Number of persons: 12.

Duration: 1 hour – 1 hour 30 m.

Target:

1. Increase teachers’ motivation for conflict-free communication.

2. Search for new ways of behavior in contacts with colleagues.

3. Development of skills of perception and understanding of yourself and your colleagues in the process of communicating with them.

4. Development of verbal and non-verbal means of communication.

In the training program:

1. Greeting.

2. Well-being survey.

3. Psychological component of conflict, techniques and methods of conflict prevention;

4. Exercise 1: “Carousel”.

5. Exercise 2: “The circle of our life.”

6. Exercise 3: “Walking with a compass.”

7. Exercise 4: “The sun and the cloud.”

8. Methods of effective self-regulation;

9. Test “Are you a conflict-ridden person”;

10. Feedback;

11. Applause.

Equipment: sticky note paper, sheets of paper, markers or pencils, colorful squares for dividing people into groups, a poster with a picture of a tree, a ball, blindfolds.

There are certain traditions in training sessions that I want to tell you about: “here and now”, “sincerity and openness”, “confidentiality”, “I-principle”, “activity”.

“Greeting” - passing the ball in a circle and calling the name and patronymic and hobby, how each of the group members feels; what to expect from the training (poster with a picture of a tree).

This is not only out of a sense of politeness, but as the American psychologist D. Carnegie said: “The sound own name for a person it is the most pleasant melody.”

And so, we begin!

We devote a significant part of our lives to professional activities, so the desire to feel comfortable and confident among colleagues is understandable. But, unfortunately, there are not very many people who go to work as if it were a holiday. This is often due to our work environment. Like any human community, labor collectives cannot exist without conflicts - that’s how the world works. What is conflict? Psychologists are considering conflict How natural condition interactions between people, which are based on confrontation between subjects, caused by intractable contradictions, accompanied by acute emotional experiences, lack of agreement, difference of opinions, clash of opposing views and desires, positions, opinions, goals, etc. The subjects of the conflict are called opponents. The following components of a conflict can be distinguished: conflict situation, opponents, subject, object, incident.

Conflicts make a person unhappy, they work poorly, feel bad and can even get sick. Conflicts accompany us all our lives, but this does not mean that someone must always win and someone must lose. You need to respect the feelings and desires of other people, be attentive to them, and then you can find a way out of the conflict. Understanding the actions and actions of other people is sometimes hindered by our excessive pride, the desire for revenge, the pain caused to us, feelings of anger, resentment and the desire to always be right in everything, a jealous attitude, envy.

How to bring the team closer together, create an atmosphere of trust and cohesion? How to combine different types people within the same team, preventing serious disagreements from flaring up?

Firstly, conflict can be avoided. To do this, you need to try to avoid situations that provoke disputes and not discuss issues that give rise to disagreements.

Secondly, it is possible to smooth out problems. It is important here to prevent the manifestation of aggression and bitterness, calling for professional solidarity. The motto of this method is: “We are all one team, so why rock our boat?”

Thirdly, you can compromise. In this case, the alien point of view is accepted only partially, to the extent that the conflict is suspended. But all these methods do not solve the problems that provoke interpersonal clashes.

It is best to prevent the negative consequences of psychological incompatibility. Employee compatibility ( we're talking about about the female team) consists of several factors that can become decisive at critical moments: temperament, performance, physical endurance and emotional stability. Exactly at women's groups Most often, rivalry, intrigue, and role conflicts with personal implications arise.

Important factor psychological compatibility– age of people working together. Friendly relationships, sympathy and mutual understanding are more likely to be formed among employees, especially young ones. The key to conflict-free work in a team is also the teacher’s ability to win people over.

When communicating, saying out loud the name or first and patronymic of the person you are talking to, looking into the eyes to understand how the person feels about what we are saying.

Exercise 1: Carousel

Statistics show that more than 90% of people improve their performance if they are given compliments. The mechanism of a compliment is based on the effect of suggestion and, as a consequence, the need to look better. When expressing compliments, it is necessary to take into account a number of rules:

A compliment should only reflect positive quality this person;

You need to avoid double meaning: listening to your conversations with people, I am surprised at your ability to subtly and wittily avoid answering;

Be without hyperbole: the compliment should have a slight exaggeration. For example, exclude: “I am always amazed at your punctuality and accuracy” (and the person does not have these qualities);

Sarcastic additions to a compliment are unacceptable: “Your hands are truly golden. But the tongue is your enemy.” Avoid the fly in the ointment.

We often hear how important it is to be able to compliment people in a timely manner. This is correct, but it is often forgotten that the ability to accept compliments is no less important. In the “carousel” you can learn both.

Exercise: The group is divided into two teams. One team forms a small circle (back to back). The second team makes a large circle, with each member of the large circle facing the member of the first team.

Everyone standing in the outer circle has to say something good for that the person who is opposite him. For those in the inner circle, be sure to thank your partner for his kind words. The inner circle remains in place, and the outer circle participants take a step to the side - they find themselves face to face with another member of the inner circle. And again - kind words from both sides. And so on until you go around the entire circle and find yourself opposite the one you started with.

And when the circle is completed, the participants in the outer and inner circles must change places and start all over again. It would be nice to exchange opinions at the end of the lesson: what turned out to be more difficult - coming up with compliments or responding to them?

Exercise 2: “The Circle of Our Life”

This game makes us think about both our own and the lives of people around us.

The presenter draws a large circle and offers the following task: - this is a slice of your life, one typical day. First, we divide the circle into four conventional parts with dotted lines. Each quarter is six hours long. Let someone now show how much time he spends: on sleep, on friends, on work, on family, on loneliness, on housework, on everything else?

