Fifth Language School “Joan Exarch”

Training "The development of the school community cohesion"

Teaching materials

2007 Faith Solodovnik, Probably, in any group (training, production), there is a question that is associated with group cohesion. This question is important because of the level of the collective degree of cohesion depends on the efficiency of the group, as well as the psychological comfort of every member.

Training "The development of the school community cohesion"

"It is usually easier to change individuals, collected in a group than to change each of them separately "
Kurt Lewin

Relevance of the topic.

Probably, in any group (training, production), there is a question that is associated with group cohesion. This question is important because of the level of the collective degree of cohesion depends on the efficiency of the group, as well as the psychological comfort of every member.

Since the collective life essentially involves communication, the first answer to the question what is meant by this concept, psychologists and philosophers. Communication - a very complex and multifaceted process [1, 32]. This process may act at the same time as the process of human interaction, and how the information process, and how people's attitudes to each other, and how the process of their mutual experience and mutual understanding of each other.

This definition focuses on the systematic understanding of the nature of communication, its versatility and activity in nature.

The reality and the need to communicate the vital functions of the joint determined people. The roots of communication we find in most of their material life. To live, people are forced to interact. It is in the process of communication and only through communication can manifest the essence of man. "Single people - wrote Feuerbach, - as something separate, does not enter into human nature in itself neither as a moral being, or as in the thinking. Human nature there is only in communion, in the unity of man with man, the unity that is based only the reality of the differences between I and Thou. "

In psychology, found that the development of man, his socialization, becoming a "social man" begins to communicate with people close to him. Direct emotional contact with the child's mother - the first of its kind of activity in which he appears as the subject of communication.

And the further development of the child depends on what place it occupies in the system of human relations in the system of communication. Child development is directly dependent on the person with whom he communicates what the range and nature of his communication.

Beyond communicating the formation of personality is impossible. It is in the process of communicating with other people the child learns the common human experience, accumulate knowledge, possession of skills and abilities, shapes our consciousness and self-awareness, develops beliefs, ideals, etc. Only in the process of communication the child formed the spiritual needs, moral and aesthetic senses, formed his character.

The implementation of the functions of training and education of the younger generation also takes place through communication. The subjects of pedagogical communication are teachers, students, parents - Adults and Children. Without exception, the researchers include the communication skills of the teachers.

In psychology, accepted the thesis of the relationship, communication and unity of action. It follows from an understanding of how to communicate the reality of human relations. Any form of communication there are specific forms of joint activities of people: people are not just "talk" during the performance of various public functions, but they are always talking to some activity, even in the "non-action." Thus, the talks are always active man: his work will inevitably overlap with those of other people. But it is the intersection of work and creates a certain attitude of the active man, not only to the subject of its activity, but also to other people.

The fact that communication connection with the activity is stated by psychologists. However, the nature of this relationship is understood in different ways. Sometimes the activity and communication are not seen as parallel to the existing inter-related processes, as well as the two sides of the social life of man, his lifestyle. In other cases, communication is understood as a specific aspect of business: it is included in all activities is its element. At the same time, the activity itself can be regarded as the condition and the basis of communication.

Functions of communication

Communication serves a variety of functions in human life: The social function of communication
a) The organization of joint activities
b) Management of behavior and activity
c) Monitoring
The psychological function of communication
a) The function of providing psychological comfort of the individual
b) The need to communicate
c) The function of self-affirmation

The main reasons for communication

Before turning to the question of the origin of the motives of communication, it is necessary to touch briefly on how we understand what a "motive" in general.

As you know, the term "motive" is interpreted by different psychologists, very different. In the conception of which we took as the basis for interpretation of the communication, the concept of motive is closely connected with the concept of needs. Leontiev wrote about it this way: "In the state of the subject requirement of the subject, which is able to meet the need, not strictly recorded. Prior to his first meet the need "not to know" of his subject, he has yet to be discovered. Only as a result of this finding need to acquire its objectivity, and the perceived (submitted, it is conceivable) thing - their incentive and guide the activities of the function, ie, becomes the motive "[1, p. 43]. Thus, the motive of activity coincides with its subject. Consequently, for each participant interaction motif of communication is another man, his partner in conversation. In the case of communication with adults motive of communication, motivating the child to turn to an adult committing the act of proactive communication, or respond to it, carrying jet action, he is an adult. When communication with peers motive of communication is another child.

