PSYCHOLOGY OF PERSONAL GROWTH 18 HOURS 6 - LECTURES 12 - PRACTICE HOMEWORK - 2 PCS.
HUMANIST APPROACH Alfred Adler (1870 - 1937) Perfection Theory "The pursuit of excellence is a fundamental human motivation, expressed in the desire to improve oneself, to develop one's abilities, to achieve the greatest possible"
. Sense of Inadequacy and Striving for Superiority SOCIAL INTEREST SUPERIORITY OVER YOURSELF COMPENSATION BY DEVELOPING YOUR OWN ABILITIES COMPENSATION BY MANIPULATING OTHERS SUPERIORITY OVER OTHERS
HUMANIST APPROACH Gordon Allport (1897 - 1967) Motivational and stylistic dispositions Functional autonomy of motives Proprium Proactive behavior
PROPRIUM IS A CONCEPT USED BY G. ALLPORT TO DESIGNATE THE CHARACTERISTICS THAT ARE PERCEIVED BY A HUMAN AS "THIS IS MINE". THIS IS WHAT HAS A REAL RELATIONSHIP TO THE PERSON HIMSELF (PERSONALITY CORE, SELF, AUTHOR'S "I").
The main principles of G. Allport's theory of motivation: the modernity of motives, the orientation of motives into the future, the pluralism of the uniqueness of specific motives THE CENTRAL CONCEPT OF H. ALLPORT'S THEORY OF MOTIVATION IS THE FUNCTIONAL AUTONOMY OF MOTIVES
FUNCTIONAL AUTONOMY OF MOTIVATIONS IS ANY ACQUIRED MOTIVATION SYSTEM IN WHICH THE VOLTAGES INCLUDED IN IT ARE DIFFERENT FROM THE PREVIOUS VOLTAGES FROM WHICH THIS SYSTEM IS ORIGINATED. PERSEVERATIVE FA PROPRIATIVE FA
FUNCTIONAL AUTONOMY OF MOTIVES. PERSEVERATIVE FA: Has to do with the neurological level. The organism continues to behave in a certain way even when it is no longer appropriate. PROPRIATIVE FA: Relates to the personality level. This is a guiding system of motivation that gives unity to the individual. PFA is included in PROPRIUM.
The idea of proactivity. “Man is a creature striving to establish and maintain a certain level of tension” “Growth occurs not due to homeostasis, but due to a certain kind of “transistasis””
. LOWER LEVEL OF HUMAN EXISTENCE HIGHEST LEVEL OF HUMAN EXISTENCE HOMEOSTASIS TRANSISTASIS VOLTAGE REDUCTION VOLTAGE MAINTENANCE REACTIVITY Homo Sapiens PROACTIVITY Homo Transcendence
EXISTENTIAL APPROACH Victor Frankl (1905 – 1997) Emphasis on the fulfillment of meaning “If self-actualization is made an end in itself, it will conflict with the self-transcendence of human existence. Only to the extent that a person succeeds in realizing the meaning that he finds in the external world, he also realizes himself.
TRANSCENDATION, GROWTH, DEVELOPMENT MAN IS MORE THAN HE IS HUMAN WHAT HE SHOULD BE HUMAN AS HE IS, BASED ON WHAT HE WAS LABELS, STEREOTYPES, ACCOMMODATION
EXISTENTIAL HUMANIST DIRECTION Erich Fromm - Identified existential needs: In establishing connections In overcoming oneself In rootedness In self-identification In the presence of a value system
. . - Freedom from is manifested in the desire to get rid of "some bonds", restrictions, limits. - Freedom for - when a person realizes his "I", shows creative and spontaneous activity, is not afraid of difficulties.
EXISTENTIAL HUMANIST DIRECTION Rollo May (1905 - 1997) - - Identified two types of freedom: Freedom of action is manifested in daily experience, for example, at the moment of making decisions, in choosing. Freedom of being is true freedom; associated with self-awareness; source of all other kinds of freedom.
FREEDOM OF BEING Freedom always deals with the possible, the potential, and is connected with the transcendence of one's nature, with the ability to transcend one's nature; it is opposed to automatic conformism, passivity, a tendency to act inertly and reactively.