As you look at the circle of your life, ask yourself: Are you happy with how your day is going? Let it be ideal, but what boundaries would you like to change in this circle? What is easy and what is difficult to change in your life? What was missing to accurately reflect your life (creativity, music, etc.)? Why do we still wait and strive for change?

Exercise 3: “Walking with a Compass”

Another game of trust. The group is divided into pairs, where there is a follower (“tourist”) and a leader (“compass”). Each follower (he stands in front, and the leader behind, with his hands on his partner’s shoulders) is blindfolded.

Exercise: Walk the entire playing field forward and backward. At the same time, the “tourist” cannot communicate with the “compass” on a verbal level. The leader (compass), with the movement of his hands, helps the follower to keep the direction, avoiding obstacles - other tourists with compasses.

Information for discussion: describe the sensations of a blindfolded person who is forced to rely on his partner. What contributed or hindered the feeling of trust? How did leaders help their followers?

Exercise 4: “Sun and Cloud”

On the left we draw a sun with rays, and on the right – clouds. Along the rays of sunshine, write all the good things that you think about yourself, Anna Cloud - those negative character traits that you have and that you need to work on.

In conclusion, I want to repeat once again that the main goal of conducting such trainings is to prevent conflicts in the teaching staff, as one of the factors of unity, so that you will take as much experience and knowledge here as you want. For some, all the information obtained here will be useful, while for others, only part of the information will be needed. In any case, take as much as you want.

Let us at first have a forced smile, a clumsy compliment, an increased interest in personal matters - over time this will polish and begin to look natural.

Know how to manage your emotions and feelings. After all, in a fit of anger, a person can say a lot of bad things.

To extinguish this within yourself negative feeling psychologists suggest doing the following:

1. Breathe evenly. When you realize that you have lost control of yourself, your pulse quickens, you begin to breathe quickly, and your blood circulation accelerates. Breathing evenly can bring you back to normal.

2. Try telling yourself: “I can overcome my anger. When people are angry, they say things that are not what they mean.”

3. Call your friend and tell her what annoys you. If someone listens to you and tries to understand, you will feel much better.

4. Build a plan in your head for your next actions and statements. When a person is angry, his actions and actions are spontaneous. By making a plan, you can take control of your anger.

At the end of the work, feedback is provided on the entire lesson:

1. How do you feel?
2. Has the feeling changed compared to the state at the beginning of work?
3. How comfortable was it to work with others?
4. During the training, did you experience a feeling of discomfort, perhaps anxiety?
5. What did you gain from the training group?
6. What topics would be interesting to consider?
7. Did the training live up to your expectations? (Poster with a picture of a tree.)

He who knows humanity is not deprived of intelligence;

He who knows himself is doubly smarter.

He who defeats another is strong,

He who has conquered himself is a hundred times stronger.

To live long, live in harmony with yourself,

To live forever, enter the hearts of people.

Chinese philosopher Loo Izy.

Test “Are you a conflict-ridden person?”

To find out, take the test, choosing one answer for each question.

1. A loud argument broke out on public transport. What's your reaction?

a) I do not participate;

b) I briefly speak out in defense of the side that I consider to be right;

c) I actively interfere, thereby “causing fire on myself.”

2. Do you speak up at meetings and criticize management?

b) only if I have every reason for this;

c) I criticize on any occasion not only the authorities, but also those who defend them.

3. Do you often argue with friends?

a) only if people are not touchy;

b) only on fundamental issues;

c) controversy is my element.

4. How do you react if someone jumps the line?

a) I’m indignant in my soul, but I’m silent: it’s more important to myself;

b) make a remark;

c) I go forward and begin to observe order.

5. At home, an unsalted dish was served for lunch. What's your reaction?

a) I won’t make a fuss over trifles;

b) silently take the salt shaker;

c) I cannot resist making caustic remarks and, perhaps, I will demonstratively refuse food.

6. If someone steps on your foot on the street or in public transport...

a) I will look at the offender with indignation;

b) I will make a dry remark;

c) I will speak out without mincing words.

7. If someone close to you bought something you didn’t like...

a) I will remain silent;

b) I will limit myself to a short tactful comment;

c) I will cause a scandal.

8. Unlucky in the lottery. How do you feel about this?

a) I will try to appear indifferent, but in my heart I will promise myself never to participate in it again;

b) I will not hide my annoyance, but I will treat what happened with humor, promising to take revenge;

c) losing will ruin your mood for a long time.

Now calculate the points scored based on the fact that each

a) 4 points; b) 2, c) 0 points.

22 – 32 points– you are tactful and peaceful, deftly avoiding disputes and conflicts, avoiding critical situations at work and at home. The saying “Plato is my friend, but the truth is dearer!” has never been your motto. Maybe that's why you are sometimes called an opportunist. Take courage if circumstances require you to speak out on principle, regardless of faces.

12 – 20 points– you seem to be a conflicted person. But in fact, you only conflict if there is no other way out and other means have been exhausted. You firmly defend your opinion, without thinking about how this will affect your job position and friendships. At the same time, do not go beyond the bounds of correctness and do not stoop to insults. All this gives you respect.

Up to 10 points– disputes and conflicts are the air without which you cannot live. You love to criticize others, but if you hear comments addressed to you, you can be “eaten alive.” Your criticism is for the sake of criticism, and not for the benefit of the cause. It is very difficult for those who are close to you - at work and at home. Your intemperance and rudeness push people away. Is this why you have no real friends? In a word, try to overcome your absurd character!

Natalia Kuznetsova
Psychological training for teachers “Conflicts and ways to overcome them”

Psychological training for teachers

"Conflicts and ways out of them"

Target: introduce teachers to the concept of “conflict”; promote the development of skills for constructive exit conflict situations; establish contacts between participants; contribute to the destruction of habitual greeting stereotypes and the development of creativity.

