can be classified are: 1) the degree to which the group leader retains a dominant role in organizing the group and directing its work, and 2) the importance placed on the emotional stimulation of group members compared to the importance given to the rational incentive to work in a group.

	leader-centered	participant-centered
Rational incentives	Transactional Analysis Groups Skills training groups
Emotional stimulation	Encounter groups Gestalt groups Body therapy groups Psychodrama Dance therapy groups Art therapy groups	Topic-centered interaction groups Encounter groups

Godefroy classification

J. Godefroy (1992) proposes to divide psychotherapy methods into two categories: intrapsychic and behavioral. Since the group movement grew out of psychotherapy, it seems legitimate to extend this classification to methods of training work.

The basis of intrapsychic therapy, according to Godefroy, is the principle according to which psychological problems and destructive behavior of a person are the result of an inadequate interpretation of his feelings, needs and impulses, that is, inadequacy of self-awareness. The goal of therapy is, therefore, to help the person understand the reasons for his poor adjustment to reality and to enable him to adapt to it by changing himself and his behavior.

Behavior therapy, based on the principle that all human behavior is learned, attempts to use conditioning techniques or models to replace a person's inappropriate behavior with others that would allow him to act more appropriately.

According to this classification, intrapsychic groups include: meeting groups, gestalt groups, transactional analysis groups, psychoanalytic groups, groups using psychosynthesis, art therapy groups. Groups focused on behavioral therapy include T-groups, body and dance therapy groups, skills training groups and CAT groups, and psychodrama groups.

Zhukov's approach

There are two “procedural-technological” approaches to training practice: competency-based (focused on competencies) and experiential (based on experience). In the competency-based approach, the emphasis is on the subject of training - on the system of competencies, i.e. within the framework of the competence approach, a differentiated system of concepts has been developed to describe and evaluate What subject to formation, improvement and development. The experiential approach focuses on teaching methods, e.g. on how to teach and learn. Within the framework of this approach, a set of models of the learning process (the process of acquiring honey mushrooms) has been developed. The subject of the training is in second place.

Organization and conduct of SPT.

Training sessions must take place in specially prepared premises. The training room must be sufficiently soundproofed and located in a place that ensures there is no accidental interference or interference with work. Since classes can last quite a long time, care should be taken to ensure that the room is spacious and periodically ventilated. In addition to comfortable and light chairs for participants standing in a circle, the training room must have a tablet with large sheets of paper on which the presenter can write something down or sketch with felt-tip pens, a VCR and a TV. Breaks in work are taken on average every one and a half to two hours for 10-15 minutes. A two-hour lunch break is possible. It all depends on the training program (how long it lasts, if it’s a whole day, then it’s clear that a lunch break is needed, etc.)

Structure of SPT groups (group composition).

When considering the structural elements of training groups, the following aspects are highlighted: quantitative and qualitative composition of the group, role distribution in the group, goals and norms of group work.

Quantitative composition of the group. The optimal number of participants in a group is usually fixed between 6 and 14. The group should be large enough to provide the necessary variety of interactions, and compact enough so that everyone can feel like an integral part of it (Rudestam).

Under high-quality composition group refers to the distribution of professional, demographic, job and personal characteristics of participants in the group. Various authors present their arguments in favor of both homogeneity and heterogeneity of the group, but in most cases, experts are inclined to believe that moderately heterogeneous groups have the advantage of having diverse points of view on the problems being solved in the group.

Norms The rules set in a group must be consistent with the group's goals. Norms help resolve questions about whether to express one’s feelings, how to do it correctly, and how to build relationships with other group members. Compliance with norms depends on a number of circumstances, for example, on the group status of the participant: with low status, norms are ignored, while with average status, participants tend to adhere to existing standards. The greatest readiness to accept group norms is observed in cohesive groups (by adhering to the norms of a cohesive group, its members gain greater popularity within it, which helps to increase their self-esteem).

Role repertoire. At the first stages of development of a training group, the functioning of the participants is determined by stereotypical internal attitudes towards the fulfillment of one or another social role that is familiar to them in the outside world. However, the situation in psychological training is such that flexibility in the behavior of participants is required, which determines the rejection of stereotyped roles and the adoption of new, non-standard game roles. Experts describe a large number of group roles, the very names of which are vivid and metaphorical: “scapegoat”, “expert”, “outsider”, “doormat”, “accuser”, “bully”, “victim”, etc. The main task of the group psychotherapy and consists in expanding the repertoire of roles, providing group members with the opportunity to function in the outside world on the basis of new roles, tested in training and consciously chosen.

Requirements for the presenter.

Leadership function– involve participants in the work and gradually remove themselves from the leadership role (becoming a latent leader), giving participants freedom for self-expression. The main functions of the presenter (according to Rudestam):

expert function: comments on what is happening in the group (behavioral aspect);

catalyst – promotes the development of events and encourages activity, draws attention to the current tasks and feelings of the participants.

Conductor – regulates the mutual exchange between participants, facilitates the transfer of information that concerns their emotional state.

Model – demonstrates how to behave in a group.

Personality traits desirable for a training group leader:

concentration on the client, desire and ability to help him;

openness to views and judgments different from one’s own, flexibility and tolerance;

empathy, receptivity, ability to create an atmosphere of emotional comfort;

authenticity of behavior, i.e. the ability to present genuine emotions and experiences to the group;

enthusiasm and optimism, faith in the abilities of group members to change and develop;

balance, tolerance to frustration and uncertainty, high level of self-regulation;

self-confidence, positive self-attitude, adequate self-esteem, awareness of one’s own conflict areas, needs, motives;

rich imagination, intuition;

high level of intelligence.

Requirements for the presenter(lectures by Prikhidko):

The ability to remain calm and not give in to general excitement

Role flexibility

The presenter must be a good strategist and organizer

It's good if the presenter has his own style

The leader should not look for social recognition in the group (the temptation to be placed on a pedestal)

The main stages of development of a training group.

There are 4 stages in the development of a training group: initial, crisis, working and final.

initial stage. The presence of anxiety among the participants, excitement, fear of the unknown and uncertainty, emphasized goodwill, pseudo-cohesion. At this stage, group norms are established and a role structure is formed.

Crisis stage. Increasing skepticism and dissatisfaction among group members. The crisis is caused, on the one hand, by an insufficiently realized internal protest against the need to see one’s new psychological portrait, and on the other hand, by a completely understandable fear of opening up to other group members and presenters.

Working stage.

Overcoming a period of crisis. Criticality and skepticism give way to the deepest interest, curiosity, and the desire to understand the words of the leaders and the processes occurring in the group and within the participants themselves. Reflection becomes deeper and more meaningful. Participants rethink their behavior, their personality, they increasingly feel their own independence and the ability to change their lives in something important and fundamental. The main result of this stage is the choice and decision to act.

The final stage.

The psychological meaning of this final stage is consolidation in behavior and maintenance of new ways of behavior. Group members test new ways of behavior based on the changed self-concept.

Sometimes it is difficult for training participants to leave, since for many people in groups the participants become emotionally closer than relatives and friends.

Basic principles for designing the SPT program.

The choice of one method or another is determined by the following factors:

Recently, the emphasis has shifted to an increasingly “free” construction of training programs. Each individual lesson, each meeting represents an independent value, a separate block as part of an integral program (module) - Zhukov.

Three parts of the module:

introductory (overture). The moment of meeting, establishing contact, getting to know each other, clarifying the goals and objectives of the training.

Main part. Warm-ups, mini-lectures, basic exercises, discussions, analysis and summing up of specific exercises. Sherring.

Summing up (in the broad sense of the word). The presenter clarifies any points, answers questions, and thanks the participants for their work.

Each module also includes separate elements - numbers. Each issue has a specific goal, theme, plot, participant positioning scheme, rules of behavior, outcome structure, evaluation criteria and analysis keys. The goals of the performance are the tasks that it performs in the overall training program. Two blocks of goals for the issue: substantive or substantive (reflect the main content of the module or the entire training program) and functional or dynamic (ensure more efficient processes in the group). Before the start of the training, training participants receive information about its content necessary for its implementation (instructions). Positioning of participants is also carried out - distribution of roles, recruitment of subgroups, establishment of priority. It can be done either by the trainer or by the participants themselves. The most important component of the performance is the feedback that participants can receive both during and after the exercises.

2.10. Evaluation of the effectiveness of SPT.

The problem of transferring acquired knowledge into a person’s real life.

I thought about these questions for a long time, with Vachkov, Rudestam and others. There is nothing about efficiency. But the Kirpatrick model is floating around on the internet, allowing one to evaluate, first of all, the effectiveness of organizational training. I am attaching it, but I think that it is not at all necessary to know it, it is just for reference, if a question about efficiency suddenly arises.

Assessing the effectiveness of training can be carried out through Donald Kirkpatrick’s four-level model:

Assessment level	Result type	Methods and methods of assessment
1.Level reactions	Participants' reaction Opinion of participants: liked or disliked	Evaluation questionnaire at the end of the training Surveys of training participants made by company management
2. Level learned knowledge	Member changes Any personnel changes that contribute to effective work:  positive attitude  increasing professional motivation  changing thoughts (overcoming persistent thought patterns)  increasing team cohesion  obtaining specific knowledge (the so-called educational result)	Self-analysis, self-assessment of training participants about changes in mood, thoughts in their comments, set out in evaluation questionnaires Observations of the trainer-consultant during the training, analysis of changes in the training participants by the end of the training and their description in the Report on the results of the training Control exercises at the end or during the training to assimilate and use the acquired knowledge (group and individual, written, oral, in the form of role-playing games) Observations of company management on changes in training participants after training Digital measurements
3. Level behavior.	Changes in workplace behavior Systematic application of knowledge acquired during the training.	Observations by company management of the work of a trained employee “in the field” (at the workplace). Collection of material for certification of containing description examples of effective and ineffective behavior in the performance of official duties, a description is stored in the employee’s personal file. Analysis of the Client Questionnaire or analysis of the changed nature of entries in the Book of Complaints and Suggestions Using the formula R = M - I (R - Requirement M - Must, I - Inventory) to complete the Training Contract completed prior to training. Monitoring the implementation of the Contract. Control over the application of knowledge Regular Certification
4. Level effect	Changes in company results Changes in quality indicators:  increased customer satisfaction  company fame (image)  improvement of the psychological climate  reduction in staff turnover Changes in quantitative indicators:  sales volume  market share  masses of profit  profitability ratio	Customer profile Custom research about the company's image. Personal observations of the company's management. Tracking staff turnover percentage.

Work of training groups

The history of the creation of training groups (T-groups) is closely connected with the name of K. Levin. Working first in the laboratory, then in the field, K. Levin came to the conclusion that people in a group constantly influence each other. The groups quickly gained popularity as a new effective method training, and the main objectives of the training groups, or basic skills training groups, were to teach participants the basic laws of interpersonal communication, the ability to lead and accept right decisions in hard situations.

The group is the real world in miniature. It has the same problems as in life. interpersonal relationships, behavior, decision making, etc. However, this artificially created laboratory differs from the real world in that in the training group everyone can be both an experimenter and the subject of an experiment. Here it is possible to solve problems that are unsolvable in real life.

3 Classes in a group require psychological safety. The closer the tasks of the training group are to solving issues of personal growth and interpersonal relationships, and the more successfully authoritarian leadership methods are replaced by non-authoritarian ones, the more the T-group (especially its sensitive type) approaches the meeting group. Yet there is a difference between a T-group and an encounter group. First of all, the T-group teaches how to learn. Since all group members are involved in the overall process of mutual learning, they rely more on the leader. Thus, learning is the result of the group's own experience rather than the leader's explanations and recommendations. Learning how to learn involves distinct steps: self-introduction, feedback, experimentation. The ultimate goal of the training group is to teach its participants to apply the knowledge and skills acquired in class in real life.

A good leader is one who believes in the wisdom of the group and the ability of members to independently get out of difficult situations that they create for themselves. The role of the leader is to engage participants in collaborative work to explore their relationships and behavior, organize the group process, and then quietly withdraw from directive leadership. A common mistake of all training group leaders is the desire to actively engage in the group process, to “pull” the group out of a deadlock situation. In reality, such actions by the leader only prevent the group from realizing its reserve capabilities. However, removing yourself from leadership does not mean losing control of the situation. An experienced leader, avoiding obvious leadership of the group, always nevertheless remains a central figure, subtly, unobtrusively directing the process in the right direction.

