Large group conflict training. Training on conflict prevention in kindergarten with a presentation. Role-playing game "Smoothing conflicts"
A set of exercises for conflict management training
Name of the exercise | Purpose of the exercise |
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Lesson 1. Acquaintance, acceptance of the training rules |
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Interview (Introduction) | Participants break into pairs and talk with their partner for 10 minutes, trying to find out as much as possible about him. Then everyone prepares a brief introduction to their interlocutor. The main task is to emphasize his individuality, dissimilarity to others. The participants then take turns introducing each other. | Ø Developing the ability to listen to a partner and improve communication skills. Ø Reducing the communication distance between the training participants. |
space speed | Instruction: "Pass in a circle, in any order, except for the neighbor on the right and the neighbor on the left, the ball, but so that the ball visits each team member 1 time." Complication: Ø Do the same, but for a while. Ø Can you do it faster? Ø Run 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 you should pay attention to: Ø development of a team strategy; Ø understanding the idea of the exercise; Ø understanding of other participants; Ø decision making; Ø changes in behavior; Ø change on an emotional level and in the degree of participation of each. The facilitator's questions should be neutral and leave freedom of choice, analysis and fantasy: Ø How did you feel? Ø What has changed at the moment ...? Ø Why did you choose this solution? | Ø Practicing the skill of making a group decision on the strategy and tactics of accomplishing the task. Ø Contribute to the cohesion of the group and the deepening of the processes of self-disclosure. |
I say what I see | The description of behavior means reporting the observed specific actions of other people without evaluation, that is, without attributing to them motives for actions, assessing attitudes, personality traits. The first step in developing to speak in a descriptive way, rather than in the form of assessments, is to improve the ability to observe and report your observations without giving judgments. Sitting in a circle, you now observe the behavior of others and, in turn, say what you see about any of the participants. The facilitator ensures that value judgments and inferences are not used. After the exercise, it is discussed whether there was a frequent tendency to use the scores that the participant felt. | Playing the situation of non-judgmental statements. |
Uncertain, confident and aggressive responses | Each member of the group is asked to demonstrate in a given situation uncertain, confident and aggressive types of responses. The following situations can be suggested: Ø A friend is talking to you and you want to leave. Ø Your friend arranged for you to meet a stranger without warning you. Ø People sitting behind you in the cinema disturb you by talking loudly. Ø Your neighbor distracts you from an interesting speech by asking stupid, in your opinion, questions. Ø A friend asks you to lend him some expensive thing of yours, and you consider him a person who is not neat, not entirely responsible. Only one situation is used for each participant. You can act out these situations in pairs. The group should discuss each participant's response. The exercise takes 40-50 minutes. | Formation of adequate reactions in various situations. |
Exaggeration or complete change of behavior | This is a role-playing game in which group members are given the opportunity to play out their intrapersonal conflicts. Role-playing is used to increase awareness of behavior and the possibility of changing it. The participant himself chooses unwanted personal behavior, or the group helps him choose behavior that he is not aware of. If a member of the group is not aware of this behavior, he must exaggerate it. For example, a timid member of the group should speak in a loud authoritarian tone, constantly boasting. If the participant is aware of the behavior and considers it undesirable, he must completely change it. Everyone is given 5-7 minutes to act out the roles. Then all participants share their observations and feelings. | Formation of behavior modification and correction skills based on the analysis of roles played and group analysis of behavior. |
Lesson 2 |
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Greetings | Participants sit in a circle and take turns greeting each other, always emphasizing the individuality of the partner, for example: “I am glad to see you, and I want to say that you look great” or “Hi, you are energetic and cheerful as always.” You can recall the individual trait that the person himself singled out at the first meeting. The participant can apply to all at once or to a specific person. During this psychological warm-up, the group should tune in to a trusting style of communication, demonstrate their good attitude towards each other. The facilitator should pay attention to the manner of establishing contacts. The lesson takes 10-15 minutes. At the end of it, the facilitator analyzes the typical mistakes made by the participants and demonstrates the most productive ways of greetings. | Ø Formation of a trusting style of communication in the process of establishing contacts Ø Creation of positive emotional attitudes for trusting communication. |
Signal | Participants stand in a circle, close enough and hold hands 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. In the form of a complication, you can send several signals at the same time, to one or to different sides movement. | Warm-up, improving the atmosphere in the group. |
Dispute | The exercise is carried out in the form of a debate. Participants are divided into two approximately equal teams. With the help of lots, it is decided which of the teams will take one of the alternative positions on any issue, for example: supporters and opponents of "tanning", "smoking", "separate meals", etc. Arguments in favor of one or another point of view Team members take turns speaking. A mandatory requirement for the players is to support the statements of opponents and understand the essence of the argument. During the listening process, the member of the team whose turn it is to speak next should respond with hoo-hoo and echo, ask clarifying questions if the content of the argument is not completely clear, or paraphrase if there is an impression of complete clarity. Arguments in favor of the position of your team are allowed to be expressed only after the speaker in one way or another signals that he was understood correctly (nodding his head, “yes, that’s what I meant”). The facilitator monitors the order of performances, so that the listener supports the utterance without skipping beats, while using the reactions of the corresponding beat. You can give explanations like, “Yes, you understood me correctly” most easily by simply repeating the words of the interlocutor, and you can make sure that the understanding is correct by paraphrasing his statements. Warn participants against trying to continue and develop the thoughts of the interlocutor, attributing to him not his words. At the end of the exercise, the facilitator comments on its course, paying attention to cases when, with the help of a paraphrase, it was possible to clarify the positions of the participants in the “dispute”. | Development of skills and abilities of active listening. |
Role-playing game"Smoothing conflicts" | The host talks about the importance of such skills as the ability to quickly and effectively smooth out conflicts; announces that now it is worth trying to find out the main methods of conflict resolution empirically. Participants are divided into threes. For 5 minutes, each trio comes up with a scenario in which two participants represent the conflicting parties (for example, quarreling spouses), and the third plays a peacemaker, an arbiter. The facilitator raises the following questions for discussion: Ø What conflict resolution techniques have been demonstrated? Ø What, in your opinion, interesting finds did the participants use during the game? Ø How should those participants behave who failed to smooth out the conflict? | Development of skills and abilities to smooth out conflicts. |
Lesson 3 |
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Typewriter | Participants are given a word or phrase. The letters that make up the text are distributed among the members of the group. Then the phrase should be said as quickly as possible, with everyone calling their letter, and in the intervals between words, everyone clap their hands. | Warm-up, development of cohesive action skills. |
If..., I would... | The exercise takes place in a circle: one participant sets a condition in which some conflict situation is stipulated. For example, "If I were cheated in the store ...". The next one sitting next to him continues (ends) the sentence. For example, "... I would demand a complaint book." It is advisable to conduct this exercise in several stages, in each of which everyone present participates, after which a discussion follows. | Develop skills to quickly respond to a conflict situation. |
Counterarguments | Each member of the group must tell the rest of the participants about his weaknesses - about what he does not accept in himself. These can be character traits, habits that interfere in life that I would like to change. The rest of the participants listen carefully and, at the end of the speech, discuss what was said, trying to give counterarguments, that is, what can be opposed to the noted shortcomings or even showing that our weaknesses in some cases become our strengths in others. The exercise takes 40-50 minutes. | Ø Creation of conditions for self-disclosure; Ø Ability to conduct polemics and counterarguments. |
Lesson 4 |
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Last meeting | Improving the communicative culture, stimulating the activity of participants. |
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Group cohesion exercise "Unity" | Participants sit in a circle. Everyone clenches their hand into a fist, and at the command of the leader, everyone “throws out” their fingers. The group should strive to ensure that all participants, independently of each other, choose the same number. Participants are not allowed to talk. The game continues until the group reaches their goal. | Ø development of intellectual unity at the predictive level; Ø formation of the emotional-volitional unity of the group. |
Position | Participants form 2 circles: inner and outer. The outer circle moves, the inner one stays 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 you". After 2 minutes, the outer circle shifts by one person, and so on. | Reflection of mutual evaluation positions of participants in training sessions. |
Role-playing game | Each participant in turn talks about the conflict, a witness or participant of which he was once. This story should serve as a scenario for a further role-playing game in which those present should take part. The narrator can be not only the writer and director of the role-playing game, do several takes, etc. Participants are given maximum freedom. On the part of the leader, there should be only one condition: each conflict should end happily, in a compromise. | Consolidation of the experience gained in the training. |
trust fall | Participants form a large circle. One person stands in the center of the circle. He must fall into the hands of someone from the circle, for this you need to close your eyes, relax and fall back. Everyone should be able to fall and catch. At the end of the task, the group discusses their impressions of the exercise. | Ø Formation of psychomotor interaction skills; Ø Reducing the communication distance between group members. |
A set of exercises aimed at developing and improving employees' communication skills and abilities
Exercise 1 - "Visual Feeling"
Everyone sits in a circle. The facilitator asks everyone to carefully look at the faces of the other participants; after 2-3 minutes, everyone should close their eyes and try to imagine the faces of the other members of the group. Within 1-2 minutes, you need to fix in memory the face that you managed to imagine best. After completing the exercise, the group shares their feelings and repeats the exercise.
Task: each of the participants should try to reproduce in memory as many faces of partners as possible.
Purpose: improve perceptual skills of perception and representation of each other. For example: “Strange, but I noticed behind myself that when I am in this state, the color of my clothes is about the same.” The exercise is considered completed if, in response to questions, the participant receives three affirmative answers - “yes”.
Exercise 2 - "Transmission of motion in a circle"
Everyone sits in a circle. One of the group members begins the action with an imaginary object so that it can be continued. The neighbor repeats the action and continues it. Thus, the object goes around the circle and returns to the first player. He names the object passed to him, and each of the participants names in turn what he passed on. After discussion, the exercise is repeated one more time.
Purpose:
§ improve the skills of coordination and interaction at the psychomotor level;
§ develop imagination.
The following set of exercises is aimed at the formation and development of agency employees active listening techniques.
Exercise 3 - Determining the ability to listen to another person
Participants are divided into pairs and decide who is speaking and who is listening. The facilitator then announces that the task of the listeners will be to listen carefully for 2-3 minutes of a "very boring story." In fact, he explains (so that the "listeners" do not hear this) that the point is not in the degree of boring of the story, but in the fact that the narrator fixes the typical reactions of the listeners. To do this, the narrator is recommended, after a minute segment of speech, to pause at a convenient moment and continue the story after receiving any reaction from the listeners (nod, gesture, words, etc.). If within 7-10 seconds there is no pronounced reaction, you should continue the story for another minute and again interrupt and remember the next reaction of the listener. At this point, the exercise ends.
All members of the group are told the actual content of the instruction and the purpose of the exercise. Narrators are asked to keep in mind the content of the listeners' reaction (classifying the apparent lack of reaction as "deaf silence"). The facilitator gives a list of the most typical listening techniques, naming them and giving the necessary explanations.