Analyzing the results of experimental studies, we concluded that the motivations of the child to communicate with the adults, associated with its three main requirements: it is:

1) the need for impressions,
2) the need for activity and
3) The need for recognition and support.

Communicating with adults is only part of a broader child and adult interaction, which is based on the needs of these children.

The leading motives of communication.

Educational, business and personal motives appear during the formation of communicative activity almost simultaneously. In real life practice of the child, all three groups of motives coexist and are closely intertwined. However, in different periods of childhood, their relative importance varies: it alone, others of them occupy the leading position. And it's not about the individual features of different reasons relationships [1, p. 51], and about the features of this age, typical of most or many of the children of appropriate age. Nomination to the fore some of the motives associated with a change in the content of communication, and the latter is representative of the general life of the child: the nature of its dominant activity, the degree of autonomy.

As pointed out textbooks on developmental psychology, in the 10 years the school changed the leading type of activity. We ate in elementary school that was training, it is now - communication, communication, and fellowship again. But interest in the study goes into the background. So, it's time to assist in the development of communicative abilities, as well as the organization of the communication to communicate brought joy.

Actually at the training on team building and solved these problems.

Modern methods and the development of group identity

Beginning in the thirties of this century group movement in psychotherapy and practical psychology began to acquire such a scale that does not pay attention to the fact that academic science is no longer able to. The method of psychological care that is implemented by a small group (psychotherapy or psycho), proved to be extremely efficient and thus acquired the status of one of the most popular.

To date, this method is presented to an amazing variety of specific technical approaches due to different theoretical orientations. The principles put forward as a cornerstone of the representatives of different directions of motion of the group, sometimes radically contradict each other. Some of the "group leader" sin frank eclecticism, proclaiming its practical effectiveness of a single principle. To understand the diversity of available species and subspecies of psychotherapy groups and in some unique way to classify them all seems hopeless occupation.

Nevertheless, no doubt can talk about the key ideas and leadership that unites almost all available in the practice of psychology approaches: the desire to help the personal development through the removal of restrictions, complexes, the release of its capacity, is the idea of change, transformation, human I am in a changing world. On this occasion, and AF Bondarenko says: "Expressed in different terms that make up the number of synonymous tokens:" development "," growth ", the idea of change associated with the development and actualization of individual potential, relate to the idea and the concept of individuation, Jung, self-actualization of Maslow and C. Dzhurarda, personal growth, and Rogers, in general, is a recognized value-construct, reflecting the reintegration of the personality I'm on the basis of new experience and a willingness to accept new experiences "[2].

In other words, we are talking about the actual impact on various components of self-consciousness, which is carried out in all types of medical therapy and in all kinds of group psycho work, even where such a problem is a minor or do not put and not realized. This was clearly told V. Stolin, "The therapeutic effect will be manifested in the extent to which the psychotherapeutic process strengthens or completes the structure of consciousness and thereby activates and optimizes its performance" (1983, p. 255). Therefore, the optimal method of developing self-awareness, we must examine and analyze the widest possible range of training groups represented in the Western practice of psychology. [2].

Social and psychological aspects of group methods

The first sociologists undertook a study of group methods, their functions and mechanisms of the XIX and XX centuries were Emile Durkheim and Georg Simmel. The results of their research in one form or another were used in group therapy, however, still can not say absolutely confident that the psychological mechanisms and features of the functioning of groups of healthy people and therapeutic groups are identical. As for training groups of self-consciousness, which are the subject of this book, it seems, the psychological characteristics of the small group studied in social psychology, it is applicable to them. Actually, the term "training" is still not emerged in clinical therapy, and in practical work with healthy people and up to date, been used (and used) by many psychologists in conjunction with the adjective "social-psychological."

