Games for conflict resolution. Information block: psychology of conflict. Game "Conflict in transport"

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

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

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

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

These phases are:

• - cessation of violent actions;
• - establishing a dialogue;
• - Finding solutions to problems through negotiations.

As adequate methods of prevention and resolution of conflicts, the following are most often mentioned by various authors:

• - early diagnosis of the conflict and identification of its causes in order to prevent its further growth;
• - "splashing", "discharge" of negative emotions through activities that do not cause significant harm to the opponent;
• - change in the nature of the perception of the participants in the conflict;
• - the method of successive mutual concessions;
• - negotiations of the parties to the conflict;
• - Appeal to the arbitrator;
• - Appeal to an intermediary.

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

The purpose of the training sessions is to provide an opportunity for the participants of the training to gain experience in constructive resolution of conflict situations.

Objectives of the training sessions:

• - training in methods of finding solutions in conflict situations;
• - to help participants learn to assess the conflict situation without prejudice;
• - help participants adjust their behavior in the direction of reducing its conflict potential (remove conflict in the personal-emotional sphere);
• -development of such personality traits as sociability, empathy, stress resistance, reflection;
• - team building, development of skills and abilities of team interaction.

Lesson 1

Exercise "Interview"

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

Participants break into pairs and talk with their partner for 10 minutes, trying to find out as much as possible about him. Then each says a brief introduction of his interlocutor. the main task- emphasize his individuality, dissimilarity to others. The participants then take turns introducing each other.

Exercise "Space speed"

The purpose of the exercise: to develop the skill of making a group decision about the strategy and tactics of completing the task. Contribute to group cohesion and deepen the processes of self-disclosure.

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 member of the team 1 time."

Complication:

• - do the same, but for a while
• - "Can you go faster?"
• - perform in any other way for a while.

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

What you should pay attention to:

• - team strategy development
• - understanding the idea of ​​the exercise
• - understanding other participants
• - making decisions
• - changes in behavior
• - 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: - What did you feel?

• - What has changed in the moment?
• - Why did you choose this solution?

Exercise "I say what I see"

The purpose of the exercise: playing the situation of non-judgmental statements.

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 descriptive rather than judgmental language is improving the ability to observe and report one's observations without judgment.

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

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

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

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

• 1. Forceful decision. The subject of the conflict is appropriated through forceful actions, a strong-willed decision, the use of power.
• 2. Physical separation of the parties. The parties are withdrawn from the conflict field, the collision does not occur due to physical impossibility. In some cases, an arbitrary exit from the conflict field by one of the parties leads to the impossibility of achieving the goal by the other side. In this case, there is only one outcome - no one wins.
• 3. Search for a solution that suits opponents. There are also two possible outcomes here. Compromise - all participants get access to the subject of the conflict, but not in full: you have to share. A constructive solution is a solution that will ensure the maximum realization of the interests of both parties.

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

Lesson 2

Role-playing game "Smoothing conflicts"

The goal is the processing of skills and abilities to smooth out 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 by experience the main methods of conflict resolution.

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:

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

Exercise "Infernal Towers"

The Goal is a team building exercise that attempts to show conflict resulting from communication barriers between participants. Such barriers arise due to the fact that people, regarding their perception of the world as the only true one, often refuse to accept other points of view. In Towers of Inferno, this concept is taken on board and used to encourage players to think about the factors that both help and hinder building a unified team.

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

Conditions: seminar room or conference room - with a minimum amount of furniture. Players should be able to form teams and build their own "buildings".

Description of the exercise.

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

Card Instructions:

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

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

The tower must be built by you. If other members of your team take up the "bricks", stop them and insist that you build the tower yourself.

Discussion of the results of the game:

The game of Towers of Hell is interesting to watch from the outside (if you can, record it on video), as individual players will inevitably come to confusion, confusion and frustration, as soon as they realize that all their attempts to follow the instructions lead only to opposition from the outside. members of their teams. They will be disappointed as soon as they realize that all teamwork above common goal comes down to revealing the fact that nothing of the sort actually happens. For example, a player tries to place a blue "brick" only to have another player remove it with obvious indignation. The third will try to keep others from doing anything at all, and so on.

At the end of the action, it is useful to discuss the situations - they are repeated whenever this game is used.