Typical listening techniques:
1. Deaf silence.
2. Uh-huh-yes (yes, yep, yep, yep, well, chin nod, etc.).
3. Echo - repetition of the last words of the interlocutor.
4. Mirror - repetition of the last phrase with a change in word order.
5. Paraphrase - conveying the content of the partner's statement in other words.
6. Motivation - interjections and other expressions that encourage the interlocutor to continue the interrupted speech (“Well ...”, “Come on, come on”, etc.).
7. Clarifying questions - questions like "What did you mean when you said" eschatological ".
8. Leading questions - questions like "What-where-when-why-why", expanding the scope affected by the speaker; often such questions are essentially diverting from the line outlined by the narrator.
9. Grades, advice.
10. Continuations - when the listener breaks into a speech and tries to complete the phrase started by the speaker, "suggests words."
11. Emotions - "wow", "ah", "great", laughter, "well-and-well." "mournful mine", etc.
12. Irrelevant and pseudo-relevant statements - statements that are irrelevant or only formally (“but in the Himalayas everything is different” and the story about the Himalayas follows, “by the way, about music ...” and information about the fees of famous musicians follows).
After reviewing the list, the facilitator invites the “storytellers” to describe the reactions they observed from the listeners and classify them based on the diagram. The most commonly used reactions are identified and their positive and negative aspects in communication situations are discussed. In the context of the lesson, it is appropriate to give a three-fold listening scheme: “Support - Clarification - Commenting” and discuss the appropriateness of the appearance of certain reactions at different listening cycles. So, on the “Support” tact, the following reactions seem to be the most appropriate: yep, echo, emotional accompaniment, on the “Clarification” tact - clarifying questions and paraphrase, and assessments and advice are acceptable on the “Commenting” tact.
Exercise 4 - "Dispute"
The exercise is carried out in the form of a debate. Participants are divided into two approximately equal teams. With the help of lots, it is decided which of the teams will take one of the alternative positions on any issue, for example: supporters and opponents of "tanning", "smoking", "separate meals", etc.
Arguments in favor of a particular point of view are expressed by team members in turn. A mandatory requirement for the players is to support the statements of opponents and understand the essence of the argument. During the listening process, the member of the team whose turn it is to speak next should respond with hoo-hoo and echo, ask clarifying questions if the content of the argument is not completely clear, or paraphrase if there is an impression of complete clarity. Arguments in favor of the position of your team are allowed to be expressed only after the speaker in one way or another signals that he was understood correctly (nodding his head: “Yes, that's what I meant”).
The presenter monitors the order of speeches and ensures that the listener supports the statement without skipping beats, paraphrases, using the reactions of the corresponding beat. You can give explanations: "Yes, you understood me correctly." Participants should be warned against trying to continue and develop the thoughts of the interlocutor, attributing to him not his words.
At the end of the exercise, the facilitator comments on its course, paying attention to cases when, with the help of paraphrase, it was possible to clarify the positions of the participants in the “dispute”.
Exercise 5 - Carousel
The exercise involves a series of meetings, each time with a new person. Task: it is easy to get in touch, keep up the conversation and say goodbye.
Group members stand on the “carousel” principle, i.e. face each other and form two circles: an internal motionless and an external movable
Situation examples:
§ Before you is a person whom you know well, but have not seen for a long time. Are you excited about this meeting...
§ There is a stranger in front of you. Get to know him...
§ In front of you Small child He was afraid of something. Approach him and calm him down.
§ After a long separation, you meet your beloved (beloved), you are very happy to meet ...
The time to establish contact and conduct a conversation is 3-4 minutes. Then the facilitator gives a signal, and the training participants move to the next participant.
Purpose: develop skills for quick response when making contacts.
At the end of all the above exercises, the facilitator should take stock. To do this, he lines up all the participants in the exercise in a circle, and he himself remains on the sidelines, behind the circle.
Group members discuss what, as they have determined, helps everyone in communication, and what hinders. Qualities are named only those that manifested themselves during group lessons. You should not name such qualities that cannot be changed (natural, physiological, etc.).
Exercise 6 - "Aggressive contact"
The exercise is proposed for practicing non-aggressive response to pressure and aggression.
Stage 1: First, the participants of the exercise are given short description seven methods of response to aggression:
§ Fixation of confusion: “I was just confused by such pressure”;
§ "Lilac fog": "In such cases, they usually talk about the existence of a relationship between the subjective factors of perception and the parameters of the individual's activity";
§ I-statement: when I am yelled at (interpretation of the actions of the aggressor) I am usually not able to work normally;
§ You-message (personalization of responsibility): “You want to say that you are sure that ...”;
§ It is important to you (fixing the reason for the appeal);
§ “Nasty for joy” (I am pleased ...): you can always find a reason to say sincere thanks to the argessor, for example, “I am pleased that you are following my progress”;
§ “Screen” (fixation of image parameters): “We are ready to satisfy the desires of any client”;
It is important to note that the purpose of applying these techniques is to prevent the buildup of aggression. Therefore, there should be no aggression, sarcasm and mockery in the answers.
Stage 2: Participants are divided into three groups, each of which receives a form with aggressive contact phrases written on it (see Appendix 17). The task of the participants in the groups is to enter the answer options in the form using one of the suggested methods. No more than seven minutes are given for this work, motivating this by the fact that in a conversation there is usually no time to think long about the answer. And in the exercise there will be an opportunity to exchange successful answers in a group discussion.
Stage 3: Participants respond to phrases read out by the trainer. In this case, a response is received from each group. During the exercise, participants can write down their favorite answer options from their workbooks. If in the course of the work it is noted how many responses of each type were used by the participants, a summary picture of the priority for this response to aggression will be obtained.
Training session on conflict prevention among adolescents
"I am among others"
Teacher-psychologist, Romantsova I.I.
Target: The study of conflicts, the causes of their occurrence and ways to resolve them, as well as the awareness by adolescents of their own strategies of behavior in conflict situationsand the formation of effective skills of behavior in conflict.
Tasks:
the formation of students' ideas about conflicts and factors, contributing to them occurrence;
development of abilities to avoid the emergence of a conflict situation;
identification by adolescents of their own style of behavior in a conflict situation;
formation of constructive communication skills among peers.
Audience: students aged 13-15.
Lesson progress
introduction
Guys, we met to talk together on the topic: "Conflicts in our lives." Why did we choose this topic? This topic is very relevant at your age, when you do everything under the influence of emotions. Today, with the help of a test, a conversation, a game and, if possible, frank statements, we will try to understand what a conflict is, how and why it happens, how to behave in a similar situation, how to be wiser, above conflicts.
For starters, let's get to know you better.
The exercise"But you"
Target: acquaintance, creation of a positive atmosphere in the group.
Instruction: Each of the participants says his name and one of his own shortcomings. The rest of the participants say “... but you ...” and then some positive quality of this person: anything (you have very beautiful eyes, you are the best at telling jokes).
Talk about what conflict is.
We are all different: everyone has their own views, habits, dreams, which means that our interests and the interests of those around us may not coincide. Sometimes this causes conflicts (barriers in communication). The word "conflict" in literal translation from Latin means "collision".
Conflict -
Brainstorm "P reachins conflicts»
“Guys, what do you think, what are the causes of the conflict?”
inability to control one's emotional state;
secrecy;
misunderstanding;
aggressiveness;
difference in goals, interests;
inability to communicate;
inability to cooperate, etc.
Now raise your hands, who has ever been involved in a conflict situation? Let's remember why your conflict situation arose. What was the cause of the particular conflict? To do this, I suggest you complete the sentence written on the board:"The cause of the conflict was that..."
Information block "Types and stages conflicts»
There are many types of conflicts, including:
intrapersonal, where the participants in the conflict are not people, but various psychological factors of the inner world of the individual, often seeming or being incompatible: needs, motives, values, feelings. This is the so-called ability to "live in harmony with oneself."
interpersonal - this is the most common type of conflict . It is represented by two sides. Most often, this is a struggle for limited resources: material assets, production space, equipment usage time, labor force, etc. Everyone believes that it is he who needs the resources, and not the other.
Intergroup conflict. The participants are different groups, between which conflicts can arise. For example, between management and performers.
Between the individual and the group. The group sets its own standards of behavior and communication. Each member of such a group must comply with them. Deviation from the accepted norms is considered by the group as a negative phenomenon, a conflict arises between the individual and the group.
social conflict - this is a situation when the parties (subjects) of interaction pursue some of their goals that contradict or mutually exclude each other.
What are the stages of conflict?
stage - the emergence of a conflict (the appearance of a contradiction)
stage - awareness of this situation as a conflict at least on one side.
stage - conflict behavior.
stage - the outcome of the conflict (constructive, destructive, freezing of the conflict)
Strategy of behavior in a conflict situation- this is the direction and features of the actions of the conflicting party, maintained until the end of the conflict.
Five main strategies of behavior are defined:
1) cooperation;
2) compromise;
3) avoidance;
4) fixture;
5) rivalry.
Let's take a look at one of the strategies.
“Compromise is an agreement based on mutual concessions.”
It needs to be emphasized that a compromise is possible if both sides show a desire to resolve the conflict peacefully, otherwise the conflict can lead to a break in relations, to a quarrel.
In order to constructively resolve conflicts or prevent their development, various rules have been created in serious areas of human interaction.
1. Find out as precisely as possible what exactly is the matter, what is the reason for the disagreement.
2. Try to find the maximum number of options for resolving the conflict.
3. Evaluate all options and choose the one that best suits the interests of all parties to the conflict, agree to act in accordance with it.
4. Be sure to follow the agreements reached.
5. Discuss what you will do if things don't go your way.
6. Exercise "Qualities for Successful Conflict Resolution"
Target: Actualization of the qualities and skills necessary for successful conflict resolution.
Equipment: Clean sheets by the number of teams (depends on the number of participants).
Instruction: The facilitator divides the participants into teams and brainstorms on the topic: "Qualities and skills necessary for successful conflict resolution."
Test "How do you usually behave in a conflict situation?"
Target: determining the way a teenager behaves in a conflict.
Each participant is given an answer sheet. The facilitator reads out each proverb, and the students enter the corresponding score in the answer sheet.
Instructions: Listen carefully to the given proverbs. On a 5-point scale, determine your personal attitude to each proverb and its use in your usual behavior:
4 points - often;
3 points - sometimes;
2 points - rarely;
1 point - quite atypical;
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List of proverbs:
A bad peace is better than a good quarrel.
If you can get another to think the way you want, make him do the way you think.
Softly spread, but hard to sleep.
The hand washes the hand.
One mind is good, but two is better.
Of the two debaters, the one who is the first to shut up is smarter.
Who is stronger is right.
If you don't put it on, you won't go.
From a black sheep - at least a tuft of wool.
Truth is what the wise know, not what everyone talks about.
Whoever strikes and runs away can fight the next day.
The word "victory" is clearly written only on the backs of the enemies.
Kill enemies with your kindness.
A fair deal does not cause a quarrel.