In cases where work in a training group is limited in time, the role of the mentor also changes. The leader of such a short-term group should be more active, confront the participants more often, providing feedback. A group with a shortened duration is most often structured: the leader sets the tone of the lesson, gives specific tasks, creates situations, and the group develops its own solution. Planned action has proven itself in various types of decisions. conflict situations.

3 The opposite of a structured group is the so-called Tavistock group. It was proposed by W. Bayen in 1959, and the name of the group

comes from the Tavistock Clinic and the Tavistock Institute of Human Relations in London, where W. Bayen conducted research on the so-called small learning groups.

The focus of these groups is on individual development and the uniqueness of each individual. In the Tavistock group, it is accepted as an assumption that the statements of one participant, his behavior, reflected in the group mirror, is shared by other participants, and the group itself behaves as an interconnected system in which the whole turns out to be something more than the sum of its parts. The leader in such a group is assigned a passive role, while the group members explore the peculiarities of their own behavior - the group leader remains in the shadows.

The T-group in psychocorrectional terms has two main goals: 1. Self-improvement of the individual. 2. Training in interpersonal communication skills.

The T-group, in addition to the function of learning, also performs the function of mental recovery. This means that classes in the T-group make its participants more receptive to other people’s feelings and needs, allow them to become more aware of themselves and their own behavior, help them establish adequate interpersonal relationships, increase their sociability, openness, strengthen respect for others and self-esteem.

Later T-groups in their own way intended purpose began to be divided into groups for the development of communication skills (training of managers, business people); groups of interpersonal relationships (family, marriage problems); sensitivity groups (groups focused on personal growth and self-improvement).

The founders of the T-groups, based on their (as they believed) teaching method, identified the following positive principles: the application of psychological knowledge in practical life, orientation towards democratic (as opposed to authoritarian) teaching methods, the ability to establish relationships of mutual understanding and mutual assistance in the learning process, readiness to delve into problem of another group member.

3 T-groups, or socio-psychological training groups, are mostly created and used to teach correct behavior in various situations of interpersonal communication. They discuss the problems that participants encounter in everyday life and seek solutions to them.

The main task that T-groups solve is training in business and personal interaction, managing people and organizing joint activities.

Sometimes T-groups are used to change the individual psychology of clients. Particular importance is attached to the direct experiences of the participants, their self-awareness and awareness of what is happening around them. The specific goals of this group and the direction of its activities are mainly determined by the group participants themselves.

In T-groups, an exploratory, interested attitude to reality is encouraged, as well as the ability to be and remain oneself in interaction with people. A special role is given to cooperation, and participants in such groups are specially trained to do this. The work of T-groups is aimed at ensuring that, in an atmosphere of mutual trust and complete psychological openness, each of the participants can better know themselves, develop the skills of knowing other people, and establishing trusting relationships with them. The development of processes in T-groups occurs in stages.

Main stages of T-group work

Providing each participant with himself in a certain type of activity - “What I am.”

Getting reactions from other people to own statements: “What are you like”, “How do we see you”.

Each participant’s search for new forms of interpersonal behavior, taking into account the opinions and reactions of other people. This is the stage of self-experimentation.

Consolidating and practicing effective forms of behavior that have received approval from the majority of group members.

T-groups are usually used as a kind of socio-psychological micro-laboratory to identify the opportunities available to each participant for developing and practicing interpersonal communication skills.

337 Socio-psychological training as a means of correction

In the broad sense of the word, socio-psychological training (SPT) is understood as the practice of psychological influence based on active methods of group work. This implies the use of unique forms of teaching knowledge, skills and techniques in the field of communication, activity, personal development and correction.

SPT is aimed at mastering certain socio-psychological knowledge, developing the communication abilities of staff, reflexive skills, the ability to analyze the situation, behavior, state of both group members and one’s own, the ability to adequately perceive oneself and others. At the same time, norms of personal behavior and interpersonal interaction are developed and adjusted, and the ability to react flexibly to a situation and quickly adapt to different conditions and different groups is developed.

The training is carried out both with groups specially selected for this purpose, and with real-life groups, as well as in families. If in the first case individual psychocorrectional goals are more often pursued, then in the second the goals are to improve the socio-psychological climate in the team.

Socio-psychological training is one of the methods of active learning and psychological influence, carried out in the process of intensive group interaction and aimed at increasing competence in the field of communication, in which general principle student activity is complemented by the principle of reflection on one’s own behavior and the behavior of other group members. For such reflection and self-reflection, the most favorable conditions are created in the group in the form of the opportunity to receive feedback on the behavior of each participant from the coach, group members, and viewing video materials.

The general goal of SPT - increasing competence in the field of communication - is specified by various tasks solved in its process. Depending on the priority of the tasks to which SPT is aimed, it can take various forms:

1. Focus on the acquisition and development of special skills, for example, the ability to conduct a business conversation, decide interpersonal conflicts etc.;

3 2. Deepen the experience of analyzing communication situations, for example, correcting the formation of the development of attitudes necessary for successful communication, developing the ability to adequately perceive oneself and others, and analyze situations of group interaction.

The main tasks solved during socio-psychological training can be divided into five groups:

1. Acquisition of psychological knowledge, views of various psychological schools on human personality, the process of interaction between people, the driving springs of this interaction, methods of effective communication.

2. Acquisition of externally expressed skills and communication skills: in pair interaction, as part of a group, when making contact, during active listening, etc., i.e. enrichment of communication techniques and tactics.

3. Correction of communicative attitudes, such as: partnership - interaction from a position of strength, sincerity - manipulation, involvement - avoidance of communication, persistence - agreement, i.e. developing your own communication strategies.

5. Development and correction of the personality, its deep formations, solving personal existential problems.

The listed tasks reflect the main component of the activity of a professional communicator, its psychological communicative aspect. The atmosphere of psychological safety and comfort created during the training allows participants to demonstrate a set of behavioral emotional stereotypes and, having received feedback on their behavior, to realize possible mistakes in interacting with people, the possibilities of other, more productive approaches to communication, and acquire new interaction skills. Each training, to one degree or another, solves all the listed problems and this measure depends not only on the training, but also on the motivation, goals, and personal problems of the group participants.

SPT is carried out in groups of 8-12 people under the guidance of a psychologist who has undergone special training.

The usual cycle of classes is designed for 30-50 hours, but its duration can be varied depending on the nature of the problems being solved. At the same time, experience shows that short sessions (less than 20-24 hours) do not

3 allow to fully implement the optimal SPT program and reduce its effectiveness.

Classes can be held at intervals of 1-3 days and the average duration of each lesson is 3 hours. But a more effective form of organizing work is a marathon - several classes in a row for 8-10 hours of continuous work.

In the process of SPT, various methodological techniques are used: group discussion (basic methodological technique), role-playing game, non-verbal exercises, etc. The use of video recordings during classes significantly increases the effectiveness of SPT by providing participants (along with feedback received from other group members) objective feedback.

SPT has become widespread primarily as an integral part of the training of specialists in various fields: managers, teachers, doctors, psychologists, social workers, etc.

The training of specialists in the field of psychocorrection who intend to use group forms in their work also includes SPT, since, along with theoretical knowledge, a specialist must have practical skills, namely: be competent in communication (this is one of the essential components of successful professional activity in specialties focused on social interaction); be able to establish emotional contact; organize a communication space; to identify emotional condition by expressive characteristics of behavior; create a favorable communication climate; listen and understand the client; control your own expressive behavior, posture, facial expressions, gestures; express your point of view with reason; resolve conflict problem situations.

Mastering these skills and gaining experience in using them more effectively in practice are the tasks of SPT for psychologists. In group classes, with the help of games, mistakes made in communicating with a client can be identified and analyzed, experience in conducting a conversation can be gained, and one’s own emotional state can be corrected.

An equally important task of SPT, solved in the system of training psychologists, is the identification of behavioral stereotypes characteristic of group participants. It is obvious that stereotypes that hinder successful communication interfere with professional

3 activities of a psychologist. However, stereotypes in ordinary communication that contribute to success must be reflected on, since they may turn out to be undesirable in professional activities.

During the SPT group class, in the process of direct group interaction, knowledge is acquired in the field of psychology of the individual, group, communication, relationships that develop between people; the ability to adequately and fully perceive oneself and others develops; sensitivity to group processes increases; skills are developed to use this experience in their professional activities.

The effectiveness of SPT depends critically on adherence to generally accepted principles in the group. The main ones are: activity in the classroom, the principle of open feedback, the “here and now” principle, trust in communication.

Activity in class

The principle of activity in the classroom means the following. The subject of study and analysis are various aspects socio-psychological interaction of a person with the surrounding value-normative environment, its real bearer. Communication in situations that model or reproduce various aspects of this interaction, and correction of the personal semantic field and interaction strategies can be carried out as a result of responding to a particular style of external influence, communication, or solving a psychological problem. Therefore, all group members must actively participate if they are to gain information about how they react, behave, think, feel and communicate in a particular situation, as well as what can be done to optimize personal interaction strategies. The principle of activity is closely related to the principle of feedback.

Open Feedback

Feedback here should be understood as a brief, reasoned and constructive expression by each group member of his thoughts about the meaning, ways of solving various problems, his own style of activity and communication, the comparative effectiveness of certain methods of behavior in specially simulated game situations, the success of completing tasks tasks classes.

3 It is thanks to the active use of feedback that training participants receive a unique opportunity to find out how their manner of communication, the style of individual conversation, reasoning, thoughts, and certain individual behavioral reactions are perceived through the eyes of other people. Here, the communicative personal field of meaning, the characteristics of assessments, abilities, and skills of each training participant are assessed not in the abstract, but in relation to his behavior in problem situations that model his style of relationship with environment. All this creates the prerequisites for correcting communication skills and abilities, and more broadly, for interaction during the training.

In order for feedback to perform this function, certain requirements are imposed on it. First of all, it must be constructive in nature, i.e. be such that the one to whom it is addressed can perceive it and find positive moments in it for themselves. To do this, one must avoid direct assessments and categorical judgments. It is important to focus and build on the best in a person, not to attach labels, but to help a group member find ways to improve their skills and abilities.

When implementing the principle of feedback during training, the leader must carefully monitor the statements of the participants, trying to adjust their content from evaluative categories to descriptive ones.

Another requirement for feedback is its non-delay, i.e. Opinions should be expressed during or immediately after completing an exercise or task.

The “here and now” principle

Following the “here and now” principle is associated with the restrictions that the psychologist introduces in a group lesson. Only those personal manifestations and characteristics of the participants’ communication that can be observed during the lesson are subject to discussion. Compliance with one of the main principles of SPT orients participants towards substantive, goal-oriented, joint work, and makes it possible to discuss material that is significant for all members of the group, and not just the participant in the case. This allows you to increase emotional involvement and motivation for classes.

The action of the “here and now” principle excludes the psychological withdrawal of any of the participants in group work, his alienated, detached position in relation to statements or criticism addressed to him. Individual members

3 groups that set themselves up to fantasize and consider cases and stories that they have not witnessed should be blocked by the group.

Confidence in communication

The educational effect of the training largely depends on observing the principle of trust in communication. Only a trusting, friendly atmosphere in the group creates the opportunity for non-normative and sincere statements by participants on all the issues discussed. Confidence here not only acts as a collective expert in relation to each participant, but is also intended to adjust communication and the personal style of interaction of participants during exercises that model certain aspects of professional activity.

Consequently, creating and maintaining a climate of maximum psychological trust and openness in the group is one of the central tasks of the training leader. Its solution can be facilitated by a special organization of group space during classes. Typically, the work uses the technique of placing participants in a circle facing each other. The leader of the classes, as an equal participant in the SPT, is in the general circle. The purpose of this arrangement is to change the members of the correctional group’s stereotypical attitudes and ideas about how classes should be conducted and organized, and what role the leader should play in them.

In addition to the noted basic principles that determine the success of the SPT, it is important to observe those that reflect the characteristics of the participants in the relationship and interactions in the process of teamwork. These include:

Voluntariness and confidentiality of participation in SPT;

Equality of positions, recognition of the personal norms of each person;

Safety of participants and their protection from rudeness;

Impartiality and awareness of personal blocking roles;

Approval and mutual support of each other by participants and environmental friendliness of communications, intellectual and emotional risk;

Flexibility of role-playing tactics, etc.