Preliminary work: diagnostics of teachers (test “30 proverbs”)

Progress of the training

1. Greeting game “Tram” Everyone sits in a circle. One chair is free. The one with the free chair on the right starts. He must move to an empty chair and say: “And I’m going.” Next: “And I’m nearby.” Next: “And I’m a hare.” Fourth: “And I’m with...” and names the name of any participant. The one whose name was called hurries to sit on an empty chair, and everything is repeated from the beginning by analogy.

Conflict- this is hidden or overt opposition from parties whose interests in any area have begun to compete with each other.

Conflict is a phenomenon that arises as a result of a collision of opposing actions, views, interests, aspirations, plans different people or the motives and needs of one person.

2. Exercise “Alphabet of Emotions” The task is to remember and write down in a few minutes what arises in a conflict situation - one emotion for each letter of the alphabet. A single data bank is created in the general circle.

Conflicts are a natural part of our lives. Because we are all different: we each have our own views, habits, dreams. This means that our interests and the interests of the people around us may not coincide. Sometimes this causes conflicts (barriers in communication).

It must be remembered that on almost any issue, different people views differ. People are different! These differences are natural and normal. At the same time, in conflict situations we behave differently.

3. Exercise “Conflict in transport” Purpose of the game: to gain experience in the ability to negotiate in conditions of conflict of interests.

Chairs are placed in the room: two next to each other (simulating paired seats on a bus, one in front. There are three participants in the game (two plus one). Two receive instructions secretly from the third, the third secretly from two. The task of two is to “get on the bus” and sit next to each other to talk about a topic that is important to both of them.The third participant’s task is to take one of the paired seats, for example, “by the window” and give up his seat only if such a desire really arises.

Discussion: game participants answer the following questions:

Why did the “third” still give up (or, on the contrary, not give up) his place?

Were there moments when the “third” wanted to vacate this place?

What feelings did the players experience?

Whose way of solving the problem is the most successful?

What exactly was the reason for success (or, conversely, failure?

In a conflict, when a person experiences strong negative emotions, problems appear with their expression: stress, raised voice, heart palpitations, rapid breathing, paleness, rude words that humiliate the other.

4. K. Thomas identifies five ways out of a conflict situation: Competition (competition) involves focusing only on your own interests, completely ignoring the interests of your partner. “For me to win, you have to lose.” Avoidance (evasion) is characterized by a lack of attention to both one’s own interests and the interests of a partner. “I don’t care if you win or lose, but I know I have no part in it.”

A compromise represents the achievement of a “half” benefit by each party. “For each of us to win something, each of us must lose something.”

Accommodation involves increased attention to the interests of another person, while one's own interests fade into the background. “For you to win, I have to lose.”

Cooperation is a strategy that takes into account the interests of both parties. “For me to win, you have to win too.”

"sharks" use competition more often";

“turtles” – evasion;

“cubs” – adaptation;

“foxes” – compromise”;

“owls” – cooperation.

In pedagogical practice, there is an opinion that the most effective ways to resolve conflict are cooperation and compromise. However, any of the strategies presented by Thomas can be effective in different situations, since they have both positive and negative sides.

No matter how much we would like it, it is hardly possible to imagine, much less implement, completely conflict-free interaction between people. Sometimes it is even more important not to avoid conflict, but to wisely choose a strategy for behavior in a conflict situation and lead the parties to a constructive agreement.

5. Exercise “Pros and cons of conflict” You can look at a conflict, as probably at any phenomenon in reality, from different points of view and find its pros and cons. Many of us view conflicts most often as a negative phenomenon that leads to disruption of relationships and other negative consequences. But we must not forget that overcoming crises, including conflict situations, often allows us to switch to new stage interaction with other people, new level perception of the surrounding world and oneself in it. And now we will make sure of this when performing the exercise.

Divide into 2 teams. The first team writes down as many positive consequences of conflict situations as possible, the second team describes the negative consequences of conflicts.

Next, each group announces its list, and the leader records it on a piece of Whatman paper or a board. If the opposing team has questions or comments, they can voice them after the team has completely finished its answer.

Conflict reveals a “weak link” in an organization, in relationships (diagnostic function of conflict);

Conflict provides an opportunity to see hidden relationships;

Conflict provides an opportunity to throw out negative emotions and relieve tension;

Conflict is an impetus for revision and development of one’s views on the familiar;

The need to resolve conflict determines the development of the organization;

Conflict promotes team unity when confronting an external enemy.

Negative emotional experiences that can lead to various diseases;

Violation of business and personal relationships between people, decreased discipline. In general, the socio-psychological climate is deteriorating;

Deterioration in quality of work. Difficult restoration of business relationships;

The idea of ​​winners or losers as enemies;

Temporary losses. For every minute of conflict there are 12 minutes of post-conflict experiences.

There are two types of statements that can be used during a conflict situation. One of the most effective means expressing your emotions, understanding your feelings and the ability to tell your opponent about it. This method is called “I-statement”. Such a statement improves relationships, on the contrary, “You-statement” undermines them and leads to a deepening of the conflict. Using an “I” statement, we focus our attention on what we ourselves are thinking or feeling in a conflict situation, without blaming or judging other people.

6. Game “You and I Unite” Goal: learning mutual understanding and empathy, receiving feedback from the group.

Tasks: Identification common features and differences, teach to discover the positive merits of other people, unite the team.

Progress: Participants stand in a circle; one of them has a ball or other object in his hands, acting as a relay baton.

He throws this ball to any of the participants with the words “Name”. You and I are united by (quality). This quality can be anything: character traits, hair color, habits, favorite vacation spots, zodiac sign, aspects of life experience, etc.