Nevertheless, current understanding of the training includes many of the traditional methods of group psychotherapy and psycho-correction, forcing him to seek the origins of a variety of clinical areas of psychotherapy in groups. [2, p. 6].

Understanding the psychological training

Group psychological training is a combination of active methods of practical psychology, which are used: 1) in the clinical therapy for the treatment of neuroses, alcoholism, and a number of systemic diseases; 2) to work with the mentally healthy people who have psychological problems, in order to assist them in self-development. We pay more attention to addressing the group training, in its second meaning.

In "Psychological dictionary" socio-psychological training is defined as "the area of Applied Psychology, focused on the use of active methods of psychological work group to develop competence in communication." Group psychological training is not limited to social and psychological. Its scope is much broader than the latter, and by no means limited to the development of effective communication skills and improving communication competence.

One of the leading experts on training in our country, N. Emelianov said: "The term" training ", in our opinion, the psychological structure of the Russian language should not be used to refer to teaching methods and techniques to describe the development of learning abilities, or mastery of any complex activity, in particular communication "[2, p. 8] .. Following this approach, it offers a clear distinction between educational and training aspects of the work group. You can accept this view, adding that the training - it is not only a method of abilities, but also the method of development of various mental structures and the whole person.

Currently in the literature and practice, the term "training" is treated much more than he understood only a few years ago. Thus, a renowned expert in the field of neuro-linguistic programming and Occupational AP Sitnikov gives a definition of the training: "Training (educational games) are synthetic anthropotechnics that combines learning and play activities taking place in a simulation of different game situations ..." ( [2, s144]. Thus under anthropotechnics he understands this component acmeological practice, which aims to transform these natural human abilities and forming the basis of their cultural phenomenon of professional skills. He identifies three main anthropotechnics: learning, teaching and playing.

Expanding the boundaries of the concept of "training" is primarily associated with an increase in the range of targets is much greater than previously determined by the objectives (the development of competence in communication). Thus, the objectives of specially organized training sessions are personal growth, learning new technologies or psychological development of new behavioral patterns. AP Sitnikov, for example, understands the program and the thrust developed by him acmeological training "as the focus of training as a system of education and professional training in the reconstruction of a holistic phenomenon of professional skills specific to the type of professional activity" [2, p 172].

It seems that in this situation the term "training" is so broad area covered by the practice of psychology, intersecting with the group psychotherapy, psycho-correction and learning that it would be improper to narrow the range of application of the term, denying a number of psychological techniques as non-training.

Specific features and basic training paradigm

Specific features of the training, which allows you to select a set of other methods of practical psychology, are:

observance of principles of group work;
focus on psychosocial support team members in self-development, with such help are not only (and sometimes not so much) from the master, but from the participants themselves;
the presence of more or less permanent groups (usually between 7 and 15) is a periodic meeting or working continuously for two to five days (so-called group-marathons);
specific spatial organization (usually - work in a convenient isolated room, the participants most of the time sitting in a circle);
emphasis na relationship between the band members, which are developed and analyzed in a situation "here and now";
the use of active methods of group work;
objectification of subjective feelings and emotions of group members relative to each other and going in a group verbalized introspection;
atmosphere of looseness and freedom of communication between the parties, the climate of psychological safety.

In these features there are many modifications of specific forms of training, greatly differing from each other in a variety of symptoms. Especially the large scatter in the time available to groups from two days to five years or more, with weekly meetings (eg, in-group analysis). An important common feature is their staging training, due to the social and psychological development patterns of small groups. As a rule, during any training can be divided into three main stages: the initial, and final work. Sometimes these stages are characterized as the stages of "thawing", "change", "freezing".