Compliance with the principles of SPT allows you to solve a double organizational problem. On the one hand, provide

3 position of each participant in the lesson, which is characterized by activity, partnership, objectification of behavior and research orientation, on the other hand, to provide the leader with the opportunity to choose the optimal tactics for conducting the lesson. Here, the most productive options for the lesson are considered to be group-centered on the leader, group-centered on the participant, and maintaining shared responsibility. Individual favorite option or their

the combination ensures the most effective implementation of the possibilities of socio-psychological training.

Classes using the socio-psychological training method include four stages:

1. Creation of a unified psychological space, as well as feedback (individual participant, the whole group and vice versa).

2. Conducting discussions, games, polylogues or interviews to create situations of reflection.

3. Solution specific tasks, mastering knowledge, skills, abilities, as well as achieving other developmental or correctional goals.

4. Relaxation exercises to relieve psychological tension and summing up the lesson.

Each stage, in turn, involves corresponding phases:

Determining the goals, topics of discussion, nature of the problem, orienting the participants in the lesson to them;

A circular discussion on the problem under discussion, collecting information, judgments, opinions, new ideas, proposals from all its participants;

Organizing information and discussing it;

Justification of alternatives and their joint assessment;

Summing up the discussion, joint summarizing;

Comparison of the objectives of the lesson with the result obtained;

Relieving psychological stress, summing up the lesson.

All SPT methods are focused on the widespread use of the learning effect of group interaction, the inclusion of an element of co-creative search in the lesson scenario, and the widespread use of various types of modeling.

3 The most common are group discussion and game method.

Group discussion is used mainly in the form of case studies and in the form of group self-reflection.

The forms of the gaming method can be different. The most commonly used are the following:

1. Psychotechnical games, the purpose of which is to relieve mental tension and develop internal mental forces specific person; Among the main types of psychotechnical games we can distinguish:

Relaxation games,

Adaptation games,

Formula games,

Games of liberation.

Regular performance of psychotechnical game exercises by each member of the group will help him to correctly navigate his own mental states, adequately evaluate and effectively manage himself.

2. Game methods of conflict resolution. These methods are based on the comprehensive development of students’ ability to reflect, i.e. reproduction in the mind of the thoughts and feelings of communication partners (even if it is a conflict), as well as empathy, which is a technique of penetration into the internal experiences of another person.

3. Games that protect against manipulation. For the daily practice of a psychologist, the role of games that protect against manipulation and develop intuition is invaluable.

4. Games to develop intuition.

Each client learns to take a position that is optimal for communicating with a partner. The most productive enrichment is possible if the psychologist sees and recognizes the subject of communication in any client. In this case, he is able to build communication using parallel transactions - the elementary interaction of equal partners. These transactions are the most fruitful, in contrast to transactions that provoke students to resist psychological and pedagogical influence.

6. Communication games. To implement the principle of horizontal communication, it is necessary: ​​firstly, to mentally place yourself next to the client, and secondly, to thus present the idea, to take such a position when

3 conducting classes so as not to tower over a group or individual, not to look at him “from top to bottom” at the moment of communication. The discrepancy between the contact positions also presupposes a commitment to a certain way of presenting the material, which on a subconscious level is perceived by the audience as a means for self-expression and self-affirmation of the psychologist, on the one hand, and as insufficient attention to the listeners, on the other.

Using a monologue, it is difficult to create attraction - this is the first condition for successful contact and further effective communication.

In order to carry out qualitative and quantitative measurements of the progress and results of the training, the following can be used: self-reports of training participants (their feeling of psychological comfort and solving problems of socio-psychological interaction), expert assessments of SPT leaders (assessment of the applicability of individual training methods).

346 Exercises used in socio-psychological training

1. "Performance." At the beginning of the group’s work, the participant draws up a business card, where he indicates his training name. At the same time, he has the right to choose given name, the name of a friend, acquaintance, literary character, etc. The name is written quite large and legibly; it can be designed in the form of an emblem. In the future, participants address each other only by their training name. The presenter gives 3-5 minutes for the participants to make their business cards and prepare for mutual introduction.

During the performance, they pair up and each tells about himself to his partner. Subsequently, each participant introduces his partner in the group, trying to emphasize his individuality.

2. “Group rules.” The facilitator talks about the rules of the group, explaining the essence of such principles as the presentation of the participant’s “I”; open feedback; experimentation; the principle of “here and now”; trust in communication.

3. “List of claims.” It is proposed to analyze dissatisfaction with people around you. To do this, a list of people from the immediate and distant environment (parents, wife, children, friends, colleagues, women, humanity, etc.) is compiled on a piece of paper and specific claims are stated against them. 5-3 7 minutes are allotted for this unpleasant work. Then the participants unite in microgroups (4-5 people each) and discuss these claims, paying attention to similarities and differences. The discussion takes up to 15 minutes.

4. “Self-regulation training.” The first stage of the lesson includes relaxation exercises - achieving an altered state of awareness and visualization aimed at developing the skills of creating mental and visual images.

The presenter sets a certain visual sequence: “Focus on your breathing. Imagine a big white screen. Imagine any flower on the screen. Remove the flower from the screen, place it on the screen instead white rose. Swap the white rose for a red one. If you have any difficulties, imagine that you have painted a rose red with a brush. Remove the rose. Imagine the room you are in, all of it

decor, furniture, color. Turn the picture over. Look at the room from the ceiling. If this is difficult to do, imagine yourself on the ceiling, looking down at the room and its surroundings. Now imagine a big white screen again. Place the filter in front of the light source so that the entire screen turns bright blue. Change Blue colour to red. Make the screen green. Imagine any colors and images in your exercise.”

After completing these exercises, it is necessary to return the participants to the “here and now” environment in a calm, even voice, for example, using a monotonous countdown: “After I count from 10 to 1, you will slowly, while inhaling, open your eyes and return to this room "

Next, the participants need to exchange their impressions, from which the leader will receive information about the group’s readiness to create visual images. The visualization exercise can be repeated if necessary. After this, the relaxation exercise is repeated and, upon reaching the required level, there is a smooth transition to the next part of the lesson.

External signs of relaxation

Relaxed facial muscles (waxy condition).

Absence of swallowing and blinking reflex.

Smooth deep abdominal or superficial thoracic

Breath.

Relaxed hands.

General decrease in muscle tone.

3 At the next stage, the exercises are of a different nature depending on the personality type of the participants.

"Compliment". Sitting in a circle, each participant should look at the partner sitting on the left, think about what character trait or habit he likes, and tell him about it, i.e. make a compliment. The person receiving the compliment should at least say thank you. If someone is not ready, they can skip the move and give a compliment after others.

The goal is to develop the ability to see the positive in any person.

"Identification of the leader." This is work in pairs. Each group member must choose one of the physical exercises and perform it. The task is to, focusing on each other, in a minute come to a single exercise.

Conclusion: having understood the distribution of social roles, we focus on them in further classes. In addition, this exercise warms up and, to a certain extent, unites the group on the basis of engaging in a single activity.

Test-exercise “Illusions of social perception”. Participants are asked to answer the following questions: “What qualities necessary for communication do you think you lack? What qualities necessary for communication do other people lack?

Discussion: most often it turns out that others lack gentleness, warmth and kindness, but in ourselves there is not enough firmness, perseverance, etc. You can communicate effectively only if you have sufficient psychological and pedagogical knowledge and change from one role position to another.

"Emotional support." Individual training participants play the role of a person experiencing joy (won a large sum of money, had a child, received a sharp promotion, etc.). The rest should silently, non-verbally congratulate him. It analyzes who felt the situation the most.

Conclusion: communication on an emotional level forms specific relationships, the reasons for which are little understood, namely sympathy

(a positive image of another, located towards him) or antipathy (a negative emotional image of a partner, preventing constructive communication). When communicating, people often do not understand each other, and hence the illusion of social perception arises.

3 “Listening skills.” Each participant must tell their autobiography within 1 minute. Moreover, before starting the story, each person outlines in two or three sentences the content of what the previous speaker was talking about.

At the end of the exercise, it is necessary to discuss whether the participants know how to listen to each other.

"Observing Asymmetry." It is necessary to break into pairs and take turns doing the following: remember and depict the feeling of a positive emotion with facial expressions, posture, and gestures. At the same time, convey in words the feeling of negative emotion. Make sure that the information transmitted via an analog channel is more reliable (non-verbal information).

The next task is to convey the feeling of positive emotion in a stereo channel way, i.e. simultaneously via both analog and sign channels. It turns out that there is less reliability in the sign channel.

Conclusion: we often do not trust our partner’s words and we experience an uncomfortable, unconscious state. By facial expressions, posture, and gestures, we determine when a person is leaning on own experience imprisoned sensation, when on logical constructions, and when on both.

Facial expressions, posture and gestures asymmetrically reflect the involvement of the right hemisphere of the brain, which stores experience based on sensations, or the left, symbolic hemisphere, which is responsible for logical constructions based on symbolic information. For example, if one person perceives an apple as sour and medium in size, then for another it may be sweet and large. When transmitted, information about the apple has its own content for everyone. Therefore, it is important to be able to read this information via both analog and sign channels, as well as convey it expressively.

"Projective drawing". The task is to draw two pictures: “I am the way I am” and “I am the way I would like to be.” Drawings are not signed. All participants speak out along the chain, including the anonymous author. If desired, the author identifies himself at the end and names those whose interpretations he liked.

The goal is to develop the perceptual side of communication, develop the ability to empathize, and group personality assessment as a means of self-improvement.

3 “Definition of representative systems.” The client talks about some event from the past, preferably from childhood memories. During the narration, the main representative system is determined by verbal access keys, i.e. according to the words that are used. The leading representative system, reflecting the activity of the brain at a given moment in the “here and now” situation, is determined by non-verbal access keys (eye movements). To practice identifying nonverbal access keys, you can ask a few backward-looking questions. For example: “Do you remember when last time were you in the forest?"; “Can you remember your front door, your first teacher, your first salary?”

Conclusion: the goal of congruent communication will be achieved if you have the skills to use such elements of communication as: posture, gestures, speech, breathing, etc.

"Poaching." The training participants are divided into pairs. One sits on a chair, the other stands behind this chair. In this case, one chair should be free and the client in front of whom he is standing turns to one of the training participants sitting on the chairs with a request to move to the free chair. The listener standing behind must hold his partner's shoulders when trying to change seats. Next, to those sitting

The one who has a free chair applies. After a while, the one who is standing changes places with the one who is sitting.

Conclusion: possible reasons for unsuccessful verbal communications:

When sending a message, the words are spoken indistinctly, incompletely, terms are poorly chosen (inaccurate, ambiguous);

When receiving a message, it is not fully read or incorrectly understood in its own way;

Message intentionally left unanswered;

Personal attitude: inattention, lack of interest, boredom, haste, excessive emotionality, failure to follow rules, etc.

The communication structure is inadequate to the task at hand, there is no method of work and control, etc.

"Dialogue". The participants are divided into pairs and they must conduct a dialogue for 5-7 minutes. During dialogue, there is a change in the roles of the listener and the speaker.

The dynamics of changing phases and communicative roles of one of the partners can be represented as successive

3 segments: speaking, turning off, perceiving the message, preparing to speak, speaking.

Ideally, the message can be perceived without distortion, provided that the phase of the speaker's utterance coincides with the phase of perception of the listener. The same exercise can be done, but using non-verbal methods of communication: gestures, facial expressions, pantomime, etc.

Conclusion: the purpose of the exercise is to demonstrate that it turns out that there is still non-verbal communication, which accounts for 60 to 80% in communication processes.

“Understand your partner.” One of the clients leaves the audience for 10 seconds, while the rest agree on who will support him and who will not. Next, it is analyzed whether the client was able to identify these two groups of training participants.

The goal is to determine through eye contact which of those present supports you and who does not. In this case, it is advisable to remain silent and maintain a calm expression on your face.

“Feedback” (“Matches”). Participants sit in groups of two with their backs to each other. One of them makes a figure out of eight matches. After this, he verbally explains to his partner how to form an identical figure. In this case, the partner does not have the right to ask clarifying questions. Then the exercise is repeated, but with the right to ask questions. The results of the two parts of the exercises are compared and analyzed.

The purpose is to show the limitations of verbal communication and the importance of feedback in communication.

"Finger Throw" On command, 3-4 participants standing in one line throw out the fingers of one hand with eyes closed, make a 360° turn, and then look around.

Task: to ensure that all participants throw out the same number of fingers. Placement in one line or in a column one at a time.