No one has a complete answer, but everyone has something to add.
The battle is won by those who believe in victory.
A kind word does not require costs, but is highly valued.
You to me - I to you.
Only those who give up their monopoly on truth can benefit from the truths held by others.
Who argues - it's not worth a penny.
Who does not retreat - he puts to flight.
An affectionate calf sucks two queens, and a stubborn one sucks more than one.
Who gives, makes friends.
Bring your worries to the light and take counsel with others.
The best way to resolve conflicts is to avoid them.
Seven times measure cut once.
Meekness triumphs over anger.
Better a titmouse in the hands than a crane in the clouds.
Sincerity, honesty and trust move mountains.
There is nothing in the world that deserves an argument.
There are two kinds of people in this world: winners and losers.
If a stone is thrown at you, throw a piece of cotton in response.
Mutual concessions solve things perfectly.
Dig and dig, tirelessly: you will get to the bottom of the truth.
Test Processing:
The scores obtained are summarized by columns. The facilitator reads out the description of the types, and the students note for themselves their type of response.
Type I "Turtle" - going under the shell, refusing to achieve goals and from participating in relationships with other participants, one of the options for self-sufficiency (avoidance).
Type II "Shark" - power strategy of the goal, the conflict is solved by winning only for oneself (dominance).
Type III "Bear" - smoothing corners: such people love to be understood and appreciated, for which they sacrifice success (compliance).
Type IV "Fox" - a strategy of ingenious compromise, with good relationships, achieves its goals (compromise).
Type V "Owl" – a wise bird, appreciates both goals and relationships, openly defines positions and ways out in joint work to achieve goals, seeks to find solutions that satisfy all participants (cooperation).
On the board with attached images of animals, the number of behavior styles on each scale is entered and a conclusion is made about the predominant behavior style in a given group in a conflict situation.
Now you know your style of behavior in conflict.
Exercise "Tell me how you feel?"
Target: Better understanding by the participants of the concept of "conflict", the creation of its metaphorical image.
Instruction: The focus of attention is the conflict, when we say this word, a number of associations and feelings arise. We have heard about conflict, we know how it looks in people's behavior. Let's explore how it looks in the world of things.
Associations
If conflict is furniture, what kind?
If conflict is dishware, then what kind?
If conflict is clothing, what is it?
If conflict is a plant, what is it?
If conflict is a technique, what is it?
So, we have come to the second conclusion that the conflict is a painful state of its participants.
A game- workshop "Strategy of behavior in conflicts"
Target: Formation of skills of various ways out of the conflict
Equipment: Cards with the names of ways out of the conflict.
Instruction: Exist different ways exit from the conflict. In the course of this game, we will look at some of the ways out of the conflict. The facilitator divides all participants into five groups, in each group its representative is selected, to whom the facilitator gives one of five cards with the name of a certain style of behavior in conflict with the corresponding motto. Each group discusses and prepares a skit in which the proposed type of behavior in the conflict is demonstrated.
Cards:
Information block "How to resolve the conflict"
And the following algorithm will help you resolve the conflict:
1 step: Why? (Learn why the participants in the conflict want what they want)
2 step: What for? (Establish the needs of the participants, not just their goals)
3 step: How? (What are the solutions?)
4 step: What? (Which solution suits everyone)
To prevent conflict, you need to know the rules of conflict-free communication:
If, nevertheless, the conflict is ripe, there are effective ways its permissions:
It is impossible to postpone the solution of the overdue conflict.
If conflict is inevitable, initiate it yourself.
Strive sincerely and seriously to understand the other's point of view.
Acknowledge your mistake, the wrong step quickly, stay ahead of possible criticism.
Hold the initiative, dictating emotions, first of all - calmness.
Thus, the solution of conflicts is not in the reconciliation of positions, but in the clarification of interests, which allow one to sort out options for resolving the situation.
self-reflection« My Opportunities»
Draw your own palm on a piece of paper.
In the center of the palm, write the most important reason that prevents you from behaving constructively in conflict situations.
In the contour of each of the fingers, write something new that you have learned and what may be useful to you to resolve possible conflicts.
Senior students complete the proposed task within 5 minutes. After that, those who wish to voice their answers.
Outcome. “While living life, we again and again find ourselves in a conflict zone, but we should not be afraid of this objective circumstance. We need to resolve conflicts in such a way that no one sees that there were conflicts. And in conclusion, I would like to tell you that the use of constructive ways to resolve the conflict will help you keep friends and not make enemies.
Feedback.
Each of you has 3 colored squares. Do you find the discussion of this topic useful, will it change your behavior in a conflict situation.
"YES" - red.
"NO" - black
"DOUBT" - green
Put the squares in the envelopes on the board.
Literature.
Alberti R., Emmons M. Self-assertive behavior. - St. Petersburg, 1998.
Ann L.F. Psychological training with teenagers. - St. Petersburg, 2003.
Barclay R., Capel D. Theory and practice of training. - St. Petersburg, 2002.
Burnard F. Training of interpersonal interaction. - SPb., 2001.
Gorbushina O.P. Psychological training. Secrets of the conduct. - St. Petersburg, 2007.
Gretsov A.G. Communication training for teenagers. - St. Petersburg, 2005.
Evtikhov O.V. The practice of psychological training. - St. Petersburg, 2004.
Izard K.E. Psychology of emotions. - SPb., 1999.
Osipova E., Chumenko E. Conflicts and methods of overcoming them. Social psychological training. Moscow Chistye Prudy, 2007.
Handbook of group psychocorrection. Ed. O.I. Istratova, T.V. Exocusto. - Phoenix, 2011.
APPS
Conflict - contradiction is a clash of opposing views, interests, points of view, forms of behavior, where each side pursues its own goals, interests and positions that are incompatible with the other side. Disagreement between people, fraught with serious consequences for them, difficulties in establishing normal relationships.
Types of conflicts:
intrapersonal,
interpersonal
Intergroup conflict
Between individual and group
social conflict
FROM behavior strategies in a conflict situation :
cooperation;
compromise;
avoidance;
fixture;
rivalry.
“Compromise is an agreement based on mutual concessions”
Cards:
Competition style: "For me to win, you have to lose."
Fitting Style: "For you to win, I have to lose."
Compromise Style: "For each of us to win something, each of us must lose something."
Collaborative style: "For me to win, you must win too."
Avoidance Style: "I don't care if you win or lose, but I know I'm not taking part in this."
1 step: Why?
2 step: What for?
3 step: How?
4 step: What?
How to avoid conflict:
Do not use conflictogens: these are words, actions (or inaction) that can lead to conflict.
Do not respond with a conflictogen to a conflictogen.
Show empathy (emotional sensitivity) to the interlocutor.
Make as many positive messages as possible.
5 points - typical behavior;
4 points - often;
3 points - sometimes;
2 points - rarely;
1 point - quite atypical;
0 points - did not understand the meaning of the proverb.
Answer sheet.
TO LESSON number 1.
Exercise "Handshake or bow"
(tolerance, respect for each other)
Participants greet each other using greeting rituals adopted in different cultures.
Tell the group about the greeting gestures adopted by different peoples. Warn participants in advance that they will need to use these rituals when introducing themselves to each other. Here are some greetings:
o hug and kissing three times alternately on both cheeks (Russia);
o a slight bow with arms crossed on the chest (China);
o a handshake and a kiss on both cheeks (France);
o slight bow, palms folded in front of the forehead (India);
o slight bow, arms and palms extended at the sides (Japan);
o kiss on the cheeks, palms resting on the forearms of the partner (Spain);
o a simple handshake and eye contact (Germany);
o soft handshake with both hands, touching with fingertips only (Malaysia);
o rub noses together (an Eskimo tradition). Have the group form a circle. One of the participants begins the "circle of acquaintances": he speaks to the middle and greets the partner standing on the right. Then he goes clockwise and greets all the members of the group in turn.
Each time the participant must greet his counterpart with a new gesture. He introduces himself by saying his name.
In the second round, another participant enters the circle, standing to the right of the first, and so on.
Remarks
This game is suitable for dating participants in multicultural groups. During it, an atmosphere of tolerance and respect for each other is maintained. In addition, participants will certainly be interested in meeting people in different ways. At the end of the exercise, you can have a brief exchange of impressions.
Exercise "True or False?"
(atmosphere of openness, group cohesion)
Training
Group members sit in a circle; Everyone should have paper and pencil ready.
1. Invite participants to write three sentences that apply personally to them. Of these three phrases, two must be true and one must not.
2. One by one, each participant reads out his phrases, everyone else tries to understand what was said is true and what is not. In this case, all opinions must be justified. Advise the authors of phrases not to rush with their comments and listen carefully to the guesses of different players. After all, this is a great opportunity to understand how a person is perceived from the outside.
Exercise "Labyrinth" (feeling of trust)
The group is divided into pairs. In each pair, one of the participants, with the help of verbal instructions-commands, "leads" his partner into an imaginary labyrinth, the scheme of which he holds in front of him in the form of a broken line with right angles, but does not show his "follower". There are three commands in total.
The first, indicating the entrance to the labyrinth, is "Straight!". Further, depending on the shape of the labyrinth, the commands "To the right!" or "To the left!", after which the person walking through the imaginary labyrinth must turn to the right or left, respectively.
Having passed the labyrinth, the "follower" must turn around 180 degrees and mentally exit it, aloud reporting all his movements (using the same three commands). At this time, the “starter”, according to his scheme, controls the path of the partner. If the "follower" coped with the task successfully, then he is offered a labyrinth with a large number of turns, and so on. Then the partners switch roles.
In some cases, it is better to work with the "Labyrinth" not in pairs, but as a whole group. At the same time, part of the participants sitting in a circle (even numbers) will lead into the labyrinth, and the rest will lead out of the labyrinth. Then each of the "leaders" as well as the "leaders" gets only a part of the common path.
During the discussion of the results, the coach should pay special attention to how each athlete, as a "follower", coped with his task. Participants with predominantly visual orientation in space usually use an imaginary little man who, obediently following commands, walks through the maze. For those who have a predominant motor type, this is not enough. In order to determine where it is “to the left” and where it is “to the right”, each time they are forced to imagine themselves in the place of the “little man”, mentally climb inside the labyrinth and make imaginary turns there. Imagining various movements, people with a motor type of orientation do not see these movements so much as feel them with their body, feel themselves performing them.
Exercise "Wish" (creating a group atmosphere)
All participants sit in a circle. Everyone in a circle expresses a wish to the seated players. You can one of the players, if there is a desire. The leader of the training expresses his wish at the end of the circle.
Exercise "Compact Polls" (increasing the level of sociability)
Purpose of the game- improve the level of sociability (learn to limit yourself to extreme extroverts and open up to introverts).Game progress. 3 students choose a social role for themselves (director of the lyceum, housewife, homeless person, etc.) and sit in the center of the circle. The rest of the participants in the game ask all three the same question. Each of those sitting in the center must answer this question in accordance with his social role(3 seconds after the end of the question). Moreover, each of the respondents preliminarily determines the volume of his statement (1, 3, 10 sentences). The "time keeper" monitors the accuracy of the task.