Training, as a practical form of psychological work, always reflect the content of their particular paradigm that direction, which adheres to the views of the psychologist conducting the training sessions. There are several paradigms:

training as a form of taming, in which rigid manipulative techniques using positive reinforcement form the desired patterns of behavior, and using negative reinforcement "erased" harmful, unnecessary, according to the lead;
Training as a training, which results in the formation and development of the skills of effective behavior;
Training as a form of active learning, which is intended to primarily transfer of psychological knowledge, as well as the development of certain skills;
Training as a method of creating the conditions for self-disclosure of participants and independent search of ways to solve their own psychological problems.

Paradigms are listed on the degree of reduction of the level of manipulative master and increasing responsibility for what happens in the training and awareness of group members. "Trainer" takes full responsibility for the changes in the participants, and absolutely no interest in the level of awareness of group and intrapersonal processes. "Coach" delegates "trainees" only a small part of the responsibility and is engaged in "coaching" to develop the necessary skills. "Teacher" is able to cooperate with the parties, but usually takes a position "above" and not risk giving all team members responsible for them. "Lead" will be responsible only for the participants for creating a supportive and safe environment in which the possible start of self-transformation.

Different understanding of the psychological meaning of the training is reflected in the variety of specialist titles, conducting training: leader, manager, director of the group, coach, expert, facilitator, etc. Of course, not everyone can be safely conducted training attributed to any one of the selected species because usually placed before the training session is not one, but several partial tasks which can be cross-cutting methods in different directions. In addition, the literature has repeatedly emphasized the significant role of the person leading the training group, individual style and characteristics which can sometimes be at odds with the paradigm of the psychological direction in which it operates, and to have greater importance than they used methods and techniques.

Exercises and techniques specific to a particular school of psychological training, are nothing more than a tool, the result of which depends not only on the quality of this instrument, but from the individual master, working with him.

Training "The development of the school community cohesion"

The training program was designed specifically for students in two classes of 4 347 schools, at the request of the head teacher of the school. Because in its view, as well as the opinion of teachers in these classes, teachers say the most conflictual relations between children and planned to a certain "crisis of cohesion." This corresponds to the age-class features - about the age of 10 basic need and a leading type of activity is communication. And the class for the student - it is not only a place where there is an opportunity to communicate, but also a model of behavior, the authority. The group sets standards for its members - from the style of clothing to the behavior and personal values. Therefore, it is important that the reference group was a class for teens, and the rules in this group did not have antisocial orientation.

As we have noted, the relationship in a group affect all aspects of life, including training activities. Thus, the group may become the norm underachievement, lack of initiative in the classroom, the failure of homework. Conflictual relationship between classmates often lead to fear responses at the board, interfere with absorption of the material. Thus, the development of cohesion, improving the socio-psychological climate, the formation of positive group norms are important not only for the development group, but also for successful training.

The training program improve the cohesion of the whole class involved. Of course, the size of the classroom group, exceeds the size of the training group. But for this training, it is better if the class is participating in the exercises as a whole, not breaking into subgroups. This is due to the fact that work on the sub (especially with the competitive element) enhances cohesion within these subgroups, namely, which can lead to controversy in the classroom. But in practice, often still a need to divide the class. In this case, sub-allocated at random and each time (even during the execution of one exercise to the change of sub-groups) of those groups should be different.

The peculiarity of the training of the school community cohesion

If we are dealing with the education (school team), it is important here is another aspect of his work: not only solidarity, but also the vector of its direction. Often the class is cohesive, but not for the realization of educational goals and to meet a variety of extra-curricular needs. Especially the situation becomes tense when the cohesion of the class is directed against some of its members. Therefore necessary to organize and conduct special events for the development of group cohesion teenage band with a positive vector of its direction.

Stages of development of cohesion

It is known that the change reflects the specific cohesion of group dynamics. Cohesion is defined as the degree to which members of the group want to stay in it, the resultant forces holding the individual in the group.