The goal is to relieve initial emotional stress and develop interaction skills using verbal and nonverbal communication.

"Contacts". Participants sit facing each other so that two concentric circles are formed. The outer circle is movable. Participants, at the coach’s command, move clockwise, changing partners. The inner circle is motionless, the participants do not move from their place. When communicating with each of the new partners, the task is to make contact and conduct a conversation

3 within a certain situation. This will take up to 3 minutes each time.

The goal is the ability to establish contacts with strangers.

Possible situations (set by the presenter):

Communication with the manager after his arrival to the team.

You need to borrow money from a stranger.

You found out that your friend spoke badly about you in the company. An opportunity presented itself to sort things out in private.

Conversation with a person who enjoys some authority, but is not a model of discipline and moral imitation for you.

"Copy". The psychologist invites two or three participants who have left the room to copy and imitate the pose and gestures of one of the group members. Everyone determines who. Similarities are discussed.

The goal is to develop the ability for nonverbal communication.

"An Unconventional Greeting" Presenter: “We are accustomed to stereotypes. They help us live, but sometimes they impoverish our lives. Let's try to experience new emotions, and at the same time master an unconventional greeting. Maybe someone will offer their own option. But first, I offer some options for greeting each other: with the backs of your hands; feet, inside, but easily without impact; knees; shoulders; foreheads. Now offer your options. We are ready to try them too.”

The goal is to relieve tension and develop nonverbal communication skills.

Entertaining tasks. The group is given 1 minute to solve the problem, and each participant solves the problem in his head and writes the answer on paper. The leader moves the participants, grouping them based on the same answer. After this, group members are invited to exchange opinions and come to a common decision within 5 minutes.

The problem is considered solved if all participants agree with the correct answer.

After the decision, you should analyze the behavior of the group: find out who the organizer of the discussion is, whether the participants know how to listen to each other’s arguments, whether everyone was allowed to speak, who behaved more emotionally and who remained silent. After analyzing the first problem, you need to give the second one. When summing up

3 results compare how the course of the group discussion has changed.

The goal is to enable participants to have a group discussion in an entertaining way.

Examples of entertaining tasks:

One and a half chickens will lay one and a half eggs in one and a half days. How many eggs will two hens lay in two days?

(Answer: 4.)

Every day at noon a ship departs from Odessa to Arkhangelsk. At the same time, a ship of the same company departs from Arkhangelsk to Odessa. Sailing in both directions lasts exactly a week. How many ships of the same company, going towards them, does the steamer meet on the way from Odessa to Arkhangelsk?

(Answer: 15.)

“Speech is an impulse.” Each participant prepares to act as a leader in front of subordinates in order to motivate and prepare them to perform various tasks.

Each performance lasts no more than 3 minutes. The performance is assessed on a scale in terms of content, style, poise, facial expressions, gestures, argumentation, speech culture and, as a result, in terms of achieving the goal. The winner is collectively determined.

The goal is to master the skills and ability to prepare for public speaking and the performance itself.

"Prisoner's Dilemma" Participants sit in pairs with their backs to each other. The presenter explains the rules of the game. “You are suspected of a joint crime. You are in

separate cells and each has the opportunity to report the other’s crime or remain silent. Your choice: remain silent or tell. Your partner's choice: remain silent or tell. When solving this question, you can be guided by a matrix with points that each participant will receive in the case of one or another combination of story and silence. The higher the positive number of points, the milder the punishment, and vice versa.”

Choice: remain silent - remain silent - +3 points each; remain silent - tell -1, +5, etc.

The choice must be made without communicating with each other. You must write your decision on paper and hand it over to the presenter, who takes into account the points during the rounds. In this case, the outer circle of participants moves around the inner one. n/2 rounds are held,

3 where n is the number of participants in the group. After all the choices have been made, the overall results are summed up.

The goal is to develop the ability to understand each other and organize joint activities.

"Magic word". The manager reminds you of the importance of some magic words and expressions such as “thank you”, “please”, “please”, etc. "What else magic words do you know?

Participants, moving freely around the room, must greet each other using the magic words that they remembered during the discussion. Time 4-5 minutes. It is advisable to approach the maximum number of participants.

The purpose is to warm up and relieve tension among the participants.

"Awareness Zone" The psychologist tells the training participants that their experience of awareness can be divided into three zones: the external world, the internal world of the body and the world of thoughts and fantasies. It is suggested that you break into pairs, sit in front of each other, relax and take turns sharing your awareness of the outside world, starting a sentence with the words: “Now I realize that...” In this case, only external stimuli are described: noise on the street, lamp light, creaking floor, smell cologne, etc. No interpretation allowed. Then the partner does the same.

Next, it is proposed to pay attention to the inner world of the body, starting with the same words as in the first case. In this case, it is necessary to be aware of dry mouth, itching in the hand, muscle tension, uncomfortable posture, tight shoes, etc.

Finally, the middle zone of awareness is turned on, which includes mental activity that is different from current experience: fantasies, memories, plans, suspicions, feelings. Participants begin with the words: “I realize...”, share their feelings about what is happening, worries about unfinished work, assumptions about their partner’s thoughts. After this training, free gliding through awareness is possible. In this case, you yourself need to control the transitions from zone to zone and monitor your partner. Finally, experiences are discussed.

The goal is to acquire the skills of free perception and analysis of both the external and internal world.

"The power of a word". Presenter: Sit facing your partner and, looking into his eyes, say three phrases, starting each with the words “I must...”. Without providing you with feedback,

Partner 3, in turn, will say three phrases, starting with “I must...”. Now go back to your phrases and replace the beginning with “I prefer...”, keeping the rest of the phrases the same. Share your experiences. Do the same with pairs of beginning phrases: “I can’t” - “I don’t want” - “I need” - “I want” - “I’m afraid that...” - “I would like...”. Discuss. Words from the first group deny your ability to be responsible for anything. By changing your speech, you can increase this responsibility and self-confidence.”

The goal is to realize the possibilities of verbal communication, change the structure of your speech, and increase its effectiveness.

"Behavior rehearsal." Participants pair up and interact in a partner situation.

Possible situations:

Superiors - inferiors. The task of the subordinate is to achieve some benefits, increased benefits. The task of the superior is to refuse.

Queue for money. One is standing honestly, the second is jumping the queue.

Other options proposed by the participants themselves are possible. During the analysis, it is necessary to discuss the feelings of the communication partner and the strategy he has chosen.

The goal is to acquire skills to act in a conflict situation.

“I want to give you...”

Presenter: “Today, greeting each other and exchanging pleasantries, everyone will give each other a gift, but not a real one, but a hypothetical one. The most important thing is from the heart. After delivery, the recipient of the gift must express his attitude towards it, if he liked it, then why, if not, then why, and what he would really like to receive.”

Work can be carried out in large circle mode. Participants take turns turning to the partner sitting on the right and giving him their gift.

The goal is to warm up making contact.

"Suitcase". The final exercise sums up the lesson.

The participants leave the room one by one, and the rest, by a majority vote, collect a “suitcase” for him, into which they put those qualities that help or hinder him from successfully adapting to the team. In this case, the following rules are observed:

3 put the same number of positive and negative qualities in the “suitcase”;

indicate the qualities that emerged during the lesson,

put only those qualities that can be corrected.

The group leader does not participate in the meeting. The selected secretary records the specified qualities on a piece of paper. The person to whom the “suitcase” was collected can ask any question if it is not clear to him what the secretary wrote. Each participant must receive their own “suitcase”.

The goal is to give participants feedback and demonstrate their achievements and shortcomings.

356 Groups for the development of communication skills and abilities

The group of communicative trainings or training of communication skills includes mainly group variants of behavioral and socio-psychological training. They are carried out in order to form and improve the general communicative readiness of an individual, for example, for people experiencing life difficulties associated with communication. The differences between behavioral and socio-psychological training are relative. A well-known criterion for distinguishing between these similar technologies for improving communication skills can be different targets.

The methodology for conducting these trainings can be different, but always includes two components: role-playing and group discussion.

Socio-psychological training consists of blocks of various communication skills, for example, the skills necessary at the beginning of communication when making contact, to interrupt contact, skills of psychological argumentation, active listening, identifying the hidden intentions of a communication partner, and others.

The methodology for conducting behavioral training is also based on the principles of recreating situations that are subjectively difficult for group participants through role-playing games and group discussion.

An example of the most common behavioral training technique.

3 Group participants are selected before the start of the lesson according to the following criteria:

effective completion of the basic course of psychocorrection;

availability of indications for behavioral training;

the required level of motivation to participate in a behavioral training group.

The group can accommodate 8-10 people at the same time. However, its composition and the number of clients are not regulated as strictly as in group psychocorrection. The number of participants ranges from 3 to 20. In practice, it is more justified to create an open group of behavioral training, since its main focus on the formation of a model of more adaptive behavior does not require taking into account the dynamics of a small group, and even vice versa, the departure of clients who have overcome behavioral difficulties and the emergence of new ones provides participants with the ability to more accurately formulate one’s own goals creates an image of perspective.

The lesson begins with a warm-up, including communicative, behavioral and emotional exercises.

A group discussion is then held to determine the purpose of the lesson. From the role-playing situations offered to the participants, one or two are selected, the most significant for all group members. After the group discussion, the trainer offers a role-playing situation, which is played out by the participants in turn.

At the end of the lesson, a group discussion is held to reflect on the effectiveness of the participation of group members in a role-playing situation. The most difficult situation and discussion may be repeated. The issue of completing group classes is decided individually by each client together with the trainer.

Conducting the training, as can be seen from the described methodology, despite all its apparent simplicity, requires extensive experience in working with groups, good skills in organizing communicative training, and psychocorrectional classes, since, despite the behavioral orientation of this training, an aggravation of the client’s condition is possible.

The group of trainings under consideration includes trainings in communication skills developed for specific professional groups, for example, for managers, psychologists, teachers, social workers, and managers.

Communication skills include the skills: describing the behavior of your partner, communicating feelings, active listening, confrontation.

Description of behavior is the ability to talk about the behavior of another without analyzing motives and without constructive criticism, and even more so, without insulting the subject himself. One might say;

3 “Masha, you’re dirty” is an insult. Or you can construct a phrase differently: “Masha, you spilled tea and didn’t wipe it up” - this is a description of behavior. The ability to express yourself in a descriptive manner, and not in the form of an assessment, is the first step towards the ability to correctly build interpersonal relationships.

Communication of feelings is the ability to speak clearly about your feelings. Appearance and gestures do not always clearly and correctly reflect the partner’s feelings. Tightly pursed lips can be an expression of anger, a manifestation of fear, or a manifestation of strong tension.

Group members must learn to convey the essence of their feelings in such a way that they are correctly understood by others. It is best to learn to convey your feelings in adequate words, without resorting to incomprehensible and complex metaphors. You can say: “I’m ashamed”; "I'm glad"; “I feel embarrassed”; "I love you" rather than go in a roundabout way before your partner understands how you feel. Sometimes people confuse thoughts and feelings. The statement “I feel that Tanya is very lonely” is actually a judgment in which the words “I feel” are more correctly replaced with “I think.”

Listening skills. Interlocutors gathered by chance rarely know how to listen to each other. Talking is always easier than listening. There is a concept called “active listening,” which involves taking responsibility for what a person hears. With "active

listening" is associated with another concept - "empathic listening", which combines the ability to listen and the ability to convey the heard emotions of another. “Empathetic listening” means the ability not just to listen, but to correctly understand the meaning, meaning, and most importantly, the emotional context of the other, the true feelings of the speaker.

Confrontation is one of the active forms of communication in which the action of one person is aimed at making another realize, analyze or change their interpersonal relationships.

Skillful confrontation requires sensitivity to your opponent's mental state and conviction in your counterarguments. It will be more productive if its initiator complies with the following conditions of the dialogue.

Establishes positive relationships and empathic understanding with the opponent;

Expresses confrontation in the form of assumptions or questions, rather than in the form of a categorical demand;

3 speaks about the characteristics of the partner’s behavior, and not about his personality;

Provides counter-arguments that contain constructive and positive principles;

Enters into confrontation directly, honestly, without distorting the facts, intentions and feelings of the opponent.

In turn, the opponent can only benefit from confrontation if he is open to feedback and views the argument as an opportunity to explore himself.