FREEDOM OF BEING THE ABILITY TO EVALUATE AND CHANGE YOUR ATTITUDE TO LIMITATIONS, WILLINGness TO THINK, SEARCH FOR SELF-IDENTITY FREEDOM OF BEING THE POSSIBILITY TO “JUMP” FROM WHAT HOLDS THE PERSONALITY IN THE BORDERS BUT REMAIN YOURSELF; THE ABILITY TO EXCEED THE LIMITS OF YOUR NATURE FATE
Adaptation transcendence past the future known unknown conservatism innovation Caution risk closed open relief of tension Search
ADAPTATION TRANSCENDATION HOMEOSTASIS? ? BE USEFUL? ? IMPORTANT CONSERVATION OF FORCE? ? INDIVIDUALIZATION READY MEANINGS? HELPING STYLE SEARCHING FOR REASONS? ? INDIVIDUALISM WE? ? HYPOTHESES "LIFE LIVES ME"? ? "MORE ALL NEED"
Options for the ratio of adaptive and transcendental functions High transcendence, low adaptation High creativity Socialization problems Nonconformism Original view of things Ignoring the social attributes of success Value: self-development High transcendence, low adaptation Harmonious combination of intellectual and creative abilities Keeps "nose to the wind" Able to work in chaos Manipulator, leader Value: pragmatism, social prestige Low transcendence, low adaptability Poorly motivated individuals Apathy, passivity Conformism Procrastination, laziness Social phobia Value: survival Low transcendence, high adaptability Fashion, stereotypes Diligence, suggestibility Conscientious workers Lovers of clear instructions Value: simple worldly values (family, monetary, career)
ABOUT TRANSCENDATION IN RUSSIAN PSYCHOLOGY Petrovsky Artur Vadimovich The free acceptance of responsibility for an unpredetermined outcome is an indicator of the self-generation of a person as a subject of activity. This is a responsible choice of freedom, this is what makes a person a person in the true sense of the word, this is his real self-transcendence.
NON-ADAPTIVE (OVER-SITUATION) ACTIVITY - the ability of a person to rise above the level of the requirements of the situation, set goals that are excessive in terms of the main task, overcoming external and internal restrictions of activity; suggests the existence of motivation, the essence of which lies in the very attractiveness of actions with an undetermined outcome.
The task of self-affirmation is a task aimed at transforming the initial image of the "I" - the potential "I" - cash. In order for the potential I to become cash, it is necessary to overcome, self-transcendence. The activity of self-building is manifested in the phenomena of independence, readiness to "dig" for the truth, "openness" to the unknown.
ABOUT TRANSCENDATION IN RUSSIAN PSYCHOLOGY Leontiev Dmitry Alekseevich PSYCHOLOGY OF SENSE I don't like the concept of "personal growth" because it contains some temptation, something will grow by itself. And this temptation has made this idea attractive to a huge number of people, many of whom underestimate the fact that nothing will grow by itself. In fact, personal development is hard work.
Multi-Regulatory Model of Personality “Why do people do what they do? » LOGIC OF BEHAVIOR (in accordance with a certain system of regulation) EXPLANATION OF BEHAVIOR The first is the logic of satisfying needs “Because I want it” The second is the logic of responding to the stimulus “He started it first” The third is the logic of reproducing the developed stereotypes “Because I always do this” The fourth is the logic of social normativity “Because everyone does it” The fifth is the logic of meaning “Because it is important to me” The sixth is the logic of free choice “Why not? » .
HOMEWORK Leontiev D. A. Symbiosis and adaptation or autonomy and transcendence: the choice of personality in an unpredictable world // Personality in the modern world: from survival strategy to life-creation strategy / ed. E. I. Yatsuty. - Kemerovo, 2002. - S. 3-34.
MOTIVATION STRUCTURAL APPROACH (V. D. Shadrikov, J. Godefroy, G. Allport) Motivation as a disposition (set of motives) DYNAMIC APPROACH (I. A. Dzhidaryan, M. Sh. Magomed. Eminov, D. McClelland) Motivation as a process of actualization motives Motivation as a process of formation of motives Motivational systems according to D. McClelland. MOTIVATION EXTERNAL STIMULUS DISPOSITION NEED BEHAVIOR
Motivation systems according to D. McClelland Achievement motive - a steady desire to succeed in significant activities to which success criteria can be applied
Motivational systems according to D. McClelland The motive of affiliation is a steady desire to be close to other people, expressed in the desire to be accepted and loved
Motivational systems according to D. McClelland The motive of power is a disposition expressed in a steady desire to dominate, control and take responsibility for the events taking place
Motivational systems according to D. McClelland The motive of avoidance is a steady desire to avoid damage, stress, danger.