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

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

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

Exercise "Exaggeration or complete change of behavior"

The goal is the formation of skills for modifying and correcting behavior based on the analysis of the roles played and the group analysis 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 group member is not aware of the type of behavior chosen for him by the group, he must exaggerate his expression. For example, a timid group member should speak in a loud, authoritarian tone, constantly boasting about their accomplishments. If the participant is aware of the behavior and considers it undesirable, he must, when playing the role, completely change it to the opposite. Everyone is given 5-7 minutes to act out the roles. Then all participants share their observations and feelings.

Lesson 3

Exercise "Greeting"

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

Participants sit in a circle and take turns greeting each other, always emphasizing the individuality of the partner, for example: "I'm glad to see you, and I want to say that you look great" or "Hi, you are as energetic and cheerful as always." You can recall that individual trait that the person himself identified at the first meeting. The participant can refer to everyone 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.

At the end of the meeting, the presenter analyzes typical mistakes allowed by the participants and demonstrates the most productive ways of greeting.

Exercise "Signal"

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

Participants stand close enough in a circle 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.

Exercise "Typewriter"

The goal is a warm-up, the development of cohesive actions. 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.

Lesson 4

Exercise "Justification"

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

Participants justify their strange postures. and actions. They are presented in turn and justified in turn.

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

At the end, everyone justifies their participation in the group together.

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

The goal is to develop skills rapid response to a conflict situation.

The exercise takes place in a circle: one participant sets a condition in which some conflict situation is stipulated. For example: "If I was 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.

The facilitator notes that both conflict situations and ways out of them can be repeated.

Exercise "Counterarguments"

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

Each member of the group should tell the other members about their 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.

Lesson 5

Exercise "Fairy Tale"

Purpose - group members learn to interact with each other and are attentive to the words of their communication partners, develop imagination; stress relief.

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

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

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

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

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

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

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

Exercise "Position"

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

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 to one person, etc.

Exercise "Last meeting"

The goal is to improve the communicative culture, stimulate the activity of participants.

Lesson 6

Exercise "Understand me"

The purpose of the exercise: the development of communicative skills of participants, the development of conflict-free communication skills.

The progress of the exercise. To participate in the exercise, the group is divided into pairs. One of the participants in the pair plays the role of the head of the organization, the second - the role of a subordinate. Each partner is offered a description of the situation.

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

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

• 1. What solution did the leader and the subordinate come to?
• 2. Is the final solution a compromise for both parties?
• 3. Did they feel each other's mood during the conversation?
• 4. Determine which behavioral strategy each of the partners chose during the conversation: cooperation, compromise, rivalry, avoidance, adaptation.
• 5. What difficulties did participants experience in finding a common solution to the problem? Were they able to be resolved?
• 6. What methods of conflict resolution were used in this situation?

Exercise "Conflict situations"

The purpose of the exercise is to develop effective behavior in conflict situations. Example situations topics:

The progress of the exercise. Participants of the training are divided into pairs or trios, choose a conflict situation and play it by roles. Preparation time - 5-10 minutes. Then everyone returns to the circle and takes turns playing their situations in front of everyone.

Teacher reactions can be classified as:

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

Constructive behavior is considered to be cooperation-oriented, manifested in the democratic style of behavior and the position of an adult.

Exercise "Support"

Purpose - the exercise promotes group cohesion.

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

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

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

One philosopher said: "... one who knows how to deal with conflicts by
recognition and regulation, takes control of the rhythm of history..." (G. Dahrendorf)

Target: help teachers overcome difficulties in resolving conflict situations.

Tasks:

• Consider the concept pedagogical conflict, its types.
• To study the main types of conflict situations at school.
• Master the techniques of communication in conflict.
• Contribute to the understanding of the conflict situation and ways out of it.
• Identify the main options for preventing and resolving conflicts.

Lesson progress

Foreword by psychologist:

Dear teachers, I am glad to welcome you. Today we will discuss the most topical topic for us: "Conflicts and ways to resolve them."

AT recent times I received many inquiries from teachers about misunderstandings on the part of parents, especially for class teachers in both primary and secondary schools. Often your disagreements, misunderstandings turn into resentment and stress on both sides, which leads to a deterioration in overall performance and well-being. Today we will try to understand the concept: what is conflict? I will teach you some techniques for decent conflict resolution, as well as successful conflict prevention.

What is conflict?

Conflict (from lat. conflictus - clash) is the lack of agreement between two or more parties, which may be specific individuals or groups.

Conflicts can be:

Constructive - facilitate informed decision-making and develop relationships (good, helpful)

destructive - impeding effective interaction and decision-making (bad).

Now let's try a simple exercise. .

Exercise "Hands"

The psychologist asks to connect the palms at chest level, and then press the right palm on the left.