TO LESSON number 2.
Exercise "I want to give you" (development of psychological climate)
The facilitator begins the exercise, turning to the participant sitting to his right, with the phrase "I want to give you ..." and says what he wants to give to this person.
Exercise "Telepathy" (Non-verbal communication)
The group is divided into pairs. In each pair, the participants sit facing each other. One of them is assigned the role of "transmitting", the other - "receiving". The facilitator explains that the "transmitter" should concentrate as best as possible on some image and, by an effort of will, inspire it to the "receiver". The task of the "receiver" is to penetrate into what his partner's attention is focused on.
You can organize the game so that the whole group conveys the same image to one of the participants - this brings animation to the work, makes it more interesting.
Exercise "I'm in your place" (empathy)
One of the fundamental mechanisms of human mutual understanding is reflection - the ability to imagine oneself in the place of another person, to mentally see and "lose" the situation for him.
People who have lost each other in an unfamiliar city meet in the central square. The offender leaves the jewelry in the most prominent place in the hope that everyone will rush to search for hiding places, and only battered detectives find them where it never occurred to anyone to look. Opponents drill each other's eyes - each understands what the other wants, but also understands that the other understands it. Are you familiar with this?
The ability to put yourself in the place of an opponent or partner, make the most likely decisions for him and coordinate your own actions with him, take into account his attempts to "think for you" and act with an adjustment for this thinking - all this is necessary.
Participants of the exercise are divided into pairs. One of the couple recalls a case from life or a literary story (passing off as his own - a game situation), the second participant begins the conversation with the words "I'm in your place ..." and continues as he would have done in this case. At the end of the exercise there is a reflection.
Exercise "Mirror" (development of psychological climate)
Participants are divided into pairs, stand facing each other. One of the players makes slow movements with his hands, head, and whole body. The task of the other is to exactly copy all the movements of a partner, to be his "mirror image". In each pair, participants independently select the desired complexity of movements and their pace.
During the game, participants working for "reflection" quickly learn to feel the partner's body, and grasp the logic of his movements. From time to time, it becomes easier to follow the "original" and copy its movements, and more and more often situations arise not only in anticipation, but also in advance of its movements. Having mastered the skills of motor imitation, participants can try their hand at a more complex game: the task is the same, but the roles of "reflection" and "original", follower and leader, are not defined. Flexibly adjusting to each other, the players tend to move in unison.
This exercise is very good remedy development of psychological contact. By observing the progress of its implementation, the coach can identify the "natural" leader in each pair. Difficulties in achieving motor agreement are often associated with the presence of tense relations between partners.
Exercise "Cold Soup"
This exercise is carried out after a brief theoretical part, during which the trainer explains the meaning of the terms "confident (assertive)", "uncertain (passive)", "aggressive", "manipulative".
Participants sit in a semicircle. A cord is stretched on the floor in a triangle, in its corners and in the middle of one of the sides there are cards with the words "confident", "uncertain", "aggressive", "manipulative".
The lines connecting different types of behavior are a continuum, on which there are transitional forms of behavior: from manipulative to insecure and aggressive, from insecure to confident, etc.
The facilitator proposes the following situation for discussion:
You were asked to discuss business matters with an important client, and you invited him to an expensive restaurant. Both your client and you ordered your first course. The soup was cold. You invited the client, which means that you are the owner and feel that you must do something.
Each participant receives a card on which a possible reaction to the situation is written. Participants are invited to place the cards they got in the space of the triangle and justify their decision. The group can ask questions to each participant and discuss his choice.
Card content:
1. Ask the waiter: "Is this soup served cold?"
2. Set the plate aside.
3. Get up and leave the establishment.
4. Loudly, so that both the waiter and other visitors can hear it, say: "This is the last time I bring someone here!"
5. Tell the waiter: "I would like to speak to the manager."
6. Tell the waiter: "The soup is disgusting. Take it away and serve us something more edible immediately."
7. Ask the waiter: "My dear, what happened to your electric stove?"
8. Pretend that everything is in order and eat the soup.
9. Tell the waiter, "This soup is cold. Please change it."
10. Tell the waiter that you would like to deduct the cost of the soup from the bill.
11. Ask your client if they would like to complain.
12. When the waiter comes to clear the plates, say: "Excuse me, but I'm afraid we couldn't finish the soup. It didn't taste bad, but it wasn't very warm - quite cold, I mean!"
During the general discussion, options for confident behavior and examples from their own lives are analyzed when participants were able to use this option.
Exercise "Loving look" (Non-verbal communication)
A leader is selected from among the participants. He leaves the room. Those sitting in the room choose 3 players who will look at the driver with a "loving, affectionate look." The player who entered the room must guess which of the participants is looking at him with a loving, affectionate look. Then the next driver is selected.
TO LESSON number 3.
Exercise "Reincarnation" (self-disclosure, deepening of emotional contacts)
Group members are comfortably seated in armchairs (on chairs). One of them receives a task from the facilitator: to imagine an object that would look like a self-embodied relaxation. An overripe pear that almost falls off a branch, a giant pendulum, straightened lava or melting butter crawling along the slope of a volcano are in the mind's eye. After that, the participant who received the task must, by the power of imagination, “turn” himself into what he imagined, feel himself to be this thing, immerse himself in its world, feel the mood and get used to the “character”. On behalf of this thing, he begins a story about what is happening to her at the moment and what she is experiencing at the same time. Having finished the narration, the participant passes the word to his neighbor on the left by touch. He can either continue the story, or start a new reincarnation.
The game puts each of the group members in a situation of solving a creative problem and opens up greater freedom to express their individuality.
It is advisable to play the game in a darkened room - this will provide those involved with greater relaxedness and psychological comfort. As you master the art of getting used to the image of reincarnation, they become more and more vivid and convincing. From superficial, purely external descriptions the participants go "into the depths" of the subject, becoming more and more identified with it and experiencing it "from within". In some cases, the paintings are so expressive and strong that the whole group is imbued with their mood.
It is even easier for participants listening to a story to get involved in the development of an image than for a speaker.
This exercise should not be offered to a group within which mutual acceptance and a taste for joint creativity have not yet matured. Sometimes, in order to build up the group, the leader may at first give the participants the right to skip their turn at will and pass on the touch that has reached them further.
"Anabiosis" (transition from alienation to contact)
Participants are divided into pairs. In each pair, the players distribute the roles of "frozen" and "resuscitator" among themselves. On a signal, "frozen" freezes in immobility, depicting a creature immersed in suspended animation - with a petrified face and a blank look. The task of the "resuscitator", for which one minute is allotted, is to rescue the partner from the anabiotic state, to revive him. The "resuscitator" has no right to touch the "frozen" or to address him with any words. All he has is a look, facial expressions, gesture and pantomime.
Signs of the successful work of the "resuscitator" can be considered involuntary replicas of the "frozen", his laughter, smile and other manifestations of emotional life. The exit criteria for anabiosis, which can vary from obvious violations of silence and immobility to subtle changes in facial expression, are set by the participants themselves, depending on their level of "qualification".
Probably, everyone is familiar with the feeling of alienation, which rises like an invisible wall between two people: the partners, as it were, become stiff in front of each other, cease to feel and understand each other. Probably, the opposite feeling is also familiar: absolute mutual understanding arises between people, and, as if through an invisible channel, feelings and intentions freely flow from one to another. In the proposed exercise, in miniature, the problem of transition from alienation to contact is solved. Working in the role of "resuscitators", participants master various ways of breaking mutual isolation.
Exercise "Acrobat" (learning how to talk)
Participants sit in a row. The host stands in front of them and holds a small human figure in his hands. He explains to the participants that this is an "acrobatic" who can carry out four commands.
"Right!" - on this command, the "acrobat" makes a 90-degree turn over the right shoulder;
"Left!" - it turns in the opposite direction;
command "Forward!" performed as a forward facing rotation 90 degrees about the center of gravity;
command "Back!" - as rotation in the opposite direction.
After all participants have become familiar with the principle of controlling the figure, they sit in a circle and begin to carefully follow the somersaults of an imaginary acrobat, commands to which are given by each in turn. Those who could not follow the game at some point leave the circle, and so on until a winner is revealed.
In order to avoid unnecessary disputes, the host with the help of his figure can control the entire course of the game and act as an arbiter in controversial situations. This exercise is very similar to the previous one.
Exercise "He is an emotion" (mastering the methods of psychological defense)
Take emotion cards. For the game, use only words denoting emotion. For example, the word "sorrow". And now remember your students and "pick up" one of them to this word? Who is suitable? Who is internally "similar" to this word? The image of which student corresponds to the state of sadness?
Take the next card at random, let the word "joy" be written on it. Think about which of your colleagues personifies this word with their attitude, character, attitude towards themselves and people?
Go through 5-7 cards in this way until you get tired. Remember your pupils and "pick up" the appropriate cards for them with the designation of emotions. Happened?
Probably, in the game you saw that you began to better understand your guys, their mood, condition, individual characteristics.
Exercise "I am emotion"
Choose 2-3 cards for yourself that best match your state, mood, character. Set them aside.
Then choose cards that reflect the personality of the "ideal teacher" you would like to be. Compare two groups of cards, how do they differ and how are they similar?
The game can be made more difficult if you ask another teacher to pick up a few cards that, in his opinion, reflect your image. Through his perception you will receive a "mirror", i.e. see yourself from the outside. You can also invite your daughter or son to play.
If your partner's choice of cards surprised or even confused you, ask why he chose those cards. You can disagree with his choice and offer your own options. In any case, this exciting game will help you "bump into yourself", feel the reality of your inner world, your moods, emotional states, think about yourself and get an assessment of people who are significant to you.
TO LESSON No. 4.
Focusing exercise (self-regulation skills)
The exercise is performed with closed eyes. At the command of the host "Body!" participants focus on their gel, on command "Hand!" - on the right hand. Then comes the sequential concentration on the right hand - on the command "Brush!", on the index finger - on the command "Finger!" and, finally, at the tip of the finger - at the command "Tip of the finger!". The interval between commands can be from 10 seconds to 2 minutes (depending on the participants' possession of their bodily attention).
If after the end of the work the discussion does not spontaneously start, the facilitator should ask the group members about whether each of them coped with the task, how they did it and what difficulties they encountered. As a rule, the smaller the volume of some part of the body, the more difficult it is for the participants to find it and capture it with their attention.
During "focusing", the leader may notice that some of the trainees involuntarily resort to "external" methods of concentration: they open their eyes slightly and squint them towards the object of concentration, bow their heads, help themselves with facial expressions, etc. Sometimes these movements facilitate the "internal" selection of the desired area. More often, however, the opposite happens: the activity of external perception only complicates the matter, creating a lot of additional interference.
The exercise allows for various modifications. The attention of the participants can not only narrow concentrically, as in the described version of the exercise, but also expand or move from one part of the body to another along an arbitrarily chosen leading route.