Motivational systems according to D. McClelland MOTIVE OF ACHIEVEMENT (PURSUIT FOR SUCCESS) MOTIVE OF AVOIDING FAIL DESIRE FOR ACCEPTANCE FEAR OF REJECTION MOTIVE OF POWER MOTIVE OF AVOIDING AVOIDING RESPONSIBILITY
Motivational systems according to D. McClelland NEED FOR ACHIEVEMENT (ACHIEVEMENT NOVELTY SEEKING) DESIRE FOR ACCEPTANCE (AFFILIATION) MOTIVE OF AVOIDING FAILURE MOTIVE OF AVOIDING DOMINANCE NEED (DOMINANCE) FEAR OF REJECTION AVOIDING RESPONSIBILITY Need for safety conditions of education NEUROTISM
From the author: A few years ago, I developed a personal growth seminar “33″, which allows you to explain to listeners in a popular form in an accessible and lively language how to learn not to conflict with yourself, with others and with the outside world. This seminar is intended for everyone: - who wants to manage your own destiny;
- who stopped being a victim and decided to start doing something with "Why are you so unlucky?";
- who wanted to change his life and realized that for this you need to change yourself, or at least figure out why everything is happening in his life and step on the rake less often.
Seminar description
You will learn from me how to get whipped less often. This is for those who have already tried, are tired of receiving and decided that it’s enough. My seminars are an emergency psychological help. This is an educational program that everyone would like to know. You will receive answers to the questions: - What is the most important thing in life?
- What is more important than the most important?
- What are people afraid of and what do people want?
- How are we managed?
How do you know if they love you?
- Is it worth it to restrain aggression?
- Should I force myself?
Why do I need such a life?
- Can men and women get along?
Why do some get drunk and others don't?
- How to know your future? Working metaphor of the seminar: “A person is a car driven by our “I”. Someone is repairing the car, someone is trying to force the driver to go in his direction. I explain the rules of the road. Where to go is up to you! The seminar is organized as a psychological group of theme-centered interaction and includes:
- conversations
- self-diagnosis exercises,
- psychological games and exercises,
- visualization exercises, using audio materials,
- diary therapy. The seminar is built in the Milton model. It is a way of using language to induce and maintain a trance. The purpose of trance is to get in touch with the hidden resources of the personality. It follows the same path that the natural workings of the brain take. Trance is a state in which you find yourself highly motivated to learn from your unconscious in an internal way. It is not a passive state, you also do not fall under the influence of other people. During the lesson, diagrams are drawn up that show the construction of logic and contribute to the presentation of information in a semi-trance mode for easier assimilation of the material. The seminar includes 11 topics of 3 hours each. This was one of the reasons for such a name - "33". You will learn about other reasons at the first lesson. Topics of the seminar: 1. What are words. Right and left hemispheres of the brain. Reality cards. Forecasts.
2. Psychosomatics. Where does disease come from? Compensatory (neurotic) way of solving the problem. List of stressors.
3. Important - a trifle. Responsibility. the basis of the conflict. value orientations.
4. Formula of happiness. Unfulfilled expectations. Inventory of ideals.
5. What is "good" and what is "bad". How to learn to like.
6. What is love? Introduction to eniology.
7. "The habit from above is given to us." Why do scoundrels live longer?
8. Wisdom of prophecy or "mysteries are not rich."
9. Man and woman: why do we need each other.
10. Everything flows, everything changes, or why stability is dangerous. And now in more detail. After describing each topic, you can listen to an audio recording of the first hour of the lesson.
Topic #1:1. Man is the only creature that creates symbols. Perversions of consciousness. abstract concepts. Plurality of languages.
2. Forecasting system.
3. Maps of reality. Behavior models. survival strategies. Destructive, constructive models. Three Ages. Topic No. 2: 1. The concept of stress. Developing habits. Fixation of reflexes, positive and negative reinforcement.
2. Blocking aggression. Unfinished gestalt. Internal parent. Cause of illness.
3. Dependency system. Compensatory way of problem solving. Drug addicts, alcoholics, workaholics, etc. Topic No. 3: 1. Goal setting. Introduction to conflictology. Grading system.
2. Survival instinct. Choice of responsibility.
3. “Why do I, so good, have such a life?” Topic No. 4: 1. ideal and norm. The Tale of the Fisherman and the Fish. Dreaming is not bad.
2. Inventory of ideals - "Outdated schedule".
3. Building an ideal world. Its analysis and reassessment. Topic No. 5: 1. Fear and protection. Roles and masks.
2. Teenage negativism. Manipulation. Who controls us?
3. Charisma. Laws of communication. How many languages do we speak? Topic #6:1. "Do you like tomatoes?" “I like to eat, but not so much.” What is love, pity, passion, care?