Thus, in the first stage of group development as such, no cohesion, team members do not know or just met each other. The lack of cohesion is reflected in the fact that in the group there is little interpersonal communication, the goals are placed outside the front of the group and also externally monitored their performance, there is no sense of "we." At this stage in the school community in the event of any difficulties students to seek help not one another, and to the teacher. For example, if a student forgot a pen, he shall so inform the teacher, the teacher asks a spare handle someone of my classmates and transmits it to the student.

In the next stage in the learning team appear subgroups fastened informal relationship between the individual students. As we see, at this stage is formed by cohesion, but it does not apply to the group as a whole, but only on some of its constituent elements: pairs, triples. Such a subgroup in a school classroom is often predetermined by place of residence: children in school and get together to discuss some topics are tied friendships. At this stage there is a feeling of "we", but that feeling includes only formed pairs and triples.

In the third stage in the group updated the struggle for leadership. In the class there are rules of communication, team members solve their own difficulties. The development team at this stage can be dramatic, if not one but several leaders claim to power. In this case, the class may be split into "support group" of leaders, among them most often there is a conflict. But even if a leader, not the whole team rallying around him. A sense of "we" includes not only the closest friends, but separate groups.

And finally, the fourth stage of group development has the highest cohesion, which manifests itself in mutual aid, the high attractiveness group for its members, developed an informal structure. The objectives of internalized students, the class serves as a unit. The disciples, saying, "we" include the whole class this term, rather than a separate subgroup.

Thus, group dynamics is considered by us as a set of dynamic processes that occur at a time and mark the movement of a group from stage to stage.

The approaches of leading

There are the basic approaches of the host, which allow to focus on the goal of training (in accordance with these approaches was carried out recruitment exercises): contact, communication, cooperation.

Contact reduces the psychological distance between the band members, as well as to create a trusting atmosphere in the classroom. To implement this approach includes exercises related to the direct physical contact (such as "say hello", "build", "Drawing on his back," etc.) that allows you to develop relationships within the class. So-called "outlaws" in the exercises on the testing of contact have the opportunity to be included in a common group process.

Communication skills development involves a partnership of communication and open discussion of the group (organized and controlled, leading). The exercise focused approach, the following exercises: "A train", "Swap", "Drawing on his back," "Puzzles," etc. In addition to forming a partnership communication skills, exercises allow you to develop empathy.

Co-operation allows team members to get the skills to work in a team to achieve group goals. It is known that the pursuit of common goals important significantly increases the cohesion of the group. To implement the approach includes exercises designed to group interaction, "Kochki," "Jigsaw," "Collage", "etc., in which the class succeeds only when the entire group is working to solve the problem. Exercise stimulates the leader in group processes, and develop empathy.

In addition to these groups of exercises, the program also includes exercises for self-knowledge ("Good and bad deeds," "Beautiful Garden" and the like). These assignments allow us to solve two problems. First, the participants are interested in receiving information about yourself, and exercises, thus, preserve and maintain interest in their studies. Second, the inclusion of an exercise program on self-knowledge involves self-disclosure, as well as obtain information on classmates. "Getting to know" each other contributes to the cohesion of the group due to the "discovery" of the class members not accept the positive side, finding common with other classmates.

An important condition for the success of the program is the position of the lead - it is from his behavior, attitudes, and reactions to what is happening depends on the direction vector of cohesion. Coach uses the following features of feedback in the group: positive behavior support (empathy, cooperation) and calm, balanced approach to the negative manifestations (competition, evaluation, attacks on anyone's side). Most often it manifests itself in the reflection at the end of exercise and sports in general. In the event of conflict leading goal is not to solve the problem, and encourage a group of their own to find the most effective solution. The same position is maintained when the class assignments for group interaction.

It should be noted also that the host is important to divide their attention so that each participant received his training in equal measure. Support is especially important for those adolescents who are experiencing difficulties in communicating with classmates. In general, the behavior of the lead partner must perform a model of communication, since it is the adult who by his example shows how you can be successful in communicating.

An important step in training is to correct or create the motivation to learn. For this situation is usually used when deciding which team shows its competence and is beginning to realize the inadequacy of their behavior. At this stage, the training uses group exercises, discussions and analyzes of problem situations to create the motivation to learn and also to rally the team and the development of group norms.