Exercise "Telepathy" (Non-verbal communication)
The group is divided into pairs. In each pair, the participants sit facing each other. One of them is assigned the role of "transmitting", the other - "receiving". The facilitator explains that the "transmitter" should concentrate as best as possible on some image and, by an effort of will, inspire it to the "receiver". The task of the "receiver" is to penetrate into what his partner's attention is focused on. You can organize the game so that the whole group conveys the same image to one of the participants - this brings animation to the work, makes it more interesting.
When organizing the game, the facilitator should make it clear to the group that he is quite serious about the proposed experiment and expects positive results. This will help the participants overcome possible skepticism towards such activities and tune in to serious work. Of course, this is not about telepathy - it may not exist in nature. However, the need to create a vivid imaginary picture not only for oneself, but also for a partner is an additional incentive for the "transmitting" one to mobilize the forces of one's imagination to the maximum.
During the game, correct guesses usually happen more often than one would expect from probability theory. There is nothing mystical about this. According to the breathing of the partner (and if the exercise is performed with open eyes, then also according to his posture, movements, facial expression), the "receiving" can quite accurately capture at least the emotional tone of the picture - whether it is calm or disturbing, joyful or sad.
In the event that, after the first successes, the participants really get the impression that thoughts are transmitted at a distance, the facilitator should not rush to debunk the "miraculous phenomenon." After all, faith in telepathy can be effectively used to warm up your group more and more in its work. Only after each of the participants has worked enough in the role of "transmitter" does it make sense to reveal the cards and tell the group about possible channels for transmitting information.
Exercise "Truth or Fiction" (ability to listen and understand)
The game enhances group cohesion and creates an atmosphere of openness.
Group members sit in a circle; Everyone should have paper and pencil ready. Invite participants to write three sentences that apply personally to them. Of these three phrases, two (e) must be true, and one must not.
One by one, each participant reads out his phrases, all the rest try to understand what was said is true and what is not. In this case, all opinions must be justified.
Advise the authors of phrases not to rush with their comments and listen carefully to guesses and different players. After all, this is a great opportunity to understand how a person is perceived from the outside.
Exercise "How I see you" (the ability to listen to the interlocutor)
Play encourages interest in other people.
Set aside chairs and tables so that participants can move freely around the room.
Explain to the participants that through this game, everyone will have the opportunity to get to know one of the group members better and will later have to introduce him to everyone else.
Players team up in twos and talk to each other for 3 minutes.
The purpose of the conversation is to make some impression on the partner.
After that, the participants come together again. The facilitator says: "When we meet a new person and exchange at least a couple of words with him, we get a first impression of his personality. I suggest that you introduce your partner to the group. But this should be done in an unusual way. Think again about the person with whom you have just been talking. Now think of an image that conveys your impression of this person. Introduce your partner to the group by saying his name and the image that you think is associated with him. You can, for example, say: "Karl reminds me of a teddy bear as it exudes friendliness. During the conversation with Carl, I enjoyed a lot!"
Remarks
This game contributes to the creation of a fun and good-natured atmosphere. Be sure to note what different images the participants find and how original they justify their associations.
Exercise "Opinion of me"
Each participant will be able to hear the opinion of others about themselves. This "social echo" helps to navigate the group.
You will need paper and pencils according to the number of participants.
1. Each participant writes their name on the top of a piece of paper. The sheets are then stacked together, shuffled, and distributed to group members.
2. Everyone writes short comments under the name on the sheet that they got. It can be a compliment, a question, or a personal opinion about this person.
3. All sheets are again stacked, shuffled and distributed again to the participants, who again write their comments.
4. The same steps are repeated again.
5. Now there are three comments on each sheet. The facilitator collects all the sheets and reads them aloud one by one. After each reading, the mentioned participant can express their opinion on the following issues:
o Did anyone else surprise me?
o Do I consider these statements addressed to me correct?
o Do I want to answer question asked?
o How do I usually feel about joining a new team?
o How do I want to look in the group?
o Is my receptivity more of a strength or a weakness? You can read the comments written on all the sheets and then invite the participants to discuss the game.
TO LESSON No. 5.
The exercise " magic pencil" (feeling of trust)
To familiarize participants with the rules of this game, paper and pencil will be required. The facilitator explains to the players that the pencil can be controlled from a distance by giving it one of four possible commands: "Up!", "Down!", "Right!" or "Left!". On command, the pencil moves in the indicated direction, leaving a line on the paper. Another command follows, and the pencil, without leaving the paper, moves again. Thus, a broken line appears on the sheet. All "moves" of the pencil should be equal in length.
At the preliminary stage of the game, the participants give their commands in turn, and the leader "helps" the pencil to fulfill its duties. Then, after making sure that all participants have learned the principle of the game, the leader invites them to draw imaginary figures on an imaginary sheet, which everyone should imagine in front of them. Drawing begins with the simplest figure, a sample of which the presenter previously demonstrates to the players, for example, from a square. Commands are given in a circle.
The facilitator must explain to the players that they do not have the right to agree on where to start and in which direction to lead the broken line. Everyone should carefully follow the commands and, when his turn comes, act according to the situation. If during the drawing the participant could not follow the line or it seemed to him that one of his comrades made a mistake, he stops the game with the command "Stop!". With this command, everything that is already drawn on imaginary sheets is automatically erased. The one who stopped the game starts it again - makes the first move. After the figure is drawn, the host proposes the next, more complex one.
As a rule, the game is very lively. The presence of a common goal and the responsibility of each for its achievement lead to a significant mobilization of the visual imagination.
Exercise "Put yourself in the place of another"
Recall your recent conflict with a work colleague, in which you began communication from the position of "above". Now relax, close your eyes and imagine yourself in the place of the teacher with whom you were talking. Represented? Inwardly, silently ask him what impressions he got from communicating with you? Think about what your former interlocutor could say about you. Then, imagine your conversation in such a way that your partner has fond memories of yourself. What changed? Did you understand that your inner position has changed first of all? If earlier, consciously or unconsciously, you started a conversation with a work colleague in the same way as you speak with your students in class, now you approach a person, internally preparing for equal contact with him. This psychological preparation is associated with a change in your position, your inner desire for a full-fledged dialogue.
Exercise "Homeostat" (consistency between group members)
This is the name of a device with many handles and dials, which is used by psychologists to study group compatibility. Our "device" is somewhat simpler. Participants sit in a circle. Everyone clenches their right hand into a fist, and at the command of the leader, everyone “throws out” their fingers.
The group should strive to ensure that all participants independently roll the same number. Participants are forbidden to agree, wink and in other "illegal" ways to try to coordinate their actions. The game continues until the group reaches their goal. In order to provide each other with the opportunity to assess the situation and take it into account in the subsequent tact of the game, after each "throw-out" the participants fix for some time the position of their outstretched fingers.
In addition to its direct purpose, "Homeostat" can be used by a psychologist to identify the relationship between the players. If you carefully observe the course of the game, you can notice one or more leaders in the group, under which the rest of the participants adjust. It is possible that the group breaks up into several groups that have their own settings for the outcome of the game (for example, half of the players throw three fingers several times in a row, while the other - one at a time). It is also possible that a "negativist" will appear, stubbornly bending his line even after a certain agreement has already been reached among the other participants.
If the participants get bored with this sedentary version of the reflexive game, then you can offer its mobile counterpart.
Robot Exercise" (non-verbal communication, common touch points)
A playing field is created - a vast space with scattered matches. Participants are divided into pairs ("robot" and "operator"). The task of the "operator" is to collect as many matches as possible with the help of his "robot". To do this, he gives the "robot" verbal commands, trying to control the movements of his arms, legs, torso in detail and accurately. The task of the "robot" is to unquestioningly and accurately carry out the commands of its "operator". The eyes of the "robot" are closed during the game. When explaining the instructions, the coach should emphasize that the "robot" should not play along with his "operator". "Robot" is devoid of its own will, desires and passions. The outcome of the game is deeply indifferent to him; he is just an obedient, uninitiated tool in the hands of the "operator". Playing the game requires compliance with elementary safety rules. "Robot", if he plays his role well, acts thoughtlessly and inflexibly. All responsibility for avoiding collisions with walls, objects and other "robots" lies with the "operator". In addition, the leader must carefully observe everything that happens on the playing field. For additional insurance, the device of all "robots" is programmed in such a way that they freeze motionless on the emergency command "Stop!", which the leader can give in case of danger. In order to successfully control the "robot", the "operator" must subtly feel all its movements, literally get used to it. With a good inclusion in the game, the "operator" begins to perceive inaccuracies in the movements of the "robot" not as mistakes of a partner in the game, but as their own. For a "robot", the game serves as a good training for selective attention, since it must fish out the voice of its "operator" from a dense verbal stream. Instead of collecting matches, you can offer any other motor task: draw a figure, tie a knot, go through a labyrinth, build a group sculptural composition, etc. Other modifications of this game are possible.
Exercise "Learning to understand each other."
If we focus our attention on body language, we can understand what mood the other member of the group is in.
1. Group members walk around the room in a random rhythm. At your signal "Stop" they should stop and stand in front of the participation of the lump that turned out to be closest. Let, without saying a word, the player try to feel how the appearance of another person - body position, facial expressions, breathing rate, eye expression - affects them. They must sense the other participant's emotional state and instantly assess their own.
2. After half a minute, the partners share their impressions that they have received about each other. You have 2 minutes to complete the task.
3. The group members continue to walk around the room. Give them the opportunity to try themselves in two or three more meetings.
4. Discuss the outcome of the game, giving participants the opportunity to answer the following questions:
o Why is it important for people to learn to understand body language?
o How well did you understand this or that player?
o To what extent was everyone able to feel the inner world of their partners without words?
Exercise "Reservoir" (understanding the interlocutor)
Purpose of the game- Improvement of non-reflective listening.In a conversation with a teacher, parents, older sister or brother, boyfriend or girlfriend, any person who is in a state of excitement or resentment towards you, play the role of an "empty form", "reservoir", into which your interlocutor "poured", "lays" words, thoughts, feelings, emotions. Try to reach the internal state of the "reservoir": you are the form, you do not react to external influences, but only accept them into your inner space. Throw away your personal assessments - it’s as if you don’t exist in reality, there is only an empty form!
It's difficult. But play it 2-3 times and you'll be good at it. Then, when you are sure that you have formed the internal state of the "reservoir", enter into a conversation with the most conflicting person and try to treat your interlocutor impartially and unbiasedly. Use the skills you acquired in the previous exercise.
Exercise "Docking" (understanding each other)
The game is played in fours. Two participants sit opposite each other so that their knees touch and close their eyes. The index fingers of the right hands - "space stations" - they stretch towards each other. The other two players stand behind those who are seated. On a signal, each of the standing participants begins, with the help of verbal commands or touches, to control the movements of the right hand of the person sitting in front of him. The goal of the players standing behind the chairs is to bring the ends of the index fingers of their partners together. A competitive version of the game is also possible: one of the players seeks to take his "target" - the palm of the person sitting in front of him away from the "rocket" pursuing him - from the index finger of the person sitting opposite. In this case, the palm must, of course, always remain within the reach of the finger, and the face, for security reasons, is outside it.