2. Who do we really love?
3. Law of the boomerang: how it comes back to haunt... Topic No. 7: 1. Libido - mortido.
2. Algorithm of response. The automatism of the search for the cause.
3. Defense reactions and orientation reactions.
4. Test of Alexander the Great. Topic No. 8: 1. Tell me, show me and let me touch.
2. Can't escape fate or is fate in your hands?
3. Visualization exercise “Doors”. Topic No. 9: 1. Psychology of sex
2. Information is energy.
3. Sellers and buyers.
4. Heredity.
5. Female and male betrayal.
6. Family. Its minuses and pluses. Topic No. 10: 1. The word is a lie. Standards and criteria. Analysis.
2. The past is the future. What is life? Why we all want to die? a life; if you want to get another look at this life. It might be wrong. That's why I say that I don't have to believe. But it never hurts to get another look. Life is too multifaceted. Those who have studied the drawings know that these are at least 3 projections. The same is true about the world. The more information we know about him, the less we get into trouble. Guys usually don't go to these seminars. They are afraid because we men have a taboo against being weak. "Am I going to listen to some other guy?" Only a very strong man can overcome this taboo by admitting his weakness. It is useful for men to compare their views with those of others. To do this, you need to go to the company of other men. But it's scary to talk about yourself. And you can’t say everything in a men’s company. For women, the seminar is useful because when they understand men, then, perhaps, they will cheat less and treat them more carefully. You will get another look at life. And this is not enough. At the seminar, I give tools with which you can work with yourself. I give only those tools that I have tested on myself. I give formulas into which a person can substitute his data, and no one will know which he has a problem. My whole seminar "33" is aimed at: - introspection
- self-diagnosis
- self-correction. That is, not someone will do it for you, but you yourself can.
about the author
My name is Alexei Vasilievich Kapranov. I have a very nasty profession. I work as a bastard. A bastard is not a curse word. This is a profession. Because the word “bastard” for me means “dragging” from the “right” path. I have a working metaphor: “A person is a car driven by our Self.” There are doctors who repair our “machine” - the body. There are "gurus" who say where the bright future is. My job is very simple. I am most often approached by people whose “car” either rushes into a cliff or drove into a dead end. And my task is to stop a person, sow doubts, and then orient them on the ground. And most importantly, this is a bastard from that “correct” path that led him either to a dead end or to a precipice, and where it’s right not to say. I never answer the question: “What to do?” And I also work with yeast. What does this mean? There is such a village revenge: At night they throw a pack of yeast into the toilet at the most harmful old woman. And by the afternoon of the next day, three very useful actions are performed: Firstly, the cesspool is cleaned. Secondly, the garden is fertilized. True, a good result will be only for the next year. This year it will hardly be possible to eat anything from this garden. Thirdly, the mischievous old woman becomes a kind grandmother. Once I threw this yeast, which I will tell you about, into my own head. And it turned out that there, as in a cesspool, there is nothing but shit, and there is no. Therefore, I now have a “tao of emptiness.” Therefore, in no case do not think that I am smart. I am not smart. I'm from the category that are beaten. Because smart people are from books, but I am not. At first I stepped on a rake fifteen times, then I realized that it was necessary to determine them not by color, but by shape. Then step on a children's rake once and understand that it is better twice for adults. Guys will understand me. Then again, again and again ... So, by trial and error, I gained my own experience and formulated my vision of the world. I will tell you what I think about this world. I don’t have to believe. Moreover, it is advisable not to believe. Because those people who do not believe me will understand much more than those who believe. It is important for me that you understand me. In general, I will answer your questions: - what is “not lucky" and
- “Why do I, so good, have such a hard life?” I will tell you how to dig into yourself, find your mistakes, and how to correct them. I once went to a psychologist ... I know that the most unpleasant thing is when they climb into your soul. Therefore, I made such a program that I will not climb into your soul and, moreover, keep your secrets in myself ... I'm not interested . Even though I look like a priest, I'm not to be trusted. You don't have to believe me! I am not a priest. I also want to warn you that I am a terribly immoral type. Not anti-moral, but immoral. I don’t know what is good and what is bad for a long time. I am not a “normal” psychologist, so do not prepare for “normal” psychology. A bit from the biography:
Psychology has been a hobby for me since the age of 14. Only at 30 did I go to study psychology, because my friends said: “You already advise better than professionals.” But I don’t have a higher education diploma, because my first higher education was half a polytechnic. And since the first higher is not completed, the second higher is invalid. Although, I will say without false modesty, I am one of the best psychologists in the Altai Territory. After graduating from Altai State University, I went to work in the "easiest" area - to drug addicts. He worked for two years in a drug rehabilitation center. Our work resulted in the best results in Russia. I am very proud of this. Then I had a private practice for another 2 years, as the drug addicts themselves found me. After that, I worked for 10 years in the employment service. Now I work at the Regional Crisis Center for Men in the city of Barnaul, I conduct training seminars on conflictology, creativity, team building. I am the host of the clubs "Responsible fatherhood" and "Ascension to individuality" and co-host of the radio program "Is it so?" on the radio "Silver Rain" in Barnaul.