(From experience with this exercise, we know that left hand begins to unconsciously resist, although no such instruction or demonstration of such actions is made by the leader).

Discussion:

• what did you feel?
• How are you feeling?
• What feelings did you have while doing the task?

Conflicts are:

• Intergroup
• interpersonal
• Intrapersonal (you dream of losing weight, but it is very difficult to give up sweets - "mental anguish")
• Between individual and group

Group work

It turns out that conflicts have both pluses and minuses. Break into 2 teams. The first team writes down as many positive consequences of conflict situations as possible, the second team describes Negative consequences conflicts. The groups are given 10 minutes to work.

Then each group announces its list, and the facilitator fixes it on a piece of drawing paper or a blackboard. If the opposing team has questions and comments, they can voice them after the team has completely completed its answer.

• pros
• the conflict reveals the "weak link" in the relationship;
• makes it possible to see hidden relationships;
• makes it possible to throw out negative emotions, relieve tension;
• revision of their views on the familiar;
• promotes team building in confrontation with an external enemy.

Minuses:

• negative emotional experiences that can lead to various diseases;
• violation of business and personal relations between people, a decrease in discipline, a deterioration in the socio-psychological climate;
• deterioration in the quality of work - difficult restoration of business relations;
• the idea of ​​the winners or the vanquished as enemies;
• temporary losses - for 1 min. conflict accounts for 12 minutes. after conflict experiences.

Now let's look at the causes of conflicts.

Causes of conflicts:

Conflictogens - words, actions, deeds that can lead to conflict (for example, impolite treatment does not always lead to conflict, we think it will do) - we respond to words addressed to us with a stronger word.

Conflict Formula:

conflict situation(accumulated contradictions)+ occasion(incident) - "the last straw" = conflict.

Causes of INTERPERSONAL CONFLICTS:

Competition - people strive for the same goal, but are in a situation of competition (struggle for superiority)

Clash of different life principles(Cat Leopold is a humanist, and small dirty tricks are mice)

Psychological incompatibility(peevishness of temperament and character)

Due to mutual misunderstanding(meaning of statements, requests, orders, explanations).

From boredom (Tom and Jerry, Well, you wait)

Now let's figure out which person is the most conflicted? Everyone has their own temperament!

• Choleric- has increased excitability, is easily involved in a conflict, but also quickly "cools down".
• Phlegmatic person- it is difficult to be persuaded, it is difficult to draw into the conflict, but also to withdraw from the conflict.
• melancholic- long remembers and experiences resentment.
• sanguine- easily calms down, but it is not easy for him to restrain his feelings, so he often provokes the beginning of a conflict.

Now let's try to learn how to resolve the conflict.

FOUR ways to resolve the CONFLICT:

1. Rivalry - high activity with unwillingness to cooperate (to achieve a goal at any cost).

2. Avoidance - no activity, no desire to cooperate (takes the conversation aside).

3. Adaptation - lack of activity with a clear desire to cooperate (go with the flow).

4. Collaboration - high activity and expressed desire to cooperate.

) Ways to behave in a conflict with COOPERATION (We shared an orange):

1. Diplomacy - you try to judge who needs the orange more.

2. Compromise - Peel an orange and divide equally.

3. Will of fate. Draw lots.

4 Constructive search - find out who needs an orange and why (someone is thirsty for juice, someone wants to eat - pulp, someone has a peel for candied fruits, and a third - bones for a tree).

Exercise "In other words "

In this exercise, you are invited to work on unconstructive attitudes in communicating with other people, which often lead to the emergence or further aggravation of conflict. It usually annoys us, and sometimes it just pisses us off when another person says phrases like: "You must ...", "It's your duty ...", "It's impossible to talk to you ...", "You are irresponsible person", etc.

These and similar statements lead to the emergence of barriers to communication, an increase in tension. Therefore, it is very important, especially in a conflict situation, to track non-constructive attitudes in communication.

Now I will give you leaflets with statements; your task is to rephrase a number of non-constructive statements into constructive ones. For example, "You must bring me a book." (I would be glad if you brought me a book).

• "He has to take care of me." ("I want him to take care of me");
• "You shouldn't have gone to that party." ("I'd rather you didn't go to the party");
• "You've never done anything for me in your life!" ("I lack attention and care on your part");
• "You should have foreseen possible difficulties". ("I wanted you to foresee possible difficulties"); "I was offended!" ("I preferred to be offended");
• "They made me". ("I couldn't refuse");
• "He's a stubborn donkey." ("I couldn't convince him");
• "He humiliated me." ("I was uncomfortable");
• "Stop making me angry!" ("I'm starting to get angry");
• "You must give me a program, a book" ("I would like you to give me a program, a book").