TO LESSON No. 6.
Exercise "YES" MEANS "NO"
The exercise is carried out in a general circle.
Often, when communicating with each other, people do not know how to follow the rules of constructive conversation.
Purpose of this exercise- to teach to say "no" or to express one's point of view, one's opinion in an acceptable form, without resentment and anger.
This exercise can be done with students. high school, high school students, students, specialists in communicative professions.
At the request of the facilitator, everyone writes (or simply invents) a controversial statement on a piece of paper. For example: "All children are unbearable", "Elderly people are wise and calm", "All teachers value and respect their students", "Parents never understand their children".
After that, as soon as they are ready, the participant pronounces (read out) his phrase. The rest give the answer in the following form. First you need to be sure to agree with what was said. After that, continue the conversation, expressing your agreement or disagreement with what was said.
Examples of the first phrase:
"Yes, but...", "Yes, and yet...", "Yes, and if..."
During this exercise, participants have the opportunity to practice their ability to engage in constructive dialogue. This skill is very useful when dealing with people who are in a state of anger, aggression, irritation, resentment.
Exercise "ACCUSE AND PROTECTION"
(AUTHOR V. V. Petrusinsky)
For this game, you must select the Driver. He becomes defensive and takes his place in the center of the circle. The task of the other members of the group - the "accusers" - is to highlight the negative trait of the accused and describe how it manifests itself. The task of the defender is to find a positive explanation for this trait, to express his opinion about the accusation made.
After the exercise, the group discusses whether the "accused" managed to justify himself, how confident he was and what helped him in this. In conclusion, the group offers its own options for "acquittal" of the "accused", which he must state when the charges are re-charged. It is important that all members of the group take turns in the role of "accused".
Exercise "Nachal" (ways of practicing behavior)
Purpose of the game- to improve the ability to build one's speech behavior in an extreme situation.Game progress. Well, it happens like this: you are standing in line and suddenly someone "breaks" in front of you. The situation is very vital, and yet often there are no words to express one's indignation and indignation. Yes, and not every word is easy to beat off the hunt for the future of such impudent. And yet, how can it be? After all, do not put up with the fact that such cases should be inevitable. Let's try to analyze this situation. Break into pairs. In each pair, the one sitting on the left is conscientiously standing in line. Nahal enters from the right. React impromptu to his appearance, so that it was disrespectful. Then each pair changes roles and the game continues. At the end of the game, the group discusses which answer was the most successful.
Exercise "Unexpected call"
Feelings and states motivate our behavior. But, if behavior can be observed and controlled, it is more difficult to do this with feelings. Two or more fundamental emotions that often arise in a person can form emotional personality traits:
- anxiety;
- depression;
- love;
- hostility.
Target: Contribute to the identification of emotional personality traits through behavioral reactions and spontaneous thoughts.
Organization: You can turn on quiet, calm music during visualization.
Invite participants to sit comfortably, relax and close their eyes.
"... Imagine that you are alone at home. You feel good and comfortable. You do what you love or just relax. It's raining outside the window, the wind is knocking on the glass, and it's cozy and warm at home ... Suddenly you hear phone call! What thought popped into your head? Whose voice do you expect to hear on the phone? What news will he tell you? What do you want to do at this moment?..
Invite participants to open their eyes and write down the answers to the questions just asked.
Ask 3-4 people to share their thoughts and feelings.
Give information about emotional personality traits and their types:
Anxiety. A person with a predominance of this trait is likely to be frightened by an unexpected call and decide that they want to tell him bad news or even tell him about the tragedy. Depression. The thoughts of this person will also not be rosy, but the main feeling will be sadness and longing. Love. The spectrum of feelings - joy, tenderness, anticipation of pleasure. Waiting for someone close, dear, beloved to call. Hostility. The call is likely to cause irritation, the person will tune in to get rid of the caller as soon as possible, or will be ready for a verbal brawl.
Questions for participants:
- What is your reaction to the call and what does it have to do with your personality?
- How often do you experience such feelings?
- Is this condition a problem?
- What is it connected with?
It is important to make it clear to the participants that their conclusions about themselves are not judged or judged. However, this is important not only in this exercise ...
Exercise "Tumba Yumba"
No behavior causes as much controversy as aggression. Some condemn any manifestation of aggressiveness, consider it unworthy, others are afraid and try to avoid it, others are glad of any opportunity to fight and show their strength. But, since the feeling of anger is condemned by society, aggressiveness manifests itself unconsciously and uncontrollably. This exercise provides an opportunity to explore not only well-known but also repressed behavior.
Target: Explore individual strategies for aggressive behavior.
Organization: Covers are required for work. There must be enough space in the room.
Invite the participants to split into two groups and stand in a line opposite each other. All participants make rolls from bedspreads (roll into a roller).
Instruction:
Two primitive tribes lived - Tumba and Yumba. Not bad, in general, there were guys, but savages. And from time to time they went to the battlefield for the division of the territory ... Now you will depict this battle. You can fight with what you have in your hands, and at the same time be sure to speak. Representatives of the Tumba tribe will say: "Here's Yumba for you!" and vice versa. You can hit the enemy on the lower part of the body. You can not strike on the face and head. Ready? Started!
The "battle" lasts 1.5-2 minutes. During this time, as a rule, the participants forget where they are, where they are strangers, and the battle develops into a mass brawl. It is desirable for the trainer to observe the behavior of the participants and remember who acts in what way.
Signal "Stop!" and ask questions:
- What did I feel during the battle?
- How did I behave?
- Did you follow the instructions? (do not beat your own, beat the enemy on the lower part of the body, sentence during the blow).
All participants spontaneously divide into pairs and answer each other's questions that have been raised.
Questions to the participant:
- Strategies of my behavior?
- What conclusions did I draw about myself and how does this affect my life?
- Where and with whom do I behave in this way in life?
- Is this a problem for me?
Point out to the participants that the exercise involved physical and verbal aggression. Manifestations in life may be different, but the essence of this changes little. Avoid value judgments!
Exercise "Incident in the Elevator"
This exercise is great for illustrating how our feelings manifest. Due to beliefs and upbringing aimed at suppressing feelings, people either do not show feelings, or feel remorse for not holding back. In the game they will be able to express what is forbidden and this will be an occasion for further discussion about the role of feelings in life. In addition, it is known that you cannot play what you do not have.
Target: Explore the behavioral manifestations of various feelings and states. Organization: Eight people occupy the center of the room. Chairs are placed around them, with their backs inward - this imitates an elevator. The rest of the participants become observers.
Invite those who wish to go to the center (8 people). Explain to the rest of the participants that they are becoming observers.
The participants are explained the plot of the game:
"You are all residents of the same house. And then one morning, going to work, you get stuck in the elevator. At the same time, you have different feelings. What exactly - you will find out when you pull out the card."
Hand out cards with the names of feelings and states listed on them.
Card options:
joy, delight, pleasure……………………………………………………………………………………………
interest, excitement, excitement……………………………………………………………………………………………
grief, suffering, sadness, depression………………………………………………………………………………………
anger, irritation, indignation, indignation……………………………………………………………………
fear, anxiety apprehension………………………………………………………………………………………………………………
contempt, arrogance, disregard…………………………………………………………………………………
shame, self-abasement, embarrassment……………………………………………………………………………………………
surprise, astonishment……………………………………………………………………………………………………………………
Your behavior should be dictated by the state that is written on the card. It cannot be called a word.
Participants act out the situation for 10-15 minutes.
Observers express their assumptions about what feelings someone demonstrated.
Questions for participants:
- How did you manage to transfer the state?
How do I express this feeling in my life?
- How often do I experience this feeling and in what situations?
TO LESSON No. 7.
Exercise "Name and epithet (self-disclosure)"
Each participant describes themselves using three adjectives. The rest of the group guesses who is behind this description.
Make sure all group members can see each other clearly.
Explain that the proposed game promotes the development of intuition.
Each participant selects and writes down three epithets that characterize his personality.
Gather the sheets of paper and read the notes one by one. Players try to guess who described themselves in this way. At the same time, the participant expressing views must justify his position, as well as listen to the opinions of other members of the group, who may agree with his arguments or refute them and put forward their own.
Advise participants not to seek to be recognized immediately, as this will allow them to gain more information about their impression of them in the group. Everyone is free to decide whether to open up to him at the end of the game or remain unrecognized.
Options
This game can be simplified and offered to the group at the very beginning of work, when the participants still do not know each other well. To do this, simply ask the group members to describe themselves, their mood, using only three adjectives. In addition, you can invite participants to choose the color that best suits their mood.
Exercise "Colleague - image"
Think of one of your colleagues. Which of the definitions proposed here would be suitable for characterizing his personality (mark a few qualities):
anxious - calm
scattered - purposeful
closed - sociable
frivolous - serious
excitable - balanced
compliant - principled
"upstart" - modest
irascible - restrained
hypocritical - sincere
pessimist - optimist
unwilling - strong-willed
stupid - smart
aggressive - peaceful
vulnerable - imperturbable
rude - tactful
lazy - industrious
callous - responsive
evil - good
passive - active
narcissistic - self-critical
If you can't rate a colleague using only a two-factor assessment ("stupid - smart"), then put a certain score next to each characteristic, based on a six-point system. Try to evaluate 5-7 of your colleagues in this way.
Exercise "second plan" (awareness of one's position in communication)
When communicating with a work colleague, try to work out for yourself a "second plan" of conversation: how your interlocutor perceives you, what he thinks of you, what he says and what he does not say, what he feels.
Build a conversation with another teacher so that the "second plan" you present is one of the leading factors in your communication. Do not say something that would be unpleasant for your interlocutor, try to leave a good impression about yourself, think about the consequences of your words.
The exercise develops the ability to be aware of one's position in communication.
Exercise "Learning to appreciate individuality"
If we could appreciate our own individuality, it would be easier for us to accept the otherness of a partner.
Group members sit in a circle, each with paper and a pencil.
At the beginning of the game, say something like this: "We often want to be exactly the same as the rest, and suffer, feeling that we are different from others. Sometimes it's really good when we are like everyone else, but our individuality is no less important. It can also should be appreciated."
Invite each player to write about three things that make them different from everyone else in the group. This may be a recognition of their obvious merits or talents, life principles, etc. In any case, the information should be positive.
Give three examples from your own life so that the participants fully understand what is required of them. Use your imagination and sense of humor to create a game atmosphere.
Participants write down their names and complete the task (3 minutes). Advise that you will collect notes and read them out, and group members will guess who is the author of certain statements.
Collect the papers and once again note the positive aspects of the fact that people are not alike: we become interesting to each other, we can find a non-standard solution to a problem, give each other impulses to change and learn, etc. Then read each text, and let players guess who wrote it. If the author cannot be "calculated", he must name himself.