All materials of the seminar are distributed with the personal consent of the author of the seminar. The torrent was re-uploaded due to the specified medved421986 "In folder 9, the numbering of files does not match the order :) you should listen: 09-03, 09-02, 09-01, and then 09-06, 09- 05, 09-04" - corrected numbering
Seminar of personal growth "33", which allows in a popular form to explain to listeners in an accessible and lively language how to learn not to conflict with oneself, with others and with the outside world.
This workshop is for everyone:
- who wants to control their own destiny;
- who stopped being a victim and decided to start doing something with "Why are you so unlucky?";
- who wanted to change his life and realized that for this you need to change yourself, or at least figure out why everything is happening in his life and step on the rake less often.
Seminar description
You will learn from me how to get whipped less often. This is for those who have already tried, tired of receiving and decided that enough is enough. My seminars are emergency psychological help. This is an educational program that everyone would like to know.
What is the most important thing in life?
- What is more important than the most important?
- What are people afraid of and what do people want?
- How are we managed?
How do you know if they love you?
- Is it worth it to restrain aggression?
- Should I force myself?
Why do I need such a life?
- Can men and women get along?
Why do some get drunk and others don't?
- How to know your future?
“A person is a machine driven by our “I”. Someone is fixing the car, someone is trying to get the driver to go in their direction. I explain the rules of the road. Where to go - you decide!
Seminar topics:
1. What are words. Right and left hemispheres of the brain. Reality cards. Forecasts.
2. Psychosomatics. Where does disease come from? Compensatory (neurotic) way of solving the problem. List of stressors.
3. Important - a trifle. Responsibility. the basis of the conflict. value orientations.
4. Formula of happiness. Unfulfilled expectations. Inventory of ideals.
5. What is "good" and what is "bad". How to learn to like.
6. What is love? Introduction to eniology.
7. "The habit from above is given to us." Why do scoundrels live longer?
8. Wisdom of prophecy or "mysteries are not rich."
9. Man and woman: why do we need each other.
10. Everything flows, everything changes, or what is the danger of stability.
The workshop is built on the Milton model. It is a way of using language to induce and maintain a trance. The purpose of trance is to get in touch with the hidden resources of the personality. It follows the same path that the natural workings of the brain take. Trance is a state in which you find yourself highly motivated to learn from your unconscious in an internal way. It is not a passive state, you also do not fall under the influence of other people.
During the lesson, diagrams are drawn up that show the construction of logic and contribute to the presentation of information in a semi-trance mode for easier assimilation of the material.
Lecture 9.doc
Lecture 9. Trainings and games for personal growthPlan
1. The concept of training for personal development (growth)
2. Game as a psychological and pedagogical phenomenon
3. Classification of game methods of active learning
4. Role-playing games: essence and classification.
1. The concept of training for personal development (growth)
Personal growth training is a kind of socio-psychological training aimed at developing mental processes (cognitive, volitional and emotional), properties and qualities of a person. We are talking about the development of perception, ideas, imagination, memory, attention, thinking, speech, will, emotional stability, abilities, character traits, observation, self-control and other personal characteristics of a person. A private form of personal growth training is creativity training (development of creative thinking).
Socio-psychological training of personal growth is carried out in study groups within the framework of developmental and developmental-correctional psychological work. Personal growth training has found wide distribution in developmental work with students in middle and high school.
The constituent elements and methods of conducting personal growth training are psychotechnical exercises and games. In this training, in addition to role-playing games, entertaining, entertaining and outdoor games are actively used.
Entertaining, entertaining and outdoor games are used in personal growth training, they act as its constituent element and method of conducting, have a serious emotional and cognitive load, and contribute to the development of a person's personality. Most often they are carried out autonomously, outside of personal growth training, but their general focus on harmonizing the intellectual, emotional and physical development of a person, especially in childhood, remains extremely important.
One of the goals of such games is a change of activity, a full and effective psychological rest. Games are arranged between classes, can be held in the classroom, at the table, on the street, and can take other forms. Mobile entertaining games raise the general tone, improve well-being. Psychotechnical recreational games create a mood for learning, psychological readiness for the assimilation of large amounts of information.
Functions of entertaining, entertaining and outdoor games
1. Educational - the development of general educational skills and abilities, mental processes, such as memory, attention, thinking.
2. Entertaining - creating a favorable atmosphere in the classroom.
3. Communicative - uniting groups of students, establishing emotional contacts.
4. Relaxation - removal of emotional stress caused by stress on the nervous system during intensive training.
5. Psychotechnical - the formation of skills to prepare one's physiological state for more effective activity, the restructuring of the psyche for the assimilation of large amounts of information.
Developing and psycho-correctional games can be used to provide psychological assistance to the leader, to intensively develop the thinking and personality of the trainees, to improve the socio-psychological climate in training groups.
Games and exercises can be used in various conditions of training. Some of them will be useful at school, kindergarten, health camp. Others can be used when organizing evenings of rest in a club, etc.