Discussion: simple - difficult to paraphrase?

Conclusion: the successful resolution of any conflict situation is inevitably associated with the ability to forgive. You can choose to forgive your offender whether or not he accepts your forgiveness.

How to get around the conflict.

Reply with a smile(not with sarcasm and irony)

Use "I am a statement"- focusing on what we feel and are able to say about it to our opponent instead of "You are a statement", which undermines and leads to a deepening of the conflict (instead of "You should bring me a book" - "I would be glad if you brought me a book"

The ability and ability to forgive!!!- means to "let go" your anger and not be going to take revenge.

Exercise "Consent" - performed in pairs.

The development of the conflict often resembles a snowball. A carelessly thrown phrase develops into swearing with personal insults, labeling, etc. This creates almost insurmountable barriers in communication, which are much easier to prevent than to resolve the conflict at the stage of their occurrence. But, nevertheless, there are techniques that allow to some extent to mitigate the tension of the situation even in the case when one or both of the conflicting parties lose control over themselves, over their emotions and words.

One of these techniques is to find in the words of a partner something to agree with and respond to his attack (insult, accusation, order) without confrontation, which will only aggravate the conflict, but by consent while not retreating from its position. For example:

1. "You're completely crazy!" - "Sometimes it may seem that I do not act like ordinary people";

2. "You never keep your commitments!" - "Sometimes I fulfill my duties, sometimes I have to violate them";

3. "Stop talking to me like that!" - "It happens that my tone seems offensive to the interlocutor";

4. "I'm the only one who really works at our job!" “Yes, you really spend a lot of time and energy on work.”

The exercise is performed in pairs. First, one participant attacks, and the second tries to translate the dialogue into a peaceful direction, then they change places. Hand out worksheets

Reflection. Teachers fill out special questionnaires on reflection

• What was useful, interesting for you. Have you learned something new about yourself or a team member?
• What would you like to change in the training seminar if there is the same topic?
• With what mood do you leave our seminar?

There is such a parable. Once the sun and the wind argued which of them is stronger. Suddenly they saw a traveler walking along the road, and they decided: whoever takes off his cloak faster is stronger.

The wind started. He began to blow with all his strength, trying to tear the man's cloak off. He blew under his collar, into his sleeves, but nothing came of it. Then the wind gathered the last of its strength and blew on the man with a strong gust, but the man only buttoned his cloak better, shrunk and walked faster.

Then the sun took over. "Look," it said to the wind, "I will act differently, kindly." And indeed, the sun began to gently warm the traveler's back and hands. The man relaxed and exposed his face to the sun. He unbuttoned his cloak, and then, when he got hot, he took it off completely.

So the sun won, acting kindly, with love.

I really want to hope that you will also win in any conflict situations, acting kindly and with love, and you will definitely succeed!

Thanks for your work, all the best!

Used Books.

1. Avidon I Gonchukova O. Trainings of interaction in conflict. Materials for preparation and holding. "Speech" St. Petersburg, 2008.

2. Borozdina G.V. Psychology business communication. Moscow Infra-M 2001.

Training "How to resolve conflict situations"

Goals:

To identify the features of behavior in a conflict situation.

Learn how to resolve conflict.

Develop communication and conflict resolution skills.

1. Warm up

Exercise "Name the feeling"

As you pass the ball to each other in a circle, name the feelings: one positive, one negative.

Exercise "My coat of arms" and "My motto"

Students should draw a row and write their motto to help them in difficult situations. And then show and tell.

Exercise "Shower"

One of the participants acts as a "conductor" of the shower and becomes the center of the circle. Like in an orchestra, the conductor takes each one in turn to play the symphony of rain. Facing one of the participants, the "conductor" begins to quickly rub one palm against the other. This participant picks up the movement, and as the “conductor” turns in place, everyone joins the action. Then, having reached the first participant, he (she) starts snapping his fingers. The action is gradually picked up by all participants as the "conductor" turns. The next stage is clapping on the hips, the participants tapping with their feet - a downpour crescendo. Gradually, as in a real thunderstorm, the volume decreases, the conductor goes through all the stages in reverse order until the last performer stops rubbing their palms.

1. Work on the topic of the lesson.

Warm-up exercise "Meeting on the narrow bridge"

Task of the lesson: analyze the essence of conflicts, their causes and ways of resolution.