"AN ANNEX ABOVE AND ANNEX BELOW"
(AUTHOR V.V. PETRUSINSKY)
Before performing this exercise, the facilitator informs the students about two elementary forms of dialogue - "an extension from above" and "an extension from below".
It often happens that in a conversation one of its participants feels more confident, as if putting himself above the interlocutor, while the second one can, on the contrary, bend down, leaving the palm to the partner. In the first case, we observe "extension from above", in the second - "Extension from below". It is believed that one of the participants in the dialogue usually joins in, while the second simply performs the role assigned to him.
The exercise is for each of the group members to ask their partner for something in a couple. Moreover, he MUST do this twice, the first time using the "extension from above", the Second - the "extension from below". After that, the participants in the dialogue change places.
After completing the exercise, the couples determine which of them is better attached from above, and which from below. Thus, all members of the group are divided into two teams, within each there is a competition in the "extension" that they are better at. In each of the two halves, a winner is selected, who at the end of the game meet in pairs and demonstrate their skills.
Note:
if the children find it difficult to choose the winner, the role of the jury can be taken by an adult - the leader of the group.
Exercise "NAME YOUR STRENGTHS"
Each participant in the game talks for several minutes about his strengths, about what he loves, appreciates and accepts in himself, about what gives him a sense of confidence. Not necessary. to talk only about positive qualities, it is important that the baby speaks directly, without detracting from his merits. Try to have him use language-cluttering words as little as possible in his story, for example: "well", "here", "if", etc.
This exercise develops the ability to think positively about yourself and not be afraid to talk about yourself in front of others. TO LESSON 8. We play a fairy tale. Let's sum up. Organizational moment. Set to work. Introduction to the topic.
"Composing a fairy tale by a group. (To facilitate the task, you can first determine which characters will be in this fairy tale: necessarily - positive and negative). Rehearsal, Playing, discussion of the fairy tale, roles. Summing up the training." Reflection.
Number of persons: 12.
Duration: 1 hour – 1 hour 30 minutes
Target:
1. Increase the motivation of teachers for conflict-free communication.
2. Search for new ways of behavior in contacts with colleagues.
3. Development of skills of perception and understanding of oneself and one's colleagues in the process of communication with them.
4. Development of verbal and non-verbal means communications.
In the training program:
1. Greeting.
2. Survey of well-being.
3. The psychological component of the conflict, techniques and methods of conflict prevention;
4. Exercise 1: Carousel.
5. Exercise 2: "Circle of our life."
6. Exercise 3: "Walk with a compass."
7. Exercise 4: "The sun and the cloud."
8. Methods of effective self-regulation;
9. Test "Are you a conflict personality";
10. Feedback;
11. Applause.
Equipment: adhesive paper for notes, sheets of paper, felt-tip pens or pencils, colored squares for dividing people into groups, a poster with a picture of a tree, a ball, blindfolds.
There are certain traditions in the 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 naming the name and patronymic and hobby, how each of the group members feels; what to expect from the training (poster with an image of a tree).
This is not only out of a sense of politeness, but as the American psychologist D. Carnegie said: "The sound of one's own name for a person 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. Often the reason for this is our work environment. Like any human communities, labor collectives cannot exist without conflicts - this is how the world works. What is conflict? Psychologists consider conflict as a natural condition for the interaction of people, which is based on the confrontation between subjects, caused by intractable contradictions, accompanied by acute emotional experiences, lack of agreement, divergence of opinions, clash of opposing views and desires, positions, opinions, goals, etc. The subjects of the conflict are called opponents. The following components of the conflict can be distinguished: conflict situation, opponents, subject, object, incident.
Conflicts make a person unhappy, he does not work well, he does not feel well and can even get sick. Conflicts accompany us all our lives, but this does not mean that someone always has to win and someone has to lose. It is necessary to respect the feelings and desires of other people, to be attentive to them, and then you can find a way out of the conflict. Our excessive pride, the desire to take revenge, the pain caused to us, feelings of anger, resentment and the desire to always and in everything be right, jealous attitude, envy sometimes prevent us from understanding the actions and actions of other people.
How to bring the team together, create an atmosphere of trust and solidarity? How to combine different types of people within the same team, preventing serious disagreements from flaring up?
First, conflict can be avoided. To do this, try to avoid situations that provoke disputes and not discuss issues that give rise to disagreements.
Secondly, it is possible to smooth out problems. Here it is important 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?”
Third, you can compromise. At the same time, an alien point of view is accepted only partially, to the extent that suspends the conflict. But all these methods do not solve the problems that provoke interpersonal clashes.
It is best to prevent the negative consequences of psychological incompatibility. The compatibility of employees (we are talking about a female team) consists of several factors that can become decisive at critical moments: temperament, performance, physical endurance and emotional stability. It is in women's groups that rivalry, intrigues, role conflicts with personal overtones most often arise.
An important factor in psychological compatibility is the age of people working together. Among employees, especially young ones, friendly relations, sympathy and mutual understanding are more likely to form. The key to conflict-free in the team is also the ability of the teacher to win people over.
When communicating, saying out loud the name or the name and patronymic of the person you are talking to, looking into the eyes to understand how the person relates to what we are saying.
Exercise 1: Carousel
Statistics show that more than 90% of people improve their performance if they receive compliments. The compliment mechanism is based on the effect of suggestion and, as a result, the need to look better. When expressing compliments, it is necessary to consider a number of rules:
A compliment should reflect only the positive quality of this person;
Double meaning must be avoided: listening to your conversations with people, I am surprised at the ability to subtly and witty avoid the answer;
Be free of hyperbole: The compliment should have a slight exaggeration. For example, exclude: “I am always amazed at your punctuality and accuracy” (and these qualities are not found in a person);
To the compliment, stinging additions are unacceptable: “Your hands are really golden. But language is your enemy. Stay away from the fly in the ointment.
Often we hear how important it is to be able to compliment people on time. This is correct, but it is often forgotten that the ability to accept compliments is equally important. In the "carousel" you can learn both.
The task: 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 of the participants in the large circle facing a member of the first team.
Everyone in the outer circle has to say something. good to that the person in front of him. Those in the inner circle, be able to thank your partner for the kind words. The inner circle stays where it is, while the members of the outer circle take a step to the side and come 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 whole 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 switch places and start all over again. It would be nice to have an exchange of opinions at the end of the lesson: what turned out to be more difficult - to come up with compliments or to respond to them?
Exercise 2: "Circle of our life"
This game makes you think about your own and about the life of people next to us.
The facilitator draws a big circle and offers the following task: - this is a slice of your life, one typical day. First, we divide the circle into four conditional parts with dotted lines. Each quarter has six hours. Now let someone show how much time it takes him: for sleep, for friends, for work, for family, for loneliness, for housework, for everything else?
As you look at the circle of your life, ask yourself questions: Are you happy with the way your day is going? Let ideally, but what borders would you like to change in this circle? What is easy and what is difficult to change in your life? What was missing for a true reflection of your life (creativity, music, etc.)? why do we wait and strive for change?
Exercise 3: Compass Walk
Another trust game. 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, putting his hands on his partner's shoulders) is blindfolded.
The task: Pass the entire playing field back and forth. At the same time, the "tourist" cannot communicate with the "compass" at the 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 feeling of a blindfolded person who is forced to rely on his partner. What contributed to or hindered feelings of trust? How did the leaders help their followers?
Exercise 4: "The sun and the cloud"
On the left we draw the sun with rays, and on the right - clouds. Along the rays of the sun, 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 such trainings is to prevent conflicts in the teaching staff, as one of the cohesive factors, that you will take as much experience and knowledge as you want here. For some, all the information obtained here will be useful, but for others, only part of the information will be needed. In any case, take as much as you want.
Let us initially have a forced smile, a clumsy compliment, an increased interest in personal affairs - over time, this will be polished and will look natural.
Know how to manage your emotions and feelings. Indeed, in a fit of anger, a person can say a lot of bad things.
To extinguish this negative feeling psychologists suggest doing the following:
1. Breathe evenly. When you realize that you have lost control over yourself, your pulse quickens, you begin to breathe quickly, blood circulation speeds up. Even breathing can bring you back to normal.
2. Try telling yourself, “I can get over my anger. In anger, people don't say what they think."
3. Call a friend and tell her what annoys you. If someone listens to you and tries to understand, then 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 deeds are spontaneous. By making a plan, you can take control of your anger.
At the end of the work, feedback is given throughout the lesson:
- How do you feel?
- Has the feeling changed compared to the state at the beginning of the work?
- How comfortable was it to work with others?
- Did you experience any discomfort or anxiety during the training?
- What did you get during the work of the training group?
- What topics would be interesting to consider?
- Did the training live up to your expectations? (A poster depicting a tree.)
He who knows humanity is not deprived of the mind;
The one who knows himself is doubly smarter.
Who defeated another is strong
Who defeated 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 Iza.
Test "Are you a conflict personality?"
To find out, take the quiz by choosing one answer for each question.
1. In public transport, a dispute began in raised tones. What is your reaction?
a) do not participate;
b) I speak briefly in defense of the side that I consider right;
c) I actively intervene, than "causing fire on myself."
2. Do you speak at meetings to criticize management?
b) only if I have any 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 your friends?
a) only if people are not touchy;
b) only on matters of principle;
c) disputes are my element.
4. How do you react if someone gets in bypassing the line?
a) I am indignant in my soul, but I am silent: it is dearer to me;
b) I make a remark;
c) I go forward and begin to observe the order.
5. At home, an unsalted dish was served for dinner. What is your reaction?
a) I will not raise a fuss over trifles;
b) silently take the salt shaker;
c) I will not refrain from caustic remarks and, perhaps, defiantly refuse food.
6. If on the street, in transport, you stepped on your foot ...
a) look at the offender with indignation;
b) I will dryly make a remark;
c) I will express myself without embarrassment in expressions.
7. If someone close to you bought a thing that you did not like ...
a) keep silent
b) I will limit myself to a short tactful commentary;
c) make a scandal.
8. Bad luck in the lottery. How will you react to 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 spoil the 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 avoid disputes and conflicts, avoid critical situations at work and at home. The saying "Plato is my friend, but the truth is dearer!" was never your motto. Maybe that's why you are sometimes called an opportunist. Take courage if circumstances require you to speak out in 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, not thinking about how this will affect your official position and friendly relations. At the same time, do not go beyond the scope of correctness, do not stoop to insults. All this earns you respect.
Up to 10 points– disputes and conflicts are the air without which you cannot live. Love to criticize others, but if you hear comments addressed to you, you can "eat alive." Your criticism is for the sake of criticism, and not for the good of the cause. It is very difficult for those who are close to you - at work and at home. Your intemperance and rudeness repel people. Is that why you don't have real friends? In a word, try to overcome your absurd character!
Training for schoolchildren "I and the conflict."
Purpose: to promote the participants' awareness of their behavior, the formation of the ability to positively resolve conflicts.