If the recipient of the ball agrees with the statement, he responds with the words “yes, that’s true,” if he does not agree, he says, “Thank you. I will think". After that, he passes the ball to his chosen one and indicates a reason for an explanation. If desired, he can add a third, based on the same criterion that was outlined.

Issues for discussion:

1. Do you think you have been able to recognize the positive qualities of other people?

2. Did you encounter any difficulties while performing the exercise?

3. How did you feel when you were given feedback?

4. How did you feel when you addressed your opponent?

5. What emotions did you have while doing the exercise?

7. Reading and discussion of the parable. (Application)

Literature:

1. Avidon I. Gonchukova O. 100 warm-ups that will decorate your training. "Rech" St. Petersburg, 2007;

2. Monina G. B. Lyutova-Roberts E. K. Communication training: teachers, psychologists, parents. "Speech" St. Petersburg, 2007.

Application

Parable about gossip... One man came to his Mentor and asked:

Do you know what your friend said about you today?

Wait,” the Teacher stopped him, “first sift everything you are going to say through three sieves.”

Three sieves?

Before you say anything, you need to sift it three times. First, sift the truth through a sieve. Are you sure that everything you want to tell me is true?

No, I just heard...

Very good. So you don't know if it's true or not. Then let's sift it through the second sieve - the sieve of kindness.

Do you want to say something good about my friend?

No, on the contrary...

This means, the Teacher continued, “you are going to say something bad about him, but at the same time you are not even sure that it is true.” Let's try the third sieve - the sieve of benefit. Is it really necessary for me to hear what you have to say?

No, there is no need for this...

So, the Mentor concluded, “there is no truth, no kindness, or necessity in what you want to tell me.

Why say this then?

Conflict in the social environment as a dispute between the parties, as a contradiction in their interests and goals, is natural and therefore inevitable.

The question is how to resolve conflicts. There are three types of attitudes or approaches to conflict resolution:

• - one of the parties (or all parties) seeks to win (unilateral actions);
• - the participant(s) in the conflict ignores its existence and is inactive (unilateral actions);
• - with or without the help of a third party, participants discuss the problem that caused the conflict in order to find a mutually acceptable solution (joint action).

In the course of conflict resolution, participants will have to go through a series of phases from violent actions to resolving contradictions through discussions.

These phases are as follows:

• - cessation of violent actions;
• - establishing dialogue;
• - searching for solutions to problems through negotiations.

Most often, as adequate methods for preventing and resolving conflicts by various authors the following are mentioned:

• - early diagnosis conflict and identifying its causes in order to prevent its further expansion;
• - "splashing out", "discharging" negative emotions through activities that do not cause significant harm to the opponent;
• - changing the nature of the perception of the participants in the conflict;
• - method of successive mutual concessions;
• - negotiations between parties to the conflict;
• - appeal to the arbitrator;
• - contacting an intermediary.

One of the common forms of conflict prevention and resolution is a form of training. J. Burton should be considered the initiator of this approach, according to which conflict resolution should be based on changing deep structures. Properly organized communication between social groups in conflict is one of the central methods in this approach. It aims to change the nature of perception, as mentioned above, and also, through this, to change the relationship of the parties to each other.

The purpose of the training sessions is to provide training participants with the opportunity to gain experience in constructively resolving conflict situations.

Objectives of the training sessions:

• - training in methods of finding solutions in conflict situations;
• - help participants learn to assess a conflict situation impartially;
• - help participants adjust their behavior in the direction of reducing its potential for conflict (remove conflict in the personal-emotional sphere);
• -development of such personality traits as communication skills, empathy, stress resistance, reflection;
• -team unity, development of team interaction skills.

Lesson 1

Exercise "Interview"

The goal is to develop the ability to listen to a partner and improve communication skills, reducing the communication distance between training participants.

Participants break into pairs and talk with their partner for 10 minutes, trying to learn as much as possible about them. Then everyone speaks a short introduction to their interlocutor. The main task is to emphasize his individuality and difference from others. After which the participants take turns introducing each other.

Exercise "Cosmic speed"

Purpose of the exercise: to develop the skill of making a group decision on the strategy and tactics of completing the task. Promote group cohesion and deepen the processes of self-disclosure.

Instructions: “Pass the ball in a circle, in any order, except for the neighbor on the right and the neighbor on the left, but so that the ball goes to each team member once.”

Complication:

• - do the same thing, but for a while
• - “Can you do it faster?”
• - perform in any other way for a while.

The facilitator invites all team members to sit in a circle after completing the exercise and express their state at the time the work began and ended.

What to pay attention to:

• - development of team strategy
• - understanding the idea of ​​the exercise
• - understanding of other participants
• - making decisions
• - changes in behavior
• - change on the emotional level and in the degree of participation of everyone.

The presenter's questions should be neutral and leave freedom of choice, analysis and imagination: - How did you feel?

• - What changed at the moment?
• - Why did you choose this decision?

Exercise "I say what I see"

Purpose of the exercise: replaying the situation of non-judgmental statements.

Description of behavior means reporting the observed specific actions of other people without evaluation, that is, without attributing to them motives for action, assessing attitudes, or personality traits. The first step in developing descriptive rather than judgmental language is improving the ability to observe and report your observations without making judgments.

Sitting in a circle, now you observe the behavior of others and, in turn, say what you see about any of the participants. For example: “Kolya is sitting with his legs crossed,” “Katya is smiling.”

The facilitator ensures that value judgments and inferences are not used. After completing the exercise, it is discussed whether there was a tendency to use estimates often, whether the exercise was difficult, and how the participant felt.

The presenter draws attention to the fact that one of the goals of the lesson is to study the possibilities of an appropriate choice of behavior strategies in a conflict based on probabilistic forecasting.

There are at least three methods for resolving any meaningful conflict.