Description of the exercise.

Two participants stand on a line drawn on the floor, facing each other so that there is a distance of about 3 m between them. The leader explains the situation: “You are walking towards each other along a very narrow bridge thrown over the water. In the center of the bridge you met, and you need to disperse. The bridge is a line. Whoever puts his foot outside it will fall into the water. Try to disperse on the bridge so as not to fall. Pairs of participants are selected randomly. At in large numbers participants can simultaneously operate 2-3 "bridges".

The exercise is more emotional if not just a strip on a flat floor is used, but a slight elevation (for example, an inverted gymnastic bench is well suited for this purpose). If this is not possible, you should choose or draw a straight strip on the floor (this can be a strip on linoleum,

The psychological meaning of the exercise. In the context of this lesson, the exercise serves as a model of a conflict situation, and you can return to it when discussing strategies for behavior in a conflict.

Discussion. How did the participants feel while doing this exercise? What helped and what hindered successful completion of it? How did the couples who fell “into the water” differ from those who successfully overcame a difficult situation? It is advisable to bring the participants to the understanding that the winners were not those who sought to pass on their own, but those who, first of all, sought to help their partner.

Information block: psychology of conflict

1. Conflict as a state of confrontation that arises on the basis of opposing motives, judgments or needs with limited resources to satisfy them.

2 . The main structural elements of the conflict.

1. Parties to the conflict - people or groups of people who are in a conflict relationship or who explicitly or implicitly support the conflicting parties.
2. The object of the conflict is what causes it.
3. The image of a conflict situation - the reflection of the subject of the conflict in the minds of people drawn into it - can vary significantly among different parties to the conflict.
4. Conflict motives are internal or external forces that push people towards it.
5. The positions of the conflicting parties are what people say to each other, what demands they make.

3 .Causes of conflicts.

1. General: differences in the views of people and their individual psychological characteristics.
2. Particular: associated with specific types of conflicts.

4 .The possibility of a conflict without really existing contradictions, in situations "word for word".

Exercise "Conflict and interaction?"

Purpose of this exercise- to demonstrate to children that often people relate to life situations like a competition where there are winners and losers.

Participants are seated in pairs at tables facing each other (as in arm wrestling).

Psychologist: "Your task is to "lay down" the partner's hand as many times as possible in 30 seconds. As soon as his hand touches the table, return to the starting position and start again. The prize will go to the second pair that scores the most points (1 touch - 1 point)" .

Issues for discussion:

Do you guys think there are differences between couples who competed and who acted together and why did they do it?

Often and in real life we view some situations as a competition - with a winner and a loser, while together you can achieve great results. Remember such situations.

How do people agree who will decide and who will obey the decisions? Exercise "Conflict situation".

Psychologist: Guys, let's try to play the situation "In the classroom."

This scene plays out several times different options. We need to start clarifying the relationship:

With a threat;

From instructions and teachings (you must first make sure that this desk is free, and only then occupy it);

From criticism (if you were smart, you would know that you can’t take someone else’s desk);

With generalizations (you are as stupid as all the newcomers);

Ignore (he is not worthy of my attention).

All options are discussed, and it is noted who was able to adequately get out of the conflict situation.

Psychologist: What is the purpose of resolving any conflict? (To find worthy decision, acceptable to both.) If such a solution is not found, then the OPPOSITION begins. Someone needs to make concessions. If both make concessions, then this is a COMPROMISE. The best way out is COOPERATION.

Practical work "Conflictogens"

The facilitator talks about various types of conflictogens, the participants come up with examples and recall situations they know where the use of such led to a conflict.

1. Undeserved and humiliating reproaches.
2. Negative generalizations, labeling.
3. Persistent advice, instructions about how another person should behave.
4. Indications of facts that are not related to the topic of conversation or that the interlocutor is not able to change.
5. Decisively establishing the boundaries of the conversation, "closing" certain topics for discussion.
6. Inappropriate irony, sarcasm.
7. Swearing, cursing, insulting statements aimed at "letting off steam."

Exercise "How to resolve conflict situations"

Target: several conflict situations are offered,

Examples of conflict situations

1 . You agreed with your friends (girlfriends) to go to a disco on the occasion of your birthday. And my mother says: “You’re not going anywhere with me! you will go at night looking, small (th) yet!

2. A friend took a book from you and promised to return it in a week. A month has passed since then, and he has not returned the book. And you desperately need it for preparation homework. Yesterday you called him at home and reminded him about the book, he swore he would bring it. And today he says: "I'm sorry, I forgot where I put it, and now I can't find it."