Entertaining intellectual games are used:
For schoolchildren experiencing difficulties in learning: understanding and comprehending new material, memorizing it, assimilation and generalization, establishing links between concepts, expressing their own thoughts and speech;
Removing fatigue of students and "discharge" - in the classroom;
Activation of educational work in the classroom, increasing the activity and initiative of students;
Development of personal freedom and looseness of students, especially neurotic, weak and insecure;
Strengthening the relationship of students with each other, the development of friendship and mutual assistance in the classroom.
If game exercises are organized to "relax" during the lesson, then the whole class participates; the duration of the game is 5-7 minutes; in one game episode, 1-2 game exercises from the proposed complex can be used.
Tips for conducting intellectual games with students:
All students' answers, even the most unexpected, unusual and strange ones, are "correct" answers;
Encourage students to seek new and heuristic answers;
Be sure to give emotional reinforcements at game classes: “Well done!”, “How well we are doing!”, “Clever girl, Katya!”, “Original answer, Seryozha!”, “Nothing, you will succeed!”, “Look, how interesting we are, come on, connect to the game! ”;
The atmosphere in the playgroup should be emotionally positive.
For the games, such conditions as their duration, the number of people in the group, the gender and age of the participants are important. So, each game should take no more than 30-35 minutes. Otherwise, the majority of participants may experience "game fatigue". The optimal number of players is 10-15 people. It must be remembered that a group that is too large becomes unmanageable and processes that are different from those of group learning begin to take place in it. It is also desirable that the group be heterogeneous in terms of sex and age, i.e. it should be attended by people of different sex and age.
^ 2. Game as a psychological and pedagogical phenomenon
In domestic psychology, "a game is a form of activity in conditional situations aimed at recreating and assimilating social experience, fixed in socially fixed ways of implementing objective actions, in subjects of science and culture."
Under the "game" some foreign researchers understand "... an independent social structure, implying a competition between two or more opposing sides, as well as limited by procedures and rules in order to achieve the victory of one of the parties."
In the game, as a special historically emerged type of social practice, the norms of human life and activity are reproduced, the obedience to which ensures the knowledge and assimilation of objective and social reality, the intellectual, emotional and moral development of the individual.
The unit of the game and at the same time the central point that unites all its aspects is the role.
A characteristic feature of the game is its duality. On the one hand, the player carries out real activities that require actions related to the solution of quite specific, often non-standard tasks, on the other hand, a number of aspects of this activity are conditional, allowing one to abstract from the real situation with its responsibility and numerous circumstances. The duality determines the developmental nature of the game.
^ 3. Classification of game methods of active learning
Game methods of active socio-psychological learning include role-playing and operational games. Operational games, in turn, are divided into business and organizational-activity.
^ Role playing- a kind of game methods of active learning based on modeling and playing social roles in the process of solving an educational and professional task. In a role-playing game, the student is faced with situations in which he is forced to change his communication skills. The effectiveness of training is ensured by the fact that a person better masters knowledge, skills and abilities, subject to the adoption of a particular social role that was previously insufficiently known to him or learned by him.
^ Operational games - a kind of gaming teaching methods based on modeling the structural and functional structure of educational and professional activities.
Operational games as a method of active socio-psychological learning in terms of their psychological parameters (motivation, participation of intellectual resources, emotional coloring) are in many ways similar to the method of analyzing specific situations. However, in contrast to the spontaneous discussion adopted in discussion methods and accompanied by the subjective assessment of the host, operational games have a scenario that contains a more or less rigid algorithm for the “correctness” and “incorrectness” of the decision being made, i.e. the learner sees the impact that his decisions have had on future events.
In operational games, unlike role-playing games, the aspect of instrumental learning, learning the means and methods of behavior and activity is more emphasized and, at the same time, the aspect of interpersonal relations is formalized and simplified. Although games, according to the main idea, confront the student with practical tasks, the game simulation model inevitably simplifies reality, mainly in stating the static nature of interpersonal relationships.
^ 4. Role-playing games: essence and classification.
Role play is an interactive method that allows you to learn from your own experience through a specially organized and regulated "living" of a life or professional situation 1 .
Playing a role defined by the scenario, identification (identification) with it helps the teacher:
1) gain emotional experience of interaction with other people in personal and professionally significant situations;
2) to establish a connection between their behavior and its consequences based on the analysis of their experiences, as well as the experiences of communication partners;
3) take the risk of experimenting with new behaviors in similar situations.
Role-playing games are classified in several ways.
By appointment they are divided into role-playing games:
On the diagnosis of personal qualities;
Training of social-role behavior (including with elements of psycho- and sociodrama);
Development of communicative and organizational qualities 2 . AT depending on the completeness of the given plot role-playing
Games are differentiated into games:
With a weakly marked plot;
With a fairly complete outline of the plot;
With a rigid plot.