• 1. Forceful solution. The subject of the conflict is appropriated through force, volitional decisions, and the use of power.
• 2. Physical separation of the parties. The parties are removed from the conflict field, a collision does not occur due to physical impossibility. In some cases, arbitrary withdrawal from the conflict field by one of the parties leads to the impossibility of achieving the goal by the other party. In this case, there is only one outcome - no one gets the win.
• 3. Search for a solution that suits opponents. There are also two possible outcomes here. Compromise - all participants gain access to the subject of the conflict, but not fully: they have to share. A constructive solution is a solution that will ensure the maximum realization of interests by both parties.

Thus, three ways of dealing with conflict can lead to five different outcomes: victory, defeat, withdrawal, compromise and resolution. The consistent implementation of strategies aimed at achieving a predetermined outcome is called a conflict resolution style.

Lesson 2

Role-playing game "Smoothing Conflicts"

The goal is to develop skills and abilities to smooth out conflicts. The presenter talks about the importance of such skills as the ability to quickly and effectively resolve conflicts; announces that now it is worth trying to experimentally find out the basic methods of conflict resolution.

Participants are divided into threes. For 5 minutes, each trio comes up with a scenario in which two participants represent conflicting parties (for example, quarreling spouses), and the third plays a peacemaker, an arbiter.

The facilitator brings up the following questions for discussion:

• - What methods of conflict resolution have been demonstrated?
• - What interesting discoveries did the participants use during the game, in your opinion?
• - How should those participants who failed to smooth out the conflict behave?

Exercise "Hell Towers"

The goal is a team building exercise that attempts to show the conflict that has arisen due to communication barriers between participants. Such barriers arise due to the fact that people, considering their perception of the world as the only correct one, often refuse to accept other points of view. Inferno Towers takes this concept and uses it to encourage players to think about the factors that both help and hinder team building.

The instructions below are for a group of at least 12 people (that is, two teams of 6 people each). If for some reason you want to have larger or smaller teams, you can change the number of instruction cards. As long as there is enough space, any number of people can play.

Conditions: seminar room or conference room - upon minimum quantity furniture. Players should be able to form teams and build their own “structures.”

Description of the exercise.

• 1. Divide the group into teams of 6 people.
• 2. Give each team more Lego pieces or some other similar constructor. Explain that they will need to build a tower.
• 3. Give all participants in each team a card on which data regarding one part of the task will be written. Emphasize that this information should not be shared with anyone.
• 4. Announce that the game will be played in complete silence and allow the players to get down to business.

Instructions for cards:

• - The tower must consist of 20 blocks.
• - The tower should be 10 levels high.
• - The tower must be built only from white, red and yellow “bricks”.
• - The tower must be built only from blue and yellow “bricks”.

The sixth level of the tower should be different in color from the rest.

It is you who must build the tower. If other members of your team take on the “bricks,” stop them and insist that you build the tower yourself.

Discussion of the results of the game:

Towers of Inferno is fun to watch from the outside (video it if you can), as individual players will inevitably become confused, confused, and frustrated once they realize that all their attempts to follow instructions only result in outside opposition members of their teams. They will be disappointed as soon as they realize that all the joint work on common task comes down to revealing the fact that in reality nothing of the kind happens. For example, a player tries to place a blue "brick" only for another player to remove it with obvious indignation. The third will try to keep others from taking any action at all, etc.

After the activity is over, it is useful to discuss the situations - they are repeated every time this game is used.

1. The player assigned to be the only builder wins. This happens if this role is assigned to a strong-willed person who is fluent in non-verbal communication methods and makes it clear that he will not tolerate any opposition. Under these conditions, other team members more or less patiently - depending on their temperament - sit on the sidelines and watch the “impostor.” Everything goes smoothly until that person does something that contradicts the other player's instructions: the latter makes a silent protest, which the builder usually listens to and changes the design accordingly. When two protesters come into conflict with each other (perhaps because one of them is not satisfied with the color of the “bricks”), the builder often begins to experiment, changing one “brick” for another until both disputants are satisfied - for example, that only yellow bricks are used.

This team behavior is most often effective, resulting in a group like the one described above being able to build a tower first and be very pleased with their performance, the product (the tower), and each other. This is probably due to the fact that none of them “lost face.” The initial humiliation experienced by team members who are removed from work is compensated by their subsequent instructions to the “builder” how and what to build. This is another aspect of leadership as a compromise between leader and subordinates.

• 2. The self-proclaimed builder is defeated by powerful opposition in the form of other players who insist on being allowed into the “bricks”. This behavior usually leads to serious conflicts. We saw people snatching bricks from each other or removing them from the structure. If events take this turn, the tower is unlikely to be built.
• 3. There is a combination of the described strategies. There are continuous negotiations between potential builders, which take a lot of time. Each “brick” becomes the subject of non-verbal, sometimes heated, discussion. Given enough time, the tower will eventually grow, but a team that behaves this way will usually lose to opponents who choose strategy 1.

Exercise "Exaggeration or complete change of behavior"

The goal is to develop skills in modifying and correcting behavior based on the analysis of roles played and group analysis of behavior.

This role-playing game, in which group members are given the opportunity to play out their intrapersonal conflicts. Role acting is used to increase awareness of behavior and the possibility of changing it. The participant chooses an undesirable personal behavior, or the group helps him choose a behavior that he is not aware of. If a group member is not aware of the type of behavior the group has chosen for him, he should exaggerate its expression. For example, a timid group member should speak in a loud, authoritarian tone, constantly bragging about his successes. If the participant is aware of the behavior and considers it undesirable, he must completely change it to the opposite when playing the role. Everyone is given 5-7 minutes to role-play. Then all participants share their observations and feelings.

Lesson 3

Exercise "Greeting"

The goal is to develop a trusting communication style in the process of establishing contacts, creating positive emotional attitudes towards trusting communication.