The purpose of the training "The development of the school community cohesion ":

improving cohesion classroom, the development team as an integral entity of the group. Training sessions develop the following skills:

· Goodwill, interest and ability to build trusting relationships with each other; · emotionally empathize with classmate;
· To cooperate and work together;
· To coordinate their actions with others and work together to solve the assigned tasks;
· Resolve conflict;

All this contributes to the convergence of children and develop a sense of "we" in the children's team.

At the core content of the training program "Development of the school community cohesion" is the solution of problems which are close and understandable to young people: how to build relationships in a team and to resist the pressure, how to understand another person in the course of conversation, and how important it is to be able to convey their thoughts and feelings to the interlocutor. Thus, a communicative competence of young people, and on the basis of its rapidly developing group cohesion.

Terms and Conditions, the amount and frequency of sessions:

Total 5 lessons conducted at intervals of approximately 1 per week for each of the two classes. The first three sessions of 45 minutes, the last two - for 1.5 hours. Classes are held in the classroom or in the auditorium. Number of participants - 25 children. Age 10 years.

Each of the classes is given as complete a mini-training. That is, includes a greeting, warm-up, main exercise, discussion, closing ritual or exercise.

The training program

1.Zanyatie.
Self-esteem.

1) Introduction. Making contact with children.

Participants sign badges. Lead appears and says a few words about what will happen.

2) The rules of the group.

Then the leading established certain rules for group work that are necessary to ensure that all participants feel comfortable and safe. The rules are written in advance on a sheet of drawing paper, and after the group secured a prominent place. During all subsequent sessions of the rules are there and recall the leading first class.

A list of rules:
1. Listen carefully to each other.
2. Do not interrupt a speaker
3. Respect each other's opinions
4. I - the statement
5. Non-judgmental statements
6. Activity
7. The rule of "stop"
8. Confidentiality
Each of the paragraphs of the rules explained in the lead.

3) Warm-up.
"Swap"

Description of the exercise

Participants sit on chairs in a circle. Vodyaschy out in the middle of the circle and said a phrase: - "Reverse" are those who ... (Knows how to fry an egg). " At the end is a feature or skill. The task of those who possess this ability, or sign swapped. The task of leading - to have time to sit on any vacant space. Those who do not have time to sit down and becomes the new ducting.

The psychological meaning of exercise

Warm-up, creating conditions to know each other better, to understand how much in common, the greater interest of the participants to each other.

4) Dialogue and Mini-lecture.

Lead offers each participant to think a moment and answer the question - What is self esteem? All interested persons may speak. Then the facilitator summarizes the results and tells about how important self-esteem and psychological comfort of man which determines self-esteem, the feelings, such as showing off that mask low self-worth, a desire to be the perfect man and what it might lead. Then offer to perform the task.

5) The main exercise

"Good and bad deeds" Description of the exercise Participants are divided into two teams at random. Each team is given a sheet of drawing paper, crayons or markers and paper A4. The task of one team - write as much as possible actions that allow a person to respect themselves more. Accordingly, another goal - to write as much as possible actions that cause a person to respect for his loss. Upon request, each team can match words with pictures of the actions.

Discussion

Each team presents its subject. Then there is a general discussion at the end of the leading summarizes all the above. It is important to note that everyone has a choice between those and other actions, but each time, choosing one or the other behavior that we gain or lose respect.

The psychological meaning of exercise Understanding the relationship between children's actions and self-esteem. Isolation of the very concept of self-esteem and its relationship to the discovery of mutual respect. And this is a necessary condition for full communion, which is essential to the development of cohesion.

The final exercise
Thank you!

Description of the exercise

Participants stand in a circle and the facilitator asks everyone to put thoughts on all of the left hand, then with what he came today, my luggage mood, thoughts, knowledge, experience, and on the right hand - what was new in this lesson. Then, all at the same time much hand-clapping and shouting - YES! and THANK YOU!