359 Possible types of training

1. Basic training-training partnerships. The main tasks are: the formation of a partner attitude in communication, the ability to be on an equal footing with a partner, without infringing on his or her rights, recognizing the right to autonomy, being different from oneself, developing techniques for establishing and maintaining contact, mastering discussion techniques, learning to regulate emotional tension in conflict, mastering the skill of collective problem solving, developing personal speaking skills, etc.

This training can be used locally, and be the initial one for a certain training system. Its duration is 3-5 days, the group is no more than 10-12 people.

2. Negotiation training. This training is a logical continuation of basic partnership training in more complex situations of group interaction of contracting parties with divergent and conflicting interests. Divergence of interests is a source of conflicts that can be resolved through negotiations.

Main tasks: developing tactics for preparing for upcoming negotiations, orientation to the positions and interests of the other party, choosing strategies and tactics for negotiations, finding a compromise, developing an individual style for the person conducting the negotiations, increasing social sensitivity, etc.

Duration of the training: 3-5 days, group: 10-12 people.

3. Training of confident behavior, perseverance (assertiveness). Main tasks: creating an attitude towards open expression of one’s feelings without infringing on the rights of a partner,

359 mastering the technique of assertive behavior. Duration of the training: 3-5 days, group: 10-12 people.

4. Training in the adoption and implementation of strategic importance in conditions of uncertainty, competition and risk. Main objectives: increasing success

analysis of situations, identification of significant contradictory and false information, ability to structure vaguely defined tasks, ability to predict the consequences of decisions made, emotionality, stability in conditions of time pressure and competition, expansion of the repertoire of management style, correction of personal “barriers” that interfere with effective decision making, resolution strategy personal situations. Duration - 3-5 days, group - 10-12 people.

5. General managerial training - basic game training for managers and executives. Main tasks: identifying features leadership qualities participants, motivation, leadership style, studying the stages of development of organizations, mastering various management strategies, mastering the skill of distributing responsibility, etc. Duration - 30-40 hours, group - 10-12 people.

5. Training of skills to work with the client-consumer. Main tasks: mastering the basic techniques of working with a client, studying consumer psychology, mastering the specifics of working with a client in a service environment, social assistance, business, marketing, etc. Duration - 30-40 hours, group - 10-12 people.

6. Training in conducting surveys and interviews. Main tasks: mastering techniques for conducting various types of surveys, interviews, interviews, consultations, techniques for collecting information, conducting marketing research, techniques for establishing contact with contractors, etc. Duration - 30-40 hours, group - 10-12 people.

As an example of communicative training, we can consider training in pedagogical communication.

8. Training of pedagogical communication. Pedagogical communication training can be carried out in a student group under the guidance of a psychologist-teacher, in groups of young teachers, trainee teachers, people working in educational institutions, but without pedagogical education and appropriate training. Necessary conditions for the implementation of communicative professional self-education through a training system

3 is a serious attitude to classes, constant critical self-analysis of one’s own communication, systematic and individual work on oneself, attention to the work of partners. The training group pretends to be a student class, each member sequentially performing the role of a teacher. The group practices a series of exercises that increase the communication competence of each of its members. The exercises are aimed at practicing behavior in the student classroom.

Exercise 1. Each group member must perform a series of simple actions. Enter the audience. Open the window. Write on the board. Open a book or cool magazine. The same actions need to be done with a quick change of rhythm.

Exercise 2. Performing basic pedagogical actions with the introduction of unexpected tasks. Sit down at table. Open the book. There is an unexpected knock on the door. React and take action. You are writing at the board. Suddenly the window opened. Take action.

Exercise 3. Searching for internal rhythm while moving around the audience. It is necessary to explain new material, moving around the audience at a different pace. It is necessary to explain the reason for this or that rhythm in relation to the content pedagogical activity.

Exercise 4. Aimed at consistency and appropriateness of actions in changing circumstances. The presenter gives the task: “Enter the audience. Take action. There is an introductory task, and at the end of the room there is noise. React." You are writing at the board. There's a knock on the door. You are heading towards the door and at this time there is noise in the audience. React. After completing the tasks, it is necessary to explain how the group member assessed the interference, how accurate and adequate the content of his interference was.

his own reaction. These exercises can be carried out both verbally and non-verbally.

Exercise 5. Aimed at developing muscle freedom in the process of teaching activities. The exercise begins by checking the degree of tightness of each group member.

Bend and tense your index finger. Check how muscle energy is distributed, where the tension goes: in neighboring fingers, in the hand, in the elbow, in the neck, whether the other arm is tense. Try to remove excess tension.

3 Keep your finger tense, but release your neck, shoulder, elbow so that the hand moves freely and the finger remains tense. Release the remaining fingers, which are also tense, and keep your index finger tense.

Exercise 6. Aimed at releasing and gradually tightening all muscles. On a count of ten, release all the muscles, and then tighten them on a count of five. Release all the muscles, starting from the head and ending with the toes, and then tense them. The score can be arbitrary and change. Relax the muscles of your legs and so on up to your head, and then tense your whole body and relax again. The exercise is done on various counts of 25, 15, 10, 5.

Exercise 7. Aimed at retaining tension and overcoming it. Tighten the muscles of the upper body. Hold the clamp. Let loose. On the command “one” - clamp, on the command “two” - relaxation. Alternate squeezing and relaxing on different muscle groups.

Exercise 8. Aimed at quickly changing objects of clamping, at quickly implementing partial clamping of the body. Similar exercises are done while moving slowly, then while walking quickly.

Exercise 9. An exercise to relieve muscle tension in the process of performing basic pedagogical actions, which are performed in turn by all members of the group. Enter the audience. Come to the table. Muscle tightness is checked and excess tension is released. Walk around the audience. Sit down at table. Check and remove excess voltage. Write at the table. Excessive voltage is checked. Write on the board. Strengthen the posters. Relieving excess stress. Checking and relieving excess stress is done collectively.

Exercise 1 0. Exercise to remove muscle tension in the process of elementary pedagogical actions with introductory tasks.

Enter the audience. Write at the board. The introductory task is noise on the last desk. React. Check muscle tension as you react. Remove unnecessary tension, etc.

Enter the audience. Stand in front of your audience. Check to see if there is excess tension in your body. Feel that your body is light and free. You are ready for any action. Sit on a chair. Look at the listeners. Relieve excess tension. Feel free and ready for any pedagogical actions. Improvise.

3 Enter an imaginary audience. Walk along it. Prepare imaginary materials as if you were in a room filled with people. Make sure that you only work those muscle groups that are necessary.

Exercise 1 1. Aimed at practicing poses in the process of teaching. As instructed by the coach, all group members take certain positions based on the “clap” signal. It is necessary to explain (justify) the pose. Think about what a teacher can do in this position. Check which muscle groups are tight. Is this clamp necessary for this action? Remove excess clamp. After the pose is justified, group members are invited to continue the action in this etude order, which begins with the same pose. Bring it to its logical conclusion.

EXERCISE 1 2. Aimed at studying the physical characteristics of the postures of each group member and eliminating the identified shortcomings: tension, laxity, stoop, angularity, mannerism, etc.

EXERCISE 1 3. Aimed at creating a feeling of muscular freedom and emotional well-being in the audience. The group member is asked to walk out the door. He will portray the role of a teacher who goes to class. Assignment: “Before entering the classroom, try to feel the cheerful state of your whole body, its mobilization. Did you feel it? Come in. Take action. Find a comfortable seat or position in the audience. Found. Take action. Are you satisfied with the situation? Change it until you feel good.” These tasks are performed by all members of the group, constantly determining their individual capabilities to control their muscular freedom and bodily apparatus.

Exercise 1 4. Exercise to develop the skills of voluntary attention, observation and concentration. Listen successively to the sounds in the audience, outside the door, outside the window. Name them. Listen to the sounds both indoors and outside the window. Name them. Listen to the sounds in the corridor, in the classroom and outside the window at the same time. Name and explain them. Recall from memory what everyone present at the lesson was doing and how they were dressed.

Look at the picture of pedagogical content. Give it a possible interpretation. The film's display time is gradually being reduced. Review pictures of pedagogical content in a short period of time, quickly

Members of the group are given the task in turn to talk to the audience in the role of a teacher, and at this time, the following tasks are given as introductory tasks: noise outside the doors, noise in the audience. It is necessary to evaluate and present the events taking place.

Exercise 1 5. Group members are given the opportunity for three minutes to think about how they could begin to explain the new material prepared in advance. They should then mentally explain the material with the same expression and emotion as if they were explaining it out loud. At this time, the trainer invites everyone to speak out loud one by one. Then they again explain the material mentally, then again out loud.

Exercise 1 6. Group members are asked one by one to complete the following task: start an impromptu explanation of new material or a conversation with the class. Violators of discipline sit on separate desks (on the first, on the last). When talking to the audience, it is necessary not to lose sight of them and respond to their behavior.

Exercise 1 7. Aimed at developing communication skills. Enter the audience and say hello. Enter the classroom and attract attention without verbal communication: by means of facial expressions, pantomimes, gaze.

Address a group member in the role of a student with a question in the form of a request, demand, warning, praise, ridicule, humor, hint, order, wish. It is necessary to find not only the necessary vocal, but also plastic-mimic-pantomimic intonations; monitor muscle freedom and relieve excess muscle tension. Various pedagogical situations are played out.

Exercise 1 8. Intonation technique. Various phrases are given and the task is set to pronounce them with different shades depending on the pedagogical situation. For example: “Come here!”, “Did you complete the task?”, “Please pay attention!”, “Yes,” “No,” “Sit down.” The members of the group themselves come up with phrases.

Exercise 1 9. Group members are asked to quickly answer unexpected questions about any problems. There is no time to think about it. Spontaneous communication skills develop.

Exercise 2 0. Composing pedagogical stories. The leader enters the phrase, and all group members take turns adding

3 of your own phrases, forming a plot story as a whole. The trainer reads out part of the pedagogical story. Invites group members to first complete it in words and then with action.

First option. Enter the classroom where there was conflict yesterday and find the correct communication system. First, a psychological and pedagogical substantiation of the situation occurs.

Second option. First, the etude is performed, and then its psychological and pedagogical interpretation is given. Situations can be proposed by group members themselves in a variety of psychological and pedagogical environments.

Exercise 2 2. Development of facial expressions, pantomimes. It is carried out in classes and individually at home, in front of a mirror, to comprehend the characteristics of one’s facial nature. Topics: depict basic emotions (surprise, excitement, laughter, irony). Mimic topics can be suggested by group members. These tasks are useful for pedagogical expediency, conveying experiences, as well as for the development of motor, pantomimic, facial and visual means of influence.

EXERCISE 2 3. On the stages of the communication process. Orientation, object selection. Attracting attention to yourself. Probing the characteristics of an object, its disposition to communication. Actually verbal communication, feedback. Implementation of communication tasks at each stage. At the beginning, these stages are carried out by each group member individually slowly, then the pace of stage implementation increases. Separate stages of communication, both verbal and pre-speech, are practiced.

EXERCISE 2 4. On the implementation of verbal communication. Enter the classroom. Become familiar with his communication environment. Try to immediately remember the previous sphere of communication. Get your audience's attention. Look at it carefully and begin direct speech influence. Exercises on the stages of communication are carried out systematically until the communication process is completely automated in terms of its stage-by-stage movement.

Exercise 2 5. To identify individual characteristics and professional and pedagogical communication as a reflection of the creative pedagogical individuality of a group member. Finding your own communication style. This type of work is preceded by tasks for self-knowledge of one’s own communicative individuality.

3 Exercise 2 6. To build the communicative objectives of the lesson, organize the event. The trainer puts forward a pedagogical task to the group members, and they alternately offer methodological and then communicative means of solving it. In addition to the event plan, it is proposed to draw up a communication plan, indicating the features of communication with the class as a whole and with individual students.

Exercise 2 7. Technique and logic of speech, its expressiveness and emotionality. These exercises should be carried out according to specially published manuals.

Exercise 2 8. A special exercise on verbal pedagogical action is carried out on the basis of a general methodology expressive reading, but also includes additional exercises of the following content:

EXERCISE 2 8 a. A task to justify a pedagogical text. Students are offered a text (preferably a monologue) with pedagogical content and are given the task of reading it and emotionally justifying the situation in which it is pronounced.

EXERCISE 2 8 b. On the development of visions of speech material. Students are encouraged to create within themselves a vision of what the we're talking about. First, the text is read by the trainer, and group members create mental images of the content of the text and

talk about the features own vision. Then the exercise becomes more difficult. Each person is given a passage of text and tasked with reading it, inducing an inner vision of the entire content of the text. The completed exercise is discussed. As homework, it is proposed to draw up a summary of a lesson, event, and develop a system of figurative visions for it. The assignment will be checked at the next lesson. These exercises are carried out gradually.