Participants sit in a circle and take turns greeting each other, always emphasizing the partner’s individuality, for example: “I’m glad to see you, and I want to say that you look great” or “Hi, you are energetic and cheerful as always.” You can remember the individual trait that the person himself identified when he first met. The participant can address everyone at once or to a specific person. During this psychological warm-up, the group should tune in to a trusting style of communication and demonstrate their kind attitude towards each other.

The presenter should pay attention to the manner of establishing contacts.

At the end of it, the presenter sorts out typical mistakes, admitted by participants, and demonstrates the most productive ways of greetings.

Exercise "Signal"

The goal is to warm up and improve the atmosphere in the group.

Participants stand in a circle quite close and hold hands from behind. Someone lightly squeezing their hand sends out a signal in the form of a sequence of quick or longer squeezes. The signal is transmitted in a circle until it returns to the author.

Exercise "Typewriter"

The goal is to warm up and develop united actions. Participants are given a word or phrase. The letters that make up the text are distributed among group members. Then the phrase must be said as quickly as possible, with everyone calling out their letter, and in the intervals between words everyone clapping their hands.

Lesson 4

Exercise "Justification"

Purpose - the exercise is aimed at removing stereotypes of perception and action, developing an understanding of the partner.

The participants justify their strange poses. and actions. They are presented one by one and justified one by one.

The presenter addresses the participants: “Justify the screaming, jumping on one leg, scratching behind the ear, crooked face, sticking out tongue, crooked posture, strange questions and answers.” The justification must be the “pure truth.”

In the end, everyone unanimously justifies their participation in the group.

Exercise "If... I would..."

The goal is to develop skills to quickly respond to a conflict situation.

The exercise takes place in a circle: one participant sets a condition that specifies a certain conflict situation. For example: “If I were shortchanged in a store...”. The next person sitting next to him continues (finishes) the sentence. For example: "... I would demand a complaint book."

It is advisable to carry out this exercise in several stages, each of which involves everyone present, followed by discussion.

The presenter notes that both conflict situations and solutions to them can be repeated.

Exercise "Counterarguments"

The goal is to create conditions for self-disclosure, the ability to conduct polemics and counter-argumentation.

Each group member must tell the rest of the participants about their weaknesses- about what he does not accept in himself. These could be character traits, habits that interfere with your life that you would like to change.

The remaining participants listen carefully and, at the end of the speech, discuss what was said, trying to bring counterarguments, that is, something that can be contrasted with the noted shortcomings, or even showing that our weaknesses in some cases become our strength in others.

Lesson 5

Exercise "Fairy Tale"

Goal - group members learn to interact with each other and pay attention to the words of their communication partners, develop imagination; Relieving tension.

The group sits in a circle and the leader begins to tell a story, for example:

• - Once upon a time there was a king who had a bride, and he loved her more than anyone in the world...
• - Once upon a time there was a wonderful musician who once walked through the forest and thought about different things.

When there was nothing else left for him to think about, he said to himself: “Time passes for a very long time in this huge forest; I would like to find myself a good travel companion.

• - Once upon a time there was an old queen who was very sick and thought to herself: “I’ll probably die soon...”.
• “Once upon a time there was a girl who spent the whole day doing nothing else but spinning and weaving...
• -Once upon a time there was a mighty king who had three sons, and he loved them more life. He thought: “It would be nice if my sons went to see the world...”

The leader holds a small ball in his hands; after the story begins, he throws the ball to someone from the group. This person will have to continue the story - you can say a word, or maybe a few sentences. After that, he throws the ball to another participant. None of the players knows when it will be their turn, and therefore they are forced to listen very carefully to what others are saying. Gradually, new heroes and new characters are introduced into the story. storylines, but participants must be warned that the fairy tale they come up with must have a good ending.

Participants are also warned that each person’s story should consist of no more than 3-4 sentences.

The discussion draws attention to differences in views and opinions (manifested in the presentation of the plot), the ability of participants to accept someone else’s point of view, and find a constructive solution. These skills are essential for effective conflict resolution.

Exercise "Position"

The goal is to reflect the mutual evaluative positions of the participants in the training sessions.

Participants form 2 circles: internal and external. The outer circle moves, the inner one remains in place. Those in the outer circle express their impression of the partner in the inner circle, starting with the phrase “I see you,” “I want to tell you,” “I like it about you.” After 2 minutes, the outer circle moves to one person, etc.

Exercise "Last Meeting"

The goal is to improve the communication culture and stimulate the activity of participants.

Lesson 6

Exercise "Understand Me"

Purpose of the exercise: development communication skills participants, practicing conflict-free communication skills.

Progress of the exercise. To participate in the exercise, the group is divided into pairs. One of the pair members plays the role of the leader of the organization, the second - the role of a subordinate. Each partner is offered a description of the situation.

After getting acquainted with the situation, participants are invited to enter into a dialogue, as a result of which they try to come to a compromise, a common solution to the situation. The dialogue time is limited by the presenter - 10 minutes.

As a result of the work, the participants analyzed the following points:

• 1. What decision option did the manager and subordinate come to?
• 2. Is the final solution a compromise for both parties?
• 3. Did they feel each other’s mood during communication?
• 4. Determine what behavioral strategy each partner chose during the conversation: cooperation, compromise, competition, avoidance, adaptation.
• 5. What difficulties did the participants experience in finding a common solution to the problem? Were you able to resolve them?
• 6. What methods of conflict resolution were used in the current situation?

Exercise “Conflict situations”

The purpose of the exercise is to practice effective behavior in conflict situations. Sample Topics situations:

Progress of the exercise. Training participants are divided into pairs or threes, choose a conflict situation and role-play it. Preparation time is 5-10 minutes. Then everyone returns to the circle and takes turns playing out their situations in front of everyone.