3 .You bought half a kilo of sausage in the store, brought it home and thuja found that it was stale. You return to the store, give the seller a sausage and a check and ask for a refund for a low-quality product. And he replies: “I don’t know anything, we have all fresh products. You purchased it elsewhere."

The psychological meaning of the game. Updating knowledge about different styles of behavior in situations interpersonal conflict, their demonstration on life examples.

Discussion. When discussing this role play it should be noted that the expediency of using different styles of behavior depending on the type of conflict situation can vary greatly. In particular, the rigidity of the styles used depends on the degree of proximity of the participants in the conflict (in our example: mother, friend, stranger), the validity of their demands ( the mother’s concern for her son or daughter is quite understandable, the seller is just rude), the mutual dependence of the conflicting parties (you will have to live together with your parents for a long time, it is also hardly advisable to part with a friend because of a book, and you can no longer meet with a negligent seller).

Discussions:

1. What are the causes of conflicts?

2. How can conflict be prevented?

3. How do the offended and the offender feel in a conflict situation?

4. What behavior helps with dignity to get out of the conflict or prevent it from flaring up?

Exercise "Nachal".

Instruction: Sometimes it happens like this: you are standing in line and suddenly someone breaks in front of you. The situation is very common, and often there are no words to express their indignation and indignation. Yes, and not every word is easy to besiege such impudent. And yet, how to be? After all, do not put up with the fact that such cases are inevitable? Let's try to analyze this situation. Please split up into pairs. In each pair, the partner on the left conscientiously stands in line. "Nakhal" comes in from the right. Please, react impromptu, but in a way that is not familiar. Started!

Change roles. Now the impudent will enter from the left, the players of each pair, standing on the right, must react. We started. Thank you. Well, now let's arrange a competition for the best answer in this situation. Please host, organize this competition and rate the most resourceful player. Thank you. This game is over.

Exercise "Emotions of conflict"

Draw the feelings that appear during conflicts, your emotions,

which you don't like.

Feedback:

All students speak about what they liked, surprised, delighted in the lesson, what happened, what they are satisfied with, what feelings they experienced and what questions remained unresolved.

A set of exercises for conflict management training

Name of the exercise		Purpose of the exercise
Lesson 1. Acquaintance, acceptance of the training rules
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
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. As a complication, several signals can be sent simultaneously, in one or in different directions of 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. Mandatory requirement for the players it is to support the statements of opponents and to 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 by experience the main methods of conflict resolution. 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
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
Last meeting		Improving the communicative culture, stimulating the activity of participants.
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 last words 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, while 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...

§ In front of you stranger. 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.

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 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 Special attention on 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 their own social role(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 their 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 criminal leaves the jewelry in the most visible place in the hope that everyone will rush in search of caches, and only battered detectives find them where no one thought 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 own life when the participants were able to use this option.

An 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 happens to her in this moment And what does she feel about it. 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". AT individual cases the pictures 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.
Should not be offered this exercise a group within which relations of mutual acceptance and a taste for joint creativity have not yet matured. Sometimes, in order to build up the group, the facilitator 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 successful work"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 consistent focus on the brush right hand- at the command "Brush!", on the index finger - at 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 the 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.

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.
On the preliminary stage In the game, the participants give their commands in turn, and the presenter "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 complete dialogue.

Exercise "Homeostat" (consistency between group members)

This is the name of a device with many knobs 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 feel emotional condition another participant and instantly evaluate your 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 everyone was able to feel without words inner world your partners?

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. Index fingers of the right hands - " space stations"- they pull towards each other. Two other players stand behind those sitting. On a signal, each of the standing participants begins to control the movements of the right hand of the person sitting in front of him with the help of verbal commands or touches. The goal of the players standing behind the chairs is to make ends meet index fingers their partners. 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 should, of course, always remain within the reach of the finger, and the face, for security reasons, should be 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.
Such an exercise can be carried out with secondary school students, 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.

According to our behavioral reactions and thoughts, we can big share the probability of judging the presence of an emotional personality trait or a situational state that affects life.
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 are doing what you love or just relaxing. It is raining outside the window, the wind is knocking on the glass, and it is cozy and warm at home ... Suddenly a phone call is heard! What an idea arose in in 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 immediate recognition, 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 against 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 about 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 about yourself good impression 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 equally important. 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 custom solution problems, give each other impulses to change and learn, etc. Then read each text and have the 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 doing this exercise, the facilitator informs the students about two elementary forms 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 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.