EXERCISE 2 8 c. This group also includes exercises on the subtext of what is being communicated. First, they are carried out on the material of works of art (prose, poetry). You need to learn to identify subtext. Then the exercise becomes more complicated, and a group member is given the task of composing and identifying the subtext of the teacher’s everyday speech. First, it is proposed to determine the subtext of the phrase spoken by the coach. Group members individually determine the content of the subtext and discuss it collectively. Then the group members themselves pronounce individual phrases of pedagogical use with a certain subtextual load.

3 This exercise is carried out in two versions: 1. First, the meaning of the subtext is announced. Then phrases are pronounced, and those present are asked to determine the content of the subtext. 2. Students divide into pairs and give each other subtext exercises, and then test each other.

Exercise 2 9. Short dialogue. The group is divided into pairs, in which one is the teacher and the other is the student. They are given a topic for dialogue for 5 minutes. Then they change roles. A more complicated version - a task is introduced into the dialogue, designed for improvised communicative influence between the student and the teacher.

Exercise 3 0. Reproduction of gestures from a sketch situation of pedagogical influence. Enter the classroom. Say hello. Start presenting the material, etc. Listeners record gestures, then the exercise is discussed and unnecessary gestures in this situation are separated.

Exercise 3 1. Typical pedagogical gestures in specific pedagogical situations. The execution of tasks is discussed. The system of gestures is being clarified. Unnecessary gestures are removed. At the same time, facial expression classes are conducted. The group is divided into pairs. And everyone in the group gives the other facial expression tasks (at least 10 for each). And then the couples change roles. This task is repeated in many classes.

Exercise 3 2. Formation of the foundations of professional and pedagogical communication. Group members give a lecture on a topic, and then it is analyzed by the whole group.

367 Communication training for teenagers

The training is carried out over 24-30 academic days. h 4-5 days in a row, in groups of 8 to 12 people homogeneous in age.

Training participants can be divided into four main types:

1. Timid, repressed, shy children, unsure of themselves, with clearly low self-esteem.

2. Hyperactive, impulsive, reactive children, with clearly high or low self-esteem.

3. Children with a sharply changing type of behavior, sometimes tense, sometimes hyperactive, with unstable self-esteem.

4. Children suffering from an inferiority complex due to an external defect (stuttering, excess weight, etc.).

The main goals of the training are to help the child understand the universal nature of his difficulties, their prevalence and commonness, “normality”; the reasons for his difficulties; overcoming internal barriers; mastering adequate ways of self-expression; formation of adequate self-esteem.

These main goals are realized when developing training programs by setting specific objectives:

Development of social sensitivity;

Formation of an attitude towards partnership;

Mastering basic communication skills (establishing and maintaining contact, creating a favorable communication climate, active listening, expression and impression, using verbal and non-verbal means of communication);

Developing the ability to adjust, join and empathy;

Removing muscle tension;

Mastering relaxation.

Principles underlying the program

1. Non-violent communication. When explaining the rules of the game and when choosing a driver, the coach proceeds primarily from the desires of the children, avoiding coercion. Sometimes children try to force each other to do something, then the coach has to block these attempts. If the children say: “Let so-and-so be the driver,” the coach replies: “Only if this person wants.” It is necessary to avoid the expression of must and encourage children to replace the words “should”, “must”, with the words “want” and “can”.

2. Positive feedback. Since the majority of children in the group need support and have a strong orientation towards the approval of others, it is necessary to use positive feedback as a reliable means of helping the child overcome shyness and increase self-esteem, relieve stress and relaxation.

During and at the end of each game, gratitude is expressed to all participants, and special thanks are expressed to the driver. If the driver experiences any difficulties during the game, the coach encourages him.

3 Most children in groups are very vulnerable. Therefore, the coach resolutely suppresses the attempts of the children themselves to give each other negative feedback. For example, if children tell a girl that she did something wrong, then the coach suggests praising her for trying hard. Throughout the training days, the trainers encourage the children to express approval and gratitude to each other.

3. Non-competitive nature of the relationship. This principle can only be observed if it is possible to create an atmosphere of trust and psychological safety for children, and ensure maximum psychological comfort for everyone. Therefore, all games are built and selected in such a way as to reduce to a minimum, and ideally to zero, elements of competition, competition, victory and defeat.

Children participating in this training are characterized by self-doubt, increased anxiety, and inability to adequately respond to their own failure. Therefore, before starting the training, it is necessary to pay Special attention non-competitive nature of relations in training. “We won't have a competition. We will not have a winner and losers. We will not try to prove that we are somehow better than others.” During the game, the value and uniqueness of each child, his difference from others, is emphasized. This idea serves as one of the criteria for selecting games.

4. Minimization of labilization and its indirectness. It is traditionally believed that without labilization, a coach will not help children understand the sources of their difficulties, which lie in the characteristics of their character and behavior. For a training participant, labilization is a means of recognizing one’s own imperfections. This is a mirror in which a person sees all his unadorned reflection, his weak sides and disadvantages.

However, for children with communication difficulties, such a mirror will not only be of no benefit, but may contribute to increasing their difficulties, lowering self-esteem, increasing anxiety, and strengthening internal barriers. Therefore, the training is structured so that children receive labilization in minimal doses, and not direct, but indirect, indirect:

Through awareness of the existence of other ways of behavior different from one’s own;

Through observing the success of these methods;

Through identification with the coach and successful group members.

3 To prevent a child from having a breakdown difficult situation, necessary different ways soften labilization.

For example, if the driver cannot quickly complete the task, the coach supports him, saying that this task is difficult and that in other groups the guys also did not cope immediately. And even such labilization, indirect, softened, in minimal doses, is carried out after careful daily diagnostics, if the coach is confident that the children will be able to withstand it and use it to improve their communication strategies.

Games are structured in such a way as not to fix the child’s weaknesses, but to emphasize the strengths, not to put the child in a situation of failure, but to strengthen his self-confidence, giving him the opportunity to be successful and, by encouraging him, to expand the repertoire of his behavior.

5. Distancing and identification. Situations of failure cannot be avoided. Sometimes they are useful, as they encourage the child to abandon some stereotypes, learn new patterns of behavior, and accept the positive experience of other group members. But sometimes a situation of failure threatens the child’s refusal to play or even to participate in the training. In such cases, it is necessary to help the child distance himself from his failure, for example, by attributing his difficulty to his hero. Instead of telling the driver: “You were mistaken,” it is better to say: “This time, the intelligence officer’s excellent instincts did not help Stirlitz much.” It is to facilitate distancing that children are asked to come up with pseudonyms at the very beginning of the training. At the same time, the coach helps children identify with their success, transferring positive feedback from individual actions to the child’s personality. For example, instead of “You thought well, guessed, came up with,” the coach says: “You are so smart, quick-witted, and inventive.”

6. Inclusion. In the proposed program, the coach adheres to the traditional role of a participant in all games, except those where it is necessary to keep track of time or regulate the progress of the game, as well as ensure safety in games with his eyes closed. By participating in games, the coach, firstly, by his example helps children to get involved and, secondly, helps them realize that games in training are held not so much for entertainment, but for learning.

Already during the first day of training it is necessary to make adjustments, since all games to one degree or another give

3 diagnostic material. On this basis, changes are made to the program of subsequent days, emphasis is rearranged, and new aspects appear that meet the needs of the children.

The program is built on the principle of determining the main task of the day for each training.

First day. Developing skills in establishing and maintaining contact, mastering active listening skills.

Second day. Development of expressive and impressive abilities, improvement of skills in using verbal and non-verbal means of communication.

The third day. Development of social sensitivity.

Fourth day. Forming an attitude towards partnership, mastering skills, joining and adjusting.

In addition to these main ones, during all days of the training, other tasks are solved in parallel - either those initially included in the program (for example, covering the distance, creating comfort on the first day, relieving tension, physical and emotional release), or those that arise during the training (for example, support and replenishment of attention deficit on the second day). Each game, as a rule, helps achieve several goals at once. And therefore, the division of tasks by day is somewhat arbitrary.

371 Groups for the development of sensitivity (personal growth)

This group of trainings, the main goal of which is the correction of personality development, includes trainings that have a clearly defined basis, a specific scheme psychological analysis personality: psychoanalytic, gestaltist, transactional analysis.

1. Psychodynamic, psychoanalytic training. Main tasks: identifying defenses built by a group member on the path to awareness of the expression of his feelings, awareness of the distortions that make it difficult for him to adequately perceive other people, awareness of the impulses underlying external rational behavior.

2. Gestalt group. The main tasks: adequate perception of ourselves and others, awareness of the various zones of our existence, the external, internal, middle zone of fantasies and the boundaries between them, awareness of the boundaries of our “I” and the external environment of the mechanisms of violation and its adequate perception.

3 3. Transactional Analysis Group. Main tasks: analysis of transactions (elementary interactions of two people), structural analysis of the individual and his roles, analysis of games and other ways of structuring time.

The group of trainings that stimulate personal growth includes training sessions that have various theoretical foundations and are aimed primarily at the development of certain aspects of the personality: self-understanding, social perception skills, awareness of meanings, personality development and personal development strategies, etc. The concept of personal growth cannot be defined unambiguously due to significant differences in the concept of personality. Personal growth training is a collective concept that denotes personal development from the point of view of different concepts.

Each modern training method that has a personal orientation is characterized by its own methodology for personal development. Therefore, we can distinguish personal growth training of dynamic, humanistic, cognitive and other orientations.

In this sense, psychodrama groups can be classified as training for personal growth of dynamic orientation.

Personal growth trainings with a humanistic orientation combine meeting groups by C. Rogers, Gestalt orientation groups by F. Perls, existential training groups, as well as socio-psychological training aimed at developing social perception and based on the theoretical approaches of domestic social psychology (L.A. Petrovskaya , 1989).

Cognitive orientation training is aimed primarily at changing the cognitive component of self-knowledge and awareness of maladaptive behavior patterns. In this case, working with the language of the participants is of great importance, for which video feedback and other technical techniques are used.

One of the approaches to implementing personal growth during the training process is to conduct thematic training, i.e. focusing the group’s attention on a topic that is cross-cutting for the entire cycle of classes. The methodology for conducting this version of cognitive training for personal growth is reminiscent of thematic discussions. Topics may concern career guidance for teenagers or the unemployed, national identity, professional characteristics, interest in the meaning of life, etc.

3 Sensitivity training is a form of group dynamic training. The term “sensitivity” in this context is understood as the ability to predict the thoughts, feelings and behavior of another person, as the ability to perceive, understand, remember and structure the socio-psychological characteristics of other people or a group and, on the basis of this, predict their behavior and activities.

There are four types of sensitivity: 1) Observational sensitivity - the ability to observe, see, hear another person and remember at the same time what he looked like and what he said; 2) Theoretical sensitivity - the ability to apply various theories to interpret and predict the behavior, feelings, thoughts of other people; 3) Nomothetic sensitivity - the ability to understand a typical representative of one or another social group and use this understanding to predict the behavior of people belonging to a given group; 4) Ideographic sensitivity - the ability to understand the uniqueness of a given person.

The term “sensitivity training” is used quite widely in the literature and can refer to various types of group training. K. Rudestam considers sensitivity training as a type of group training aimed at the overall development of the individual through identifying life values person and strengthening the sense of self-identity. From K. Rudestam’s point of view, training groups differ in their purpose. Some of them are focused on the development of skills that contribute to increasing effective organizational activity, others - on the formation of interpersonal relationships and the study of processes occurring in small groups.

For sensitive groups, improving group functioning and developing personal skills is secondary to general development personality. However, even in such a group the context of understanding the group process is preserved, which is distinctive feature all types of training groups.