The teacher's reactions can be classified:

• -by type of behavior in conflicts: (adaptation, avoidance, competition, cooperation),
• -style of pedagogical communication (authoritarian, liberal, democratic),
• -role position (adult, child, parent).

Behavior aimed at cooperation, manifested in the democratic style of behavior and position of an adult, is considered constructive.

Exercise "Support"

Purpose - the exercise promotes group cohesion.

Groups in general composition, holding each other's shoulders, lowers to the floor. The starting position changes with your face or back to the center.

The presenter addresses the group: “Stand in a circle with your back to the center, put your hands on the shoulders of those standing next to you. Sit down all at the same time. Leaning on the floor and on your partners, stand up at the same time without breaking the circle. Do the same with your face in the circle.”

General discussion. How did you feel? What did you like? What outraged you? What questions do you have?

Goals:

• developing an understanding of the nature of the conflict;
• developing the ability to adequately respond to various conflict situations.

Tasks:

• analyze the conflict from the point of view of positive and negative impact on interpersonal relationships and on the attitude towards oneself;
• show the main factors that determine behavior in conflict;
• show significance emotional sphere person and its influence on communication during the conflict.

PROGRESS OF THE SEMINAR

1. Topic message"Conflictology" ( Presentation )

2. Exercise “Tram”

Everyone sits in a circle. One chair is free. The one with the free chair on the right starts. He must move to an empty chair and say: “And I’m going.” The next participant, who has an empty chair on the right, moves and says: “Me too.” The third participant says: “And I’m a hare,” And the fourth says: “And I’m with ... (says the name of any participant).” The one whose name was called hurries to sit on an empty chair, and everything, by analogy, is repeated from the beginning.

3. Exercise “Writing syncwines” (Annex 1 )

4. The concept of conflict

Word "conflict" translated from Latin means "collision". The English dictionary of synonyms gives the following concepts for the term “conflict”: struggle, clash, disagreement, hostility, opposition, etc.
Based on analysis large number domestic and foreign works N.V. Grishina proposes to define a socio-psychological conflict as a clash that arises and occurs in the sphere of communication, caused by conflicting goals, modes of behavior, attitudes of people, in conditions of their desire to achieve any goals. The determining factor in the origin of conflicts is the appropriate combination of objective and subjective factors.
Conflict- this is the opposition of subjects regarding a contradiction that has arisen, real or imaginary. The cause of the conflict may be a difference in goals, insufficient awareness of the parties about the event, incompetence of one of the parties, low culture of behavior, etc.
Unfortunately, there is no generally accepted theory of conflicts that would unambiguously explain the nature of their occurrence and their impact on the development of society, and there is no single classification, however, most authors (Grishina G.V. 2002; Pochebut L.G., Chiker V.A. and a number of foreign authors) distinguish the following types of conflicts: personal, interpersonal, intergroup, intragroup conflicts.
An unknown author identifies the following main types of conflicts that disrupt the successful implementation of the corresponding connection:
1) conflicts, which are a reaction to obstacles to achieving the main goals of work (for example, difficulties in completing a given business task, incorrect solution to any production problem, etc.);
2) conflicts that arise as a reaction to obstacles to achieving personal goals of employees within the framework of their joint work activities (for example, a conflict over the distribution of business tasks considered “profitable” or “unprofitable”, dissatisfaction with the proposed vacation schedule, etc.);
3) conflicts arising from the perception of the behavior of team members as inconsistent with accepted social norms of joint work activity (for example, a conflict due to violation of labor discipline by one of the members of the advanced team with a generally high level of attitude towards work);
4) purely personal conflicts between employees, caused by the incompatibility of individual psychological characteristics - sharp differences in needs, interests, value orientations, and level of culture as a whole.

5. Exercise “Alphabet of Emotions”

The task is to remember and write down in a few minutes what arises in a conflict situation - one emotion for each letter of the alphabet. A single data bank is created in the general circle (orally or on the board/flipchart).

6. Exercise “Pros and cons of conflict”

A conflict, as probably any phenomenon of reality, can be looked at from different points of view and one can find its pros and cons.
Participants are divided into two groups. The first team will need to write down as many positive consequences of conflict situations as possible in brainstorming mode, and the second team, accordingly, will need to describe the negative consequences of conflicts. Groups are given 10 minutes to work.
N.V. Klyueva offers a characterization of the conflict:

Constructive sides of the conflict:

• Conflict reveals a “weak link” in an organization, in relationships (diagnostic function of conflict).
• Conflict provides an opportunity to see hidden relationships.
• Conflict provides an opportunity to throw out negative emotions and relieve tension.
• Conflict is an impetus for revision and development of one’s views on the familiar.
• The need to resolve conflict determines the development of the organization.
• Conflict promotes team unity when confronting an external enemy.

Destructive sides of the conflict:

• Negative emotional experiences that can lead to various diseases.
• Violation of business and personal relationships between people, decreased discipline. In general, the socio-psychological climate is deteriorating.
• Deterioration in quality of work. Difficult restoration of business relationships.
• The idea of ​​winners or losers as enemies.
• Temporary losses. For every minute of conflict there are 12 minutes of post-conflict experiences.