Refresh students' knowledge about conflict;
Familiarize participants with strategies for overcoming a conflict situation;
To form the ability to find mutual understanding with people;
Promote mutual understanding in the classroom;
Teach children how to value themselves.
Leading. The famous French writer Antoine de Saint-Exupery called human communication the greatest luxury in the world. Communication between people is a delicate and complex process. Each of us learns this all his life, gaining experience often through mistakes and disappointments. Unfortunately, we often find ourselves in situations that are defined as conflict. They bring tension to relationships, deprive of peace and joy, do not give the opportunity to fully work. The less conflicts arise, the better people can find, then their warm and trusting relationships.
Exercise "I don't want to brag, but I..."
Purpose: development in adolescents of the ability to self-presentation.
All participants sit in a circle, each in turn says his name and continues the phrase, starting with the words: “I don’t want to brag, but I am ... a wonderful friend».
All participants have their say.
Exercise "Repetition of the rules"
Purpose: to reinforce the rules and develop a sense of responsibility.
Each participant in turn names one rule and explains its meaning.
Exercise "My idea of conflict"
Purpose: actualization of participants regarding the concept of conflict. The psychologist offers to draw a picture on the A4 sheet on the topic “My idea of the conflict”. After completing the work, the psychologist offers to tell in turn what he has drawn.
Discussion:
What feelings did you have while drawing?
Did you like the drawing?
Exercise "Conflict is..."
Purpose: to clarify the essence of the concept of "conflict".
The psychologist addresses the group members with the question “What is conflict?”. All answers are written on paper. After that, everyone together find out the positive (+) and negative (-) sides of the conflict.
Summarizing.
Information message "Conflict"
The word "conflict" of Latin origin, in translation means a collision. This refers to the clash of opposing goals, interests, positions. Conflict is at the core of conflict. In order for the conflict to develop, an incident is needed, i.e. for one of the parties to act. The causes of conflicts are very diverse: inability to understand another person, intolerance for the opinions of others, selfishness, a tendency to gossip, a divergence of opinions and desires.
Exercise "Box of misunderstandings"
Purpose: formation of skills for successful conflict resolution.
Small groups are formed (associations of choice various kinds candy). One participant from each team extracts a description of a certain situation from the "box of misunderstandings". Each situation is a situation of the origin of a kind of conflict. Find the right way out of the situation without provoking conflict.
1st situation. One student says to another: “I will never sit at the same desk with you: you will relax like an elephant, but it’s inconvenient for me to write! ". The other answers ... (add). Comment on the situation.
2nd situation. There is a lesson, students do their homework. Suddenly one student starts banging his pen on the desk. The teacher makes a remark: “Sergey, please don’t knock on the desk, do the assignments.” Sergei replies: “Why me again? Extreme again! What did you see? ".
What is the teacher's reaction to Sergei's words?
How would you do in this situation?
3rd situation. Mom came home from work and said to her daughter: “How long can you talk? Clean up after yourself, scattered everything, as if a tornado swept through the apartment! Not a girl, but some kind of misfortune! You talk, and she, like peas against a wall!
What is the girl's reaction?
What would you do if you were your mother?
4th situation. The teacher checks the homework. The turn came to Oleg. Andrei Ivanovich, checking the student's work, said: “But what is this? This mediocrity again did not do as it should, he wrote in a notebook so that you couldn’t make out anything! ".
What is the student's reaction?
What would you do if you were a teacher?
The conclusion of the leader among the habits that give rise to conflicts between people, excessive emotionality, aggressiveness, exactingness, inattention to the needs and interests of others, inability to listen to others are especially common.
A destructive way is to solve your problems and conflicts through violence and aggression. To think destructively means to work towards self-destruction, not self-improvement. If you want peace and love for yourself, then your path is the conscious control of negative thoughts and actions.
Australian rain exercise
Purpose: to reduce the psychological burden of participants.
The psychologist suggests that all participants stand up and repeat the movements:
The wind has risen in Australia (the presenter rubs his palms);
It starts to rain (clapping the palms on the chest);
A real downpour begins (clapping on the hips)
And here is the hail, a real storm (stomping feet);
Drops fall to the ground (snap of fingers);
Quiet rustling of the wind (rubbing of the palms);
Sun (hands up).
Exercise "Your mood and wishes"
Purpose: to create a positive mood. All participants join hands and in a circle talk about their positive emotions and express wishes to others.
Classroom hour"Conflict Resolution in the Classroom"
Purpose: to form conflict-free relations in the classroom through the development of a respectful attitude towards each other; to teach to evaluate conflicts and their participation in them, fictional or real.
Tasks: formation of a tolerant and respectful attitude towards classmates; training in non-confrontational communication skills.
Conflict (from lat. conflictus - clash), according to explanatory dictionary, an intractable contradiction associated with confrontation and acute emotional experiences. The conflict arises as a result of incompatibility of ideas about the situation, about the act, about the methods of action. The conflict ends if the parties are satisfied with the gain (or loss) or recognize that the continuation of the conflict is meaningless.
Conflicts in the classroom are conflicts between students. Often they arise because of the desire of students for leadership. The path to leadership is associated with a demonstration of superiority, cynicism, cruelty and ruthlessness. Child cruelty is a well-known phenomenon. The child is subject to the temptation of herding, which gives rise to unmotivated cruelty, persecution of his own kind.
Positive influence conflict resolution is influenced by the involvement of those in conflict in joint activities, participation in conflict resolution by other students, especially class leaders.
Event progress
Teacher. Let's listen to the dialogue between the student and the teacher.
The dialogue is read by two students.
Cyril, why did you hit him?
He hit me first.
And he says you hit him first.
No, not me. He hit me first.
You still haven't answered my question. Why did you hit him?
I defended myself. I didn't want to back down. I had to defend myself.
And that's why you hit him?
He hit me first...
Teacher. What happened?
Students. A fight, a showdown between the guys, the teacher finds out, wants to understand: who is right, who is wrong.
Teacher. So, there was a conflict, and the boys chose far from the best way to resolve it. What does the word "conflict" mean to you personally? Try to write a quick list of some associations, images, memories associated with the word "conflict" (in class).
Pupils write on notebook sheets, and then read aloud: tears, irritation, resentment, pain, screaming, rudeness, misunderstanding, a torn notebook, a remark in a diary, calling parents to school.
Teacher. Perhaps, pictures of broken noses, “heaps and small” in the corridor, tearful eyes surfaced in front of you. How do you feel when you are in conflict with someone, what is your mood?
Students write on notebook sheets, and then read aloud: anger, fear, frustration, irritation, indignation, tears.
Teacher. Now, with your eyes closed, imagine an absolutely conflict-free class. What is he?
Students. Delicious, boring, difficult to manage, uninteresting.
Teacher. Tell me, do you need conflicts?
Students:
Oh, why are they needed?
Yes, without them it is impossible to find the truth.
No, it's always better to find an acceptable solution without a fight.
Conflicts cause pain and suffering to people.
It is impossible without conflicts in the class, real life the same.
Teacher. Conflict can lead either to an improvement in the climate in the classroom, to mutual understanding, or, conversely, to greater injustice. Unfortunately, it is impossible to live life without conflicts. But the resolution of the conflict largely depends on our behavior.
Let's check if you are a conflict person. To do this, answer the questionnaire.
1. An argument began in the class with raised voices. Your reaction:
do not participate;
I briefly speak in defense of the point of view, which I consider correct;
I actively intervene and “cause fire on myself”.
2. Do you speak at meetings ( classroom hours) with adult criticism?
only if I have good reasons for this;
I always criticize for any reason.
3. Do you often argue with your friends?
only as a joke, and then if these people are not touchy;
only on matters of principle;
Arguments are my forte.
4. You are standing in line. How do you react if someone steps forward?
I am indignant in my soul, but I am silent: it is dearer to me;
I make a remark - it is necessary to teach a rude man good manners;
I pass forward and begin to observe order;
5. Unsalted soup was served at home for dinner. Your reaction.
I will not raise a storm because of a trifle;
silently take the salt shaker;
I will not refrain from caustic remarks, and, perhaps, defiantly refuse food.
6. On the street or in transport, you stepped on your foot ...
with indignation I will look at the offender;
dryly without emotion I will make a remark;
I will express myself without embarrassment in expressions.
7. Someone in the family bought something you don't like.
I won't say anything;
I will confine myself to a short but tactful commentary;
I'll tell you what I think about it.
8. Out of luck, you lost a lot of money in the lottery on the street. How will you react to this?
I will try to appear indifferent, but I will promise myself never to participate in this outrage again;
I will not hide my annoyance, but I will treat what happened with humor, promising to take revenge;
losing will spoil my mood, I’ll think about how to take revenge on the offenders.
Key: 1st answer - 4 points, 2 - 2 points, 3 - 0 points. Points are being counted. The class is divided into three psychological types.
The facilitator gives this information.
22-32 points. You are tactful and peaceful, avoid disputes and conflicts, avoid critical situations at work and at home. The saying “Plato is my friend, but the truth is dearer!” can't be your motto. You are sometimes called an opportunist. Have courage and, if circumstances require, speak out in principle, regardless of faces.
12-20 points. You are known to be a conflict person. But this is an exaggeration. You conflict only if there is no other way out, when all other means have been exhausted. You are able to firmly defend your opinion, without thinking about how this will affect the relations of your comrades towards you. At the same time, you do not “go beyond”, do not stoop to insults. All this earns you respect.
Up to 10 points. Disputes and conflicts are your element. After all, you love to criticize others, but if you hear comments addressed to you, you can eat a person alive. This is criticism for the sake of criticism. Don't be selfish. It is very difficult for those who are close to you. Your intemperance repels people. Is that why you don't have real friends? Try to curb your character.
Discussion
Ask students to discuss the following questions:
What are the similarities and differences between the concepts of "dispute" and "conflict"?
What do you think is a conflict situation?
Have you ever been in a conflict situation?
What is the most common cause of conflict for you?
Is it possible to resolve the conflict without infringing on the rights and feelings, dignity of all people involved in the conflict?
What prevents people (you personally) from resolving conflicts in this way?
Conflict resolution training
Conflict resolution is the process of finding a mutually acceptable solution to a problem that is of common importance to the participants in the conflict, and on this basis, improving their relationship.
First, the rules for resolving the conflict are formed.
The next step: analysis of specific conflict situations (group work). For 10-15 minutes, discuss situations in accordance with the learned rules and give your own version possible way conflict resolution, and it is important to find a solution acceptable to both conflicting parties, otherwise this conflict situation will continue and a new conflict will soon erupt.
Memo "Learning to live without conflicts"
Don't speak directly to an excited, agitated person.
If you have to say something unpleasant, try to create a friendly atmosphere, celebrate the merits of the person, his good deeds.
Try to look at the problem through the eyes of your opponent, "take his place."
Do not hide a good attitude towards people, express approval more often, do not skimp on praise.
Know how to force yourself to be silent when you are hurt in a petty quarrel, be above petty showdowns.