^ Characteristic features of a role-playing game:
Presence and distribution of roles. Each participant in the role-playing game receives a specific role;
Difference of the role purposes at the decision of tasks in view. Participants in a role-playing game make decisions in accordance with the social roles assigned to them;
The interaction of players performing certain roles. It occurs vertically and horizontally;
The presence of a common goal for the team. The overall goal in a role-playing game is to acquire new knowledge and develop skills for making conscious responsible decisions in the process of joint activities and in interpersonal communication;
Multi-alternative solutions. In a role-playing game, players have to make a decision after analyzing several alternatives, possible options for the further development of situations;
The presence of controlled emotional stress. It arises due to the fact that social roles are performed by participants in the context of a conflict situation; this situation is involuntarily accompanied by forced activity of the players;
The system of individual and/or group evaluation of players' activities.
^ Role play procedure
1. Preparing for the game. The facilitator explains the essence of the method, the game rules and the tasks of the participants. At this stage, the scenario is outlined and the playing space is organized.
2. Direct play. The participants in the game embody the scenario, the participants "live" the problem situation in its game incarnation, i.e. in a role-playing game, students acquire the experience of activity and the corresponding experiences similar to what they would get in reality. Other trainees record their assessments of what is happening according to predetermined criteria. The use of video technology can significantly increase the effectiveness of the role-playing game method.
3. Summing up the game. The essence of this stage is the comprehension of the “experienced”. It is desirable to start with verbalization by the participants of the game of their experiences (descriptions in words of their feelings that arose during the game) and the exchange of emotional experience between the participants in the game.
Example questions for a reflexive analysis of the situation by the participants of the role-playing game can be the following.
1. Are you satisfied with the results of the game and why?
2. What experiences did you experience during the game?
3. Would you like to change something if you find yourself in this situation again, and what exactly?
4. How did your partner help and/or hinder you the most in your search for a compromise?
5. Can you use your current experience, and if so, in what real life circumstances?
The comments should not contain assessments of either the person himself or his actions, words and manner of communication. Productive feedback should not contain advice or interpretation, it may contain information about how the partner (or observer) feels, what he thinks about and how he can act in this situation. For example, his statement might be: "I don't like it when you interrupt me, and I have a desire to interrupt our conversation."
Members of the study group, who act as observers of the development of the situation and empathize with what is happening, can keep protocols (cards) of observation. Below is an observation card for the "teacher" from the example we are considering. The observation card contains a list of criteria for evaluating the qualities shown by the “teacher” according to a five-point system.
^ Organizational and activity games
Organizational-activity game is a game method of active socio-psychological learning, a kind of operational games, during which, using the modeling of the organization of professional activity, students solve actual theoretical and practical problems, and the reflective component of creative thinking develops.
Unlike a business game, the purpose of which is to solve an actual pedagogical problem, the purpose of an organizational-activity game is to solve a theoretical or practical problem. A task is a situation in which it is necessary to find a certain procedure (algorithm) to achieve a goal and in which the implementation of this algorithm requires certain skills. The problematic form of organization of activity, communication, reflection and thinking, used in the organizational activity game, means that the players are placed in conditions where they do not know what and how to do, what methods of activity, communication, thinking, reflection, etc. .P.
Organizational-activity games are considered games for development, methodological thinking, development of generalized methods of productive mental activity. The organizational and activity game develops the ability to act in a wide area with shaky boundaries, accustoms to collective mental activity, and restructures the thinking of participants. It differs from a business game in that it takes a longer time (usually for five days), involves the participation of a wide range of organizers: a director, screenwriter, methodologists and game technicians, and the mandatory and widespread use of reflexive techniques.
In the organizational-activity game, a hierarchical level of interaction is established: gaming, gaming, methodological, involving the involvement of specialists in the game - directors, screenwriters, methodologists and game technicians.
The components of the preparation of the leader, directors and screenwriters for the organizational-activity game are:
Analysis of the problem of practical activities of specialists and their typical mistakes;
Determining for the study group the level of complexity of the problem that is brought to the game;
Clarification of the level of formed abilities in trainees.
In the game, not only the players, but also the director and screenwriter have difficulty in modeling and restructuring interactions as the storyline progresses. This gives rise to the need to organize reflection, attracting methodologists - specialists in organizing a reflexive analysis of activities.
Functions of methodologists in the organizational and activity game:
Ensuring the unity of the director, screenwriter and ideologist in building the plot of the game;
Building the trajectory of the "driving" of the players, their interaction;
The development of the storyline up to finding a way out of a difficult situation that is given by the plot;
Finding a way out of a difficult practical situation (through work with the plot).