7. Conflict resolution technology (Appendix 4 )

6 rules for formulating a conflict situation

In many conflicts, you can find more than one conflict situation or find several options for its formulation.
The correct formulation of the conflict situation plays a key role in conflict resolution.
Here are the rules that make this procedure the most effective for resolving the conflict.
Rule 1. Remember that a conflict situation is something that needs to be eliminated.
Consequently, formulations like: “the conflict situation is in this person”, “in the socio-economic situation”, “in the lack of buses on the line”, etc. are not suitable, because we have no right to eliminate the person in general, the socio-economic None of us alone will change the situation and the number of buses on the line will not increase.
Rule 2. A conflict situation always arises before a conflict.
The conflict arises simultaneously with the incident. Thus, a conflict situation precedes both the conflict and the incident.
It is no coincidence that in the first conflict formula the KS comes first, then I and only then K.
Rule 3. The wording should tell you what to do.
For example, in the latter case, conflict situations showed that in future it is necessary to behave in a more mannered manner (not spitting, in particular); do not allow your image and authority to fall.
Rule 4. Ask yourself questions "why?" until you get to the root cause from which the others flow.
If we remember the analogy with a weed, this means: do not pull out only part of the root, the remaining part will still reproduce the weed.
Rule 5. Formulate the conflict situation in your own words, if possible without repeating words from the description of the conflict.
The point is that when considering a conflict, there is usually a lot of talk about it. visible sides, that is, about the conflict itself and the incident. We come to an understanding of the conflict situation after some conclusions and generalization (combination) of heterogeneous components. This is how words appear in her formulation that were not in the original description.
Rule 6. Use a minimum of words in your wording.
When there are too many words, the thought is not specific, side nuances appear, etc. This is where the aphorism “brevity is the sister of talent” is so appropriate.
A conflict situation is a diagnosis of a disease called “conflict”. Only a correct diagnosis gives hope for healing.

8. How to avoid conflicts (Appendix 5 )

Rules for conflict-free communication ( Appendix 6 )

9. Exercise “I am in conflict”

• express your vision of yourself in a difficult situation
• provide an opportunity to release pent-up emotions.

Participants are given sheets of paper and all the materials necessary for drawing, and they occupy any private place. Within 10 minutes, they will need to draw a picture, the main idea of ​​which is expressed in its title - “I am in conflict.” It could be a self-portrait or an abstract piece. The main thing is that the work conveys the emotions that the author most often experiences in conflict situations, speaks about his ways of responding to conflicts and his abilities to behave in them. In the process of drawing, it is important not to evaluate yourself from the outside, but to convey the real state of affairs. When all the drawings are ready, the presenter collects them and mixes them so that it is impossible to guess where whose drawing is. Participants sit in a circle, and then they must discuss who is the creator of this or that work. The drawings are presented to the presenter one by one. Naturally, the author tries not to give himself away in any way. He, and with him other participants, since authorship is often incorrectly established, have the opportunity to receive feedback about what the group thinks about their behavior and experiences in conflicts, how they see them in overcoming difficult situation.
When all the authors have been identified, the participants exchange impressions both from the drawing process itself and from the subsequent discussion of the drawings in the group.

11. K. Thomas identifies five ways out of a conflict situation.

Competition(competition) involves focusing only on one’s own interests, completely ignoring the interests of the partner.
Avoidance(evasion) is characterized by a lack of attention to both one’s own interests and the interests of the partner.
Compromise represents the achievement of “half” benefits by each side.
Device involves increased attention to the interests of another person, while one’s own interests fade into the background.
Cooperation is a strategy that takes into account the interests of both parties.

• "sharks" use competition more often";
• “turtles” – evasion;
• “cubs” – adaptation;
• “foxes” – compromise”;
• “owls” – cooperation.

In pedagogical practice, there is an opinion that the most effective ways to resolve conflict are cooperation and compromise. However, any of the strategies presented by Thomas can be effective in different situations, since they have both positive and negative sides.
No matter how much we would like it, it is hardly possible to imagine, much less implement, completely conflict-free interaction between people. Sometimes it is even more important not to avoid conflict, but to wisely choose a strategy for behavior in a conflict situation and lead the parties to a constructive agreement.

Ways to resolve conflicts ( Appendix 8 )

12. Exercise “Worthy answer” (Appendix 9 )

13. Typology of conflicting personalities (Appendix 10 )

Dermanova I.B., Sidorenko E.V. offer techniques that reduce and increase tension.

14. Techniques to reduce tension:

1. Giving your partner the opportunity to speak out.
2. Verbalization of emotional state:
   • Yours;
   • Partner.
3. Emphasizing commonality with a partner (similarity of interests, opinions, unity of purpose, etc.)
4. Showing interest in your partner’s problems.
5. Emphasizing the importance of your partner, his opinion in your eyes.
6. If you are wrong, immediately admit it.
7. Proposal of a concrete way out of the current situation.
8. Appeal to facts.
9. Calm, confident pace of speech.
10. Maintaining optimal distance, angle of rotation and eye contact.

Techniques that increase tension:

1. Interrupting your partner.
2. Ignoring emotional state:
   • Yours;
   • Partner.
3. Emphasizing the differences between oneself and the partner, downplaying the partner’s contribution to the common cause and exaggerating one’s own.
4. Demonstration of disinterest in the partner’s problem.
5. Belittling the partner, negative assessment of the partner’s personality.
6. Delaying the moment of admitting that you were wrong or denying it.
7. Finding the guilty and blaming the partner.
8. Transition to personalities.
9. A sharp increase in the rate of speech.
10. Avoidance of spatial proximity and body tilt.

15. Exercise “Swift-footed deer and a ringing string” (Appendix 11 )

16. Exercise “Four squares” (Appendix 12 )

17. Exercise “You and I are united” (Appendix 13 )

Used Books:

1. G.B.Monina, E.K. Lyutova-Roberts“Communicative training”, S-P “Rech” 2007.
2. I. Avidon, O. Goncharova“Training of interaction in conflict”, S-P “Rech” 2008.
3. I.A. Ageeva“Successful teacher: training and correction programs”, S-P “Rech” 2007.
4. V. Sheinov“Conflicts in our lives, the emergence, development and resolution of conflicts,” online article.