K. Rogers considered the term “sensitivity training” to be more general in relation to the term “T-group”. Identifying two main forms of group work—sensitivity training and organizational development groups—he classified T-groups and meeting groups as sensitivity training. As

3 main tasks of sensitivity training, most authors consider improving a person’s ability to understand other people

General training objectives

Formation of the individual’s spirit of exploration, willingness to experiment with his role

Developing authenticity in interpersonal relationships

Expanding interpersonal consciousness, that is, knowledge about other people

Developing the ability to deal with others in a cooperative rather than authoritarian manner

Immediate goals of the training

Increased self-awareness of participants, associated with obtaining information about how others perceive each other's behavior

Increased sensitivity to the group process and the behavior of others, associated primarily with the perception of a more complete range of communicative stimuli received from others (usually, when formulating this goal, the concept of empathy is used)

Understanding the conditions that make it difficult or easy for this group to function

Development of diagnostic skills in the interpersonal sphere

Developing skills to successfully intervene in intragroup and intergroup situations, learning how to learn

Sometimes the main goal is education, training opportunities that enhance social competence

In the most general form, the goals of sensitivity training can be defined as increasing sensitivity to group processes, to one’s own personality and to other people, increasing sensitivity to group processes, to one’s own inner life and to the inner life of other people, to one’s own and others’ roles, positions and attitudes

The cultivation of sincerity, openness and spontaneity is carried out during sensitivity training through the use of interpersonal interaction and interpersonal relationships, analysis of the group process, such phenomena as group goals and norms, roles, group

3 structure, problem of management and leadership, group conflict, group tension, etc.

In this regard, sensitivity training has much in common with group psychocorrection, but unlike it, it is almost completely focused on the “here and now” situation, the study of the group process, how a person acts in a group, what his influence on others is and how he can improve what he does.

Sensitivity training is widely used in the training of specialists, in particular, in the training of group psychocorrectors. The use of this form of training allows you to develop sensitivity to the group process, the ability to more adequately understand and use it during group psychocorrection, the ability to assess relationships, attitudes, psychological problems and internal conflicts of people based on the analysis of interpersonal interaction, and also contributes to an in-depth understanding of one’s own personality, own attitudes, positions, relationships, needs and motivation. When preparing trainers, sensitivity training can be aimed both at solving individual problems (for example, only increasing sensitivity to group processes or developing a deeper and more adequate self-understanding), and at realizing during the training the broader opportunities provided by this form of training.

Educational trainings are also a combined group and are aimed at improving, first of all, the skills necessary for professions where the determining factor is the activity of communication. The program of such trainings is formed in accordance with the order of a specific group. This could be, for example, laboratory training for psychologists aimed at developing skills in working with clients, methodological training for professionals working with groups, methodological training for trainers working with psychological groups, etc. The focus of this type of training can also be thematic: training in the negotiation process, training for management personnel, etc.

With all the variety of trainings and the differences in their theoretical basis, some basic techniques or procedures can be identified. Basic methodological techniques

role-playing and group discussion can be supplemented with various options for non-verbal communication exercises,

What is the difference between the training form?
learning from others?

It has long been believed that the impact on a group
people more effectively than individual work with people. Why is this so?
By working with several group members at once, rather than with one person, we save
time. The group (herd) effect is known, when a person in a group is more
We are suggestible than outside it, so it is easier to achieve your goals in a group. IN
the group receives mutual training from its members, they can exchange personal
experience, try new techniques on each other. Therefore it is generally accepted
group form of training.

It is known that teaching methods can be different - lecture,
seminar, modeling and finally training. How
Are trainings different from other forms of training? Through training we develop
human ability to learn or master any complex types of
activities related to communication. It can be noted that the topics are most
Common trainings in business are related to communication. This is sales training
negotiations, leadership development, etc.

History of training groups

The first sociologists to pay attention to
features of the work of people in a group were E. Durkheim and G. Simmel. In 1950, the National Training Laboratory for
studying various forms and methods of group work. Most training schools
arose on the basis of psychological trends such as psychoanalysis,
behaviorism, gestalt psychology, humanistic psychology, neurolinguistic
technologies. Often trainings are a bizarre combination of these
directions. But there are no trainings that simply teach something without having
basically a psychological school or schools - the leaders of such classes
mean something else by the name "training".

The word "training" originated in clinical psychology and
applied to work with mental patients. Then these techniques began to be used
and to healthy people. Such trainings were called socio-psychological. That's why
modern forms of training include elements of psychocorrection and
psychotherapy.

Various forms of training

You can often find profanation of methods
conducting trainings, which usually manifests itself among “trained
pseudo-trainers." Such trainers, as a rule, can present diplomas
foreign educational institutions with loud-sounding names, but do not have
basic psychological education. They know what exercises and in what
sequences must be performed with a group, their trainings are scheduled according to
minutes. Managers most often like this kind of precision and technology.
But this does not take into account the specifics of the enterprise; the trainers do not know the equipment
work with a group, cannot cope with unforeseen situations, do not know
how to correlate the behavior of students during training with their
work and life. As a result, “brilliantly” conducted trainings amounted to nothing
give to employees of the enterprise, in addition to the time spent and inadequate
ideas about training forms of education.

HR manager of one of the enterprises, whose director conducted
similar training, she talked about it like this: “It was a shame to feel
unnecessary. The coaches didn’t talk to me first, didn’t find out the specifics
of our enterprise, did not correlate the goals of their training with our goals. Eventually
my subordinates did not understand why they needed these classes. All that's left is
the feeling that everything was clearly scheduled in time and that what was taught was memorized
material".

In the training sales market, an opinion began to emerge that
Psychologists are not needed for enterprises. HR managers needed
training managers, etc. It does not take into account that all these specialties
associated with working with people, imply a good knowledge of psychology. Certainly,
a psychologist who knows only psychology and is obsessed with psychotherapy does not
fits very well into the work of business enterprises. But in other way,
A manager “trained” in several tests and techniques will not be able to
influence interpersonal mechanisms within the enterprise. The best option is
trainer-psychologist who also has education in management and
understands the mechanisms of business enterprises.

Features of training work

Where should you start preparing for the training?
It is necessary to find out the goals of the head of the enterprise ordering the training, and
find out what he thinks the final product should look like. Change
employee behavior, reducing conflict situations, increasing sales volume
through new forms of communication with customers and product presentation - all this
can be called a product obtained as a result of the training. For example,
head of a wholesale company during the preliminary
interviews about the goals of sales training asked the following questions: “Will you
hold a preliminary meeting with our managers?", "Will
take into account the specifics of our product when training?" Having received positive
answers, he said the following: “If you answered that all this is not for you
necessary, I would not cooperate with you." And he was completely right. Only such
deep work that takes into account the specifics of the enterprise, the mood of employees, their
requests, motivation, can give a positive effect and solve the problems of the training
employee training.

Trainings vary in form. It could be
training-training. The coach uses cruel manipulative techniques and
positive reinforcement forms the desired behavior options, and with the help
negative reinforcement “erases” harmful ones and, in his opinion,
unnecessary. From our point of view, this form of training provides quick
results that disappear just as quickly. Participants in such trainings
By adopting the philosophy of getting rid of unnecessary things in themselves, they ultimately lose themselves and stop trusting themselves. They have
overcontrol over one's behavior appears, which leads to excessive
stiffness and development of stress. The number of options for their behavior
limited, there is a fear of incorrect behavior.

Another form - training as training - involves coaching
on the formation and development of skills and habits of effective behavior. With such
form of work, participants receive answers on how to act in standard
repeating situations, practice the necessary behavior patterns to the point of automatism.
But in life there are always more situations than we imagine. With this form
training participants will not be prepared for non-standard situations, because
that “they weren’t covered at the training.”
The next form of training is active learning. At such a training
First of all, basic psychological knowledge is given and based on it
the necessary skills and abilities are developed. This form is more effective. But
a lot depends on the coach here. Psychological knowledge should be adapted to the specifics of the work of training participants and help
them in practical activities. Psychological education, little related to
requests from enterprise management, leads to the development of the opinion that psychologists
the enterprise does not need and psychological knowledge does not help in work.

Training is more effective as a method of creating conditions
for self-disclosure of participants. In this case, employees learn on their own
look for ways to solve their own problems and expand their options
behavior. The trainer’s task is to provide the necessary psychological knowledge for more
successful search, as well as reveal those resources of training participants that they
are not yet used in their work.

So, we have arranged the training options in order of decreasing
level of manipulation by the trainer and increasing responsibility of the participants for
what happens during the training.

The “trainer” takes full responsibility
for the changes occurring in the participants, and is absolutely not interested in the level
awareness of group and intrapersonal processes. As a result, both
participants develop an irresponsible attitude towards what is happening on their
enterprise.

A true coach shares responsibility with the participants,
develops in them an understanding that what is happening both in the training and in their
the enterprise depends on them, and not just on the coach or management.

From the listed forms of training it is clear how important personality is
leader and the principles he adheres to during training.

The variants of tasks and exercises are less important, since the same
exercises can be used for different tasks and purposes.

Since the group reflects society in miniature, it makes it obvious
hidden factors that arise in the enterprise, then during the training occurs
modeling of relationship systems characteristic of real life
participants. An experienced trainer takes advantage of this and gives the opportunity to see and
analyze in the conditions of psychological safety created by him those
patterns that are characteristic of a given enterprise.

In a group, an employee can learn new things,
experiment with different relationship styles. Similar experimentation
in real life is always associated with the risk of misunderstanding, rejection and even
punishments. Thus, the training group acts as a kind of
"psychological testing ground" where you can try to behave differently,
“try on” new behavior patterns, learn in new ways
treat yourself and people. Let us note the main thing - all this must happen in
an atmosphere of acceptance and support.

A trainer's qualification is also necessary to lead
tension in the group. This is a necessary factor in the work of any group, which, when
When used correctly, it helps to clarify the psychological problems of the participants,
understand more deeply the motives of other people's behavior. It must be said that training
related to resolving conflict situations is impossible without this stage of work
groups. If your employees were only told about conflicts and ways out
them, but they themselves did not experience these states and ways to resolve them, then
Such training is ineffective and will not give your company anything. From the next
article you will learn what rules and methods are used by leaders in training
groups to achieve the goals set by management.

How does the training form of education differ from others?

It is believed that influencing a group of people is more effective than working with each individual. Why is that? The group (herd) effect is known, when a person in a group is more suggestible than outside it. In the group, mutual learning occurs among its members. They can exchange personal experiences and try new techniques on each other.

It is known that training can be different: lectures, seminars, simulations, and, finally, training. How do trainings differ from other forms of training?

With the help of training, we develop a person’s ability to learn and master any type of activity related to communication. If we pay attention to the topics of the most common trainings in business, we will see that they are all related to communication. These are trainings for sales, negotiations, leadership development, etc.

History of training groups

The first sociologists to pay attention to the peculiarities of the work of people in a group were E. Durkheim and G. Simmel. In 1950, the National Training Laboratory was created in America, studying various forms and methods of group work. Most training schools arose on the basis of psychoanalysis, behaviorism, Gestalt psychology, humanistic psychology, and neurolinguistic technologies. Often trainings combine these areas. But there are no trainings that are not based on a psychological school.

The word “training” originated in clinical psychology and was used in working with mental patients. Later, training began to be applied to healthy people. They were called "social-psychological". Therefore, modern trainings include elements of psychocorrection and psychotherapy. Various forms of training

There are frequent cases of profanation of training methods. They are led by “trained pseudo-trainers”. Such trainers, as a rule, have high-sounding diplomas from foreign institutions, but do not have a basic psychological education. They know which exercises and in what sequence need to be performed with the group; their trainings are scheduled minute by minute. The manager likes this kind of precision and technology. But this does not take into account the specifics of the enterprise, the trainers do not know the specifics of working with a group, and cannot cope with unforeseen situations. As a result, “brilliantly” conducted trainings do not give the employees of the enterprise anything except wasted time and an inadequate understanding of training forms of work.

The HR manager of one of the enterprises where such training was held talked about it this way: “It was a shame to feel unnecessary. The trainers did not talk to me in advance, did not find out the features of our enterprise, and did not correlate the goals of their training with our goals. As a result, "My subordinates did not understand why they needed these classes. All that was left was the feeling that everything was clearly scheduled in time and the material taught was memorized."

In the training market, an opinion is developing that psychologists are not needed for enterprises. We need HR managers, training managers, etc. It does not take into account that work in these specialties is related to people and implies a good knowledge of psychology. That's why best option- a trainer with a psychological and management education who understands the mechanisms of business enterprises. Features of training work

First of all, it is necessary to find out the goals of the manager ordering the training. Changing employee behavior, reducing conflict situations, increasing sales through new forms of communication with customers - all this is the result of training.

For example, during a preliminary interview, the head of an enterprise asked the following questions: “Will you hold a preliminary meeting with our managers? Will the specifics of our product be taken into account during training?” When he received positive answers, he said the following: “If you said that you didn’t need all this, I wouldn’t cooperate with you.” And he was completely right. Only work that takes into account the specifics of the enterprise, the mood of employees, their needs and motivation can be effective and solve the problem of employee training.