The functions of professionally trained game technicians include the appropriate organization of group work (problematization of players, group reflections during the game - introspection, etc.).
^ Composite core technologies in the organizational-activity game:
Mnemonics (development of a system of concepts);
Psychotechnics (management of the system of motives);
Circuit engineering (translation of concepts into graphical form);
Group technique (organization of group work);
Sociotechnics (the use of social experience as a means of learning).
The results of organizational and activity games are:
Firstly, the development of students' thinking, the development of methods of productive mental activity, the ability to analyze reality, formulate theoretical and practical problems and solve them;
Secondly, the formation of collective mental action and teaching collective thinking;
Thirdly, in the course of the game, situations of a problem type are translated into situations of a task type, socially organized activity and social practice develop, new goals, ideals, and values are formulated; such a renewal of the professional readiness of players occurs either as a result of qualitatively modeled conditions of activity, or as a result of systemic criticism of activity;
Fourthly, the result of the game is the rapid emergence and development of groups, up to teams with complex architectonics of microgroups, teams are formed to transform practice.
The structure and features of the preparation and conduct of the organizational and activity game
The technology of the preparatory part of the organizational-activity game is as follows. First of all, a topic is selected that accumulates an actual theoretical and / or practical problem that is currently taking place in the professional activities of specialists.
During the preparatory period, the participants of the game are selected. It is desirable to introduce practitioners from close areas of activity into the groups of players. Teams are selected in connection with the identified problems.
Early preparation of students for the organizational and activity game includes:
Subject-substantive training (study of literature, lectures delivered, solution of control tasks);
Schematic training (development of symbols and signs);
Reflective-psychological preparation (thinking over personal strategies for actions in the classroom).
Each organizational and activity game, as a rule, is held for five days and is divided into the following stages: self-determination; problem analysis; determination of the system of values and goals of activity; determination of the system of means for carrying out activities; construction of the project of the changed activity.
These stages correlate with the phases of the psychological mechanism of the game:
Acceptance by participants of regulatory requirements for gaming activities;
Awareness of difficulties in the practical and mental plans of activity to resolve the problem;
Formation of the need for the restructuring of one's own activity and personality;
Building a strategy for professional self-change.
In the first phase, students in the state “as they are in life” enter the game activity. They become players and define themselves in the game. Participants correlate the goals and rules of participation in the organizational and activity game with their own goals. They develop ideas about their activities, a presentation takes place - the process and ways of presenting, presenting themselves to others.
In the second phase, participants analyze their practical activities and formulate existing problems. At the heart of each game is necessarily a problematic situation that has developed in a particular area of practice.
At this stage, there is a process of reflexive ascent from the abstract to the concrete in the analysis of activity, i.e. “reflexive bias”, when difficulties in practice are analyzed, the main subjects of practice and their relations are identified, a problem field is built and problems are formulated.
In the third, "critical" phase, participants compare ideas about "what they are" with ideas about "what they should be" in order to overcome difficulties in activity. Participants discover the non-identity of these ideas and realize that the reason is in themselves, in the nature of their activity. At this stage, they are faced with a choice and make it: either rebuild their activities and themselves, or give up trying to solve the problem and live in the old way. The participants have a need for their own self-development, and through the clarification of the values and goals of their professional activities, they turn to the synthesis of new knowledge and abilities to master this activity.
In this phase of the game, in order to find out the reasons for the difficulties in practical activities, the participants analyze situations at a theoretical abstract level. Working with concepts or theoretical schemes requires the development or refinement of theoretical concepts, for the construction of which the logic of "ascent from the abstract to the concrete" is used.
The participants in organizational and activity games at this phase develop the ability to create a businesslike atmosphere during discussion, as well as an understanding of the dynamics of group processes. It is at this moment that the players have a need to “be different” in order to overcome difficulties in collective activity.
In the fourth phase, participants build a strategy for self-change and self-development, feel the need to be different, and build projects for a changed professional activity. The perceived need of participants in organizational-activity games to “be different” and act “differently” becomes the motive for their activities both within the framework of the game educational process and after the game, in practice.
The management of an organizational-activity game requires great flexibility and creativity from the organizers at all stages of its preparation and conduct.
Literature
1. Active forms of socio-psychological education / Ed. ed. V.V. Dudarev. M., 2006.
2. Bachkov I. V. Fundamentals of group training technology. Psychotechnics: Proc. allowance. M., 2005.
3. Emelyanov Yu.N. Active socio-psychological education. L., 2005.
4. Oganesyan N.T. Methods of active socio-psychological education: trainings, discussions, games. M., 2005.
5. Modern learning technologies / Ed. G.V. Borisova, T.Yu. Avetova, L.I. Kosovo. SPb., 2007.