Trainings can take different forms. This could be training. The trainer, with the help of cruel manipulative techniques and positive reinforcement, forms the necessary behavior options, and with the help of negative reinforcement, “erases” harmful and unnecessary ones. This form of training gives quick results that disappear just as quickly. Participants in such trainings, accepting the philosophy of getting rid of unnecessary things in themselves, ultimately lose themselves and stop trusting themselves. They develop over-control of their behavior, which leads to excessive constraint and stress. Their behavior options are limited.

Another form of training instills skills and habits of effective behavior. With this form of work, participants practice the required forms of behavior to the point of automatism. But in life there are always more situations than we imagine. With this form of training, training participants will not be prepared for non-standard situations, because they “didn’t go through them” during the training.

The next form of training is active learning. This training primarily provides basic psychological knowledge. On their basis, the necessary skills and abilities are developed. This form is more effective. But here a lot depends on the coach. Psychological knowledge must be adapted to the specifics of the work of training participants.

Training is more effective as a method of creating conditions for self-disclosure of participants. In this case, employees learn to independently look for ways to solve problems. The trainer’s task is to provide the necessary psychological knowledge for a more successful search, as well as to reveal those resources of the training participants that they have not yet used in their work.

So, we have described all types of trainings. The trainer takes full responsibility for the changes occurring in the participants. But at the same time he is absolutely not interested in the level of awareness of group and intrapersonal processes. Thus, the participants develop an irresponsible attitude towards what is happening at their enterprise.

A true trainer shares responsibility with the participants and develops in them an understanding that everything that happens during the training and at the enterprise depends not only on the trainer or management, but also on them.

From the given forms of training it is clear how important the personality of the leader and the principles that he adheres to during training are.

The variations of tasks and exercises are less important, since the same exercises can be used for different tasks and purposes.

Since the group reflects society in miniature, during the training there is a modeling of relationship systems characteristic of the real life of the participants. An experienced trainer takes advantage of this and gives the opportunity to see and analyze, in the conditions of psychological safety he has created, those patterns that are characteristic of a given enterprise.

In a group, an employee can learn new skills and experiment with different relationship styles. Such experimentation in real life is always associated with the risk of misunderstanding, rejection and even punishment. Thus, the training group acts as a kind of “psychological testing ground” where you can try to behave differently.

If your employees were only told about conflicts and ways out of them, but they themselves did not experience these states and ways to resolve them, then such training is ineffective and will not give your enterprise anything. It must be said that training related to resolving conflict situations is impossible without a practical stage.

Rules for training groups

The training leader must know the group rules and convey them to the participants. Often, the mechanical transfer of norms accepted in life to a training group is unproductive and harmful. Just like the attempts of the training participants to transfer into real life the rules and norms that were established in the group. This is what the coach needs to understand.

What are the most common rules of training groups?

• The “here and now” rule. It is important to understand the processes, thoughts and feelings that arise in the group at the moment. In this way, participants are taught to focus their attention on themselves and what is happening around them in the present time. The way a person manifests himself “here and now” shows how he behaves “in life”. And training participants should pay attention to this.
• The rule of sincerity and openness. It is necessary to ensure that group members do not dissemble or lie. A sign of a strong and healthy personality is a certain openness to others about their feelings about what is happening. This is the basis of effective interpersonal interaction. Naturally, at the beginning of the group’s work, this is impossible to achieve. It is not always necessary to achieve full disclosure of group members, because they will continue to work together. But each of them should feel protected and have the right to open up to the extent that he sees fit for the given moment.
• Rule "I". In the group it is prohibited to use reasoning like: “Everyone has this opinion:”, “We believe:”, etc. These statements shift responsibility for the feelings and thoughts of a particular person to a non-existent “we”. All statements must be constructed using "I". Thus, we teach a person to take responsibility and accept himself as he is.
• Activity rule. There should be no passive observers in the group. All participants are included in the exercise. If they refuse to participate, it is worthwhile to take time to discuss their motivation for attending the training.
• Privacy Rule. Whatever is said in the group regarding the members must remain within the group. This is a natural ethical requirement, which is a condition for creating an atmosphere of psychological safety and self-disclosure. But specific techniques, knowledge, techniques can and should be used outside the group in professional activities, in everyday life.

Methods used in trainings

Basic methods are identified that are used in any training groups. These are group discussions, game methods, situation simulations, techniques for developing sensory sensitivity and meditative techniques. Depending on the goals, training includes these methods in different proportions and ratios.

• Group discussion is a joint discussion controversial issues, positions and behavior strategies of participants. This method makes it possible to see the problem from different sides, experience various situations within the group, independently answer the questions posed, and come to a solution. The trainer can guide the discussion by setting topics. But it may not be managed, then the participants themselves choose the topics.

In one organization, the goal of the training was to form a team. The training began with a discussion among its participants about what they understand by a team and what criteria will be used to determine the moment of forming their team. During the discussion it came up different attitude employees to the very fact of forming a team at the enterprise. A group stood out that believed that it was more effective to work individually. Thus, the discussion became a kind of diagnostic tool and gave the trainers the opportunity to more accurately set goals both for the training participants and for the management.

• Game methods include situational role-playing, didactic, creative, organizational and active, simulation, and business games. The use of game methods in training is extremely productive. At the stage of getting to know the group, games are needed to overcome stiffness and tension, and remove “psychological defenses.” Games are also used to diagnose communication difficulties and psychological problems of training participants. In the game, new skills are taught and necessary professional skills are trained. Participants self-discovery occurs and their creative potential increases.

The organization played a game called “Molecules”, during which the participants had to unite into groups of two, three or more people at the command of the leader. During this game, with team “eight”, members of one group began to drag members from other groups to themselves by force, they resisted, and the unification escalated into a small brawl. While discussing their behavior in the game, the participants noted that they tried to force new members to join them, regardless of their wishes. They found that this behavior was endemic to their organization. A new employee is subject to unreasonably greater pressure than an experienced employee.

• Simulation of situations. During the training, it is necessary to understand how the employee behaves in a work situation, what patterns of behavior he uses. Then it is proposed to play out the most familiar situation, for example, sellers are asked to sell something to one of the most common types of buyers. In this case, the buyer’s behavior is reproduced by another seller. Such modeling allows the training participant to see his own winning and losing patterns of behavior, and teaches observers to analyze work situations.

In the store, when modeling the sales process, after viewing the footage, an analysis of the work of one of the sellers was carried out. Previously, the seller believed that he did not need training, that he himself could teach anyone to sell. The group, led by a trainer, discussed the stages of sales. It turned out that the seller successfully sells only to those buyers who are similar in type of behavior to him. Other buyers are perceived by him as inconvenient and unpromising. Thus, in a day he loses a large percentage of buyers who were ready to buy, but did not find a common language with the seller.

• Techniques for developing sensory sensitivity - here participants develop the ability to perceive, understand and evaluate other people, themselves, and their group. With the help of special exercises, employees receive verbal and nonverbal information about how other people perceive them, how accurate their self-perception is, and how much public opinion influences their behavior.
• Meditation techniques are used to relieve excess stress among group members and develop additional resources in them. The trainer can conduct this type of technique with group members, while simultaneously teaching them various techniques for independent meditation. Working with the correction of your emotional and physical state is an important part of the training. It increases the resistance of enterprise employees to stressful situations, makes their behavior more flexible, and reduces the degree of fear of uncertain or unfamiliar situations.

Often managers and business leaders cannot relax even on vacation; thoughts about problems at work are constantly spinning in their heads. In such cases, the meditative techniques of “stopping the internal monologue,” which are taught during the training, are very helpful.

So, small excursion the world of training is over. This brief description may be useful for managers who decide to improve the level of professionalism of their employees. Using these recommendations, they will be able to create criteria for themselves by which they will select a training company and trainer to work with their employees.

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Christopher Morley

The concept of psychological training

Psychological training is a form of group training aimed at obtaining behavioral skills, solving internal personal problems and developing the personality itself.

Simply put, it is helping a person work on himself to discover his inner potential. Psychological trainings are unique in that no one tells or tells a person how he should build his life. The participant discovers for himself how he and life around him can look differently, and it is through this that new valuable discoveries are made.

By going through this path of knowledge, a person gains access to his personal inner powers, to other levels of freedom of choice that are required to create exactly that future, which has absolutely nothing to do with his past life.

History of the training

The history of training is probably as old as teaching. No one can say with certainty when and where it originated. One of the first who seriously began to engage in training and began to apply it was the American writer, teacher and psychologist Dale Breckenridge Carnegie, who founded one of the world's largest training companies a hundred years ago, which is still successfully operating. These trainings are aimed at developing self-confidence, self-reliance, public speaking skills, interaction between people and many other achievements.

It is impossible not to note the significant contribution to this form of training by the famous social German and American psychologist Kurt Zadek Lewin, who in the second year after the end of World War II, together with his colleagues, founded training groups whose goal was to improve people’s communication competence.

They noticed that participants really benefited from the visits by analyzing their own thoughts and experiences in the group. Subsequently, his talented students opened the National Training Laboratory in the USA.

At first, administrative personnel were trained there - executives, managers and even politicians, then in the fifties groups were opened that were focused on clarifying the life priorities and values ​​of the person himself. The classification of trainings gradually increased.

Later, in the seventies, a new teaching method was developed, which was called social psychological training. Its founder was M. Forverg and his colleagues. Here, the main means of learning were role-playing games, which included the dramatization of certain events, which contributed to the formation of effective communication skills in a person. The question of what kind of training there are in general is quite difficult to answer.

Types of trainings

The types of training have not been officially identified; there are a great many of them and generally accepted classifications still do not exist. However, according to the criterion of the direction of changes and impacts, some types of training can be distinguished - these are business training, skill training, socio-psychological and psychotherapeutic training.

Concerning business training, then its main task is mainly to develop the skills of working personnel so that they can successfully carry out the business tasks assigned to them, as well as to increase the level of management interactions and efficiency production activities. This type of training requires separate detailed consideration.

Skill training speaks for itself - this is the formation and development of certain skills. By the way, most business trainings include this type of training.

Social psychological training- forms skills and at the same time human consciousness. He occupies a kind of intermediate position. The main goal socio-psychological training is the development of competence in communication. It is communication that opens the way to life; both a person’s personal happiness and success in professional life depend on it. Such training will help you find an approach to any person, easily make acquaintances, reveal your personal inner qualities and develop a personal line of behavior.

Types of social psychological training

All people, regardless of their age and profession, can benefit from such trainings. Therefore, the types of social psychological training can be distinguished as follows:

• For preschoolers - develops the very first communication skills with adults and children;
• For schoolchildren - they develop rules of behavior between peers and the older generation, as well as within the school class;
• For teenagers - teaches respectful communication between themselves and adults;
• For students - introduces them to an adult, more independent life;
• Corporate training - teaches communication between colleagues, solves collective problems within;
• Training for managers - increases authority and improves the climate in the team;
• Family training - develops communication skills with relatives, solves problems of misunderstanding within the family.

The main direction of psychotherapeutic training is changes in a person’s consciousness, which modify stereotypes of human behavior, considering which situations not to end up in again. The name speaks for itself that this is providing assistance to a person’s internal psychological problems. By the way, this type of training is a type of psychological training.

The history of psychological training began at the same time when Levin and his colleagues created their groups. He believed that people must learn to see themselves as other people see them in order to see their negative attitudes and then develop new forms of their behavior.

Types of psychological training

The main types of psychological training are business training, which have already been discussed above, communication training and personal growth training.

The main goal of communication training is to teach people to behave adequately and correctly in a given situation, which will help in the future to resolve communication difficulties in real life.

People learn to establish relationships with other people, learn to understand them better.

Another classification of psychological trainings is personal growth trainings, similar to the type described above, but here participants still learn to overcome their inner fears and any of their personal complexes. They analyze in detail their mental anxieties and experiences that prevent them from living and achieving their goals. The classification of types of psychological training exists only according to characteristics, but as a single one it simply does not exist.

Psychological training undoubtedly bears fruit. The consequences of psychological training are different. But many participants undergo an internal reassessment of both themselves, the people around them, and life in general. They get rid of many complexes and problems and walk around the world more confidently. Many of those people who attended psycho training achieve their goals and reach high peaks.