The psychological meaning of exercise

The final ritual. Allows you to reflect on the content and result of past activities, as well as its beautiful finish on a positive emotional note.

Lesson 2

"Beautiful Garden"

A.) Warm-up.
Exercise "say hello"

Description of the exercise

Facilitator invites all shake hands, but in a special way.

Hello need two hands to two parties simultaneously, with one arm can be released only when you find someone who is also willing to shake hands, ie hands should not be left with nothing more than a second. The problem - so say hello to all members of the group. During the game should not be talking.

The psychological meaning of exercise

Warm up. Making contact between participants. Handshake - a symbolic gesture of openness and goodwill. It is important that this is accompanied by eye contact - it contributes to a close and positive internal installation. The fact that the action takes place without words, increases the concentration of group members and gives the effect of the charm of novelty.

2) basic exercise

"Beautiful Garden"

Description of the exercise Participants sit in a circle. Presenter offers sit quietly, you can close your eyes and imagine yourself a flower. No matter how you been? Which leaves, stems, and spikes can be? High or low? Bright or not? And now, after all it is presented - draw a flower. Everyone heard the paper, markers, crayons.

More participants are invited to cut a flower. Then all sit in a circle. Lead spreads inside the circle fabric of any tissue, preferably monochromatic, gives each participant a pin. The fabric is declared meadow garden that you want to plant flowers. All participants take turns going out and attach a flower.

Discussion

Are invited to admire the "beautiful garden", to capture this image in mind, that she shared her positive energy. Note that although many colors, but all have room, each took only his own, one that he chose. See, surrounded by what different, dissimilar to grow your flowers. But there are also common - someone paint, someone has the size or shape of the leaves. And everyone, without exception, the sun and the flowers need attention.

The psychological meaning of exercise

By itself, art therapy is a very powerful tool that is used for psychological treatment and is used for the study of the senses, to develop interpersonal skills and relationships, building self-esteem and confidence. In this case, the exercise allows us to understand and to feel themselves to be themselves free to express their thoughts and feelings, as well as to understand the uniqueness of each, see the place occupied by the variety of the world and feel a part of this beautiful world.

The final exercise

Thank you!

Lesson 3

The development of communication skills. Non-verbal communication

A.) Warm-up.

Exercise "build"

Description of the exercise

Lead has to play a game where the main condition is that the job is performed in silence. To talk and correspond with the impossible, we can only communicate through facial expressions and gestures. "Let's see if you can understand each other without words?" In the first part of the exercise given the task the participants line up on the growth in the second part of the task is complicated - you need to line up according to the date of birth. In the second embodiment, after the construction of alternate members voiced their birthdays, this is accompanied by validation exercise

The psychological meaning of exercise

Warm up. Demonstration of the possibility of an adequate exchange of information without using words, the development of expression and nonverbal communication skills. Unusual conditions in which participants get includes interest, to find ways to make more accurate to convey his thoughts to another person, contact with each other to achieve common goals.

2) Mini-lecture

Awareness of non-verbal body language.

Children explain that often facial expressions, posture, gestures, and physiological reactions, the way to sit, stand, walk unconsciously express the inner state that nonverbal displays - key components of the communication process. Awareness of one's physical "I" helps to better understand themselves - to identify the internal state and emotions, it is easier to express in physical action of some of the emotions.

Further explained that such a congruent communication.

Congruence, which implies the coincidence of inner experiences, their understanding and forms of expression (+ tactile sensations + message), determines the reliability of communication, its definition and implementation of the protective mechanisms and barriers. Congruence - a precondition for a positive and productive interaction.

To get an idea of incongruent communication, participants are encouraged to seek non-compliance (the differences), acting out a scene, for example, to utter the words "I want to help," "I love you" with a frowning face and clenched fists (the discrepancy between verbal expression and "body language"). Then explain that incongruence may be conscious or not. For example, a man at a party all night bored, but good-bye with a smile, said the hostess, "What a pleasure it was to spend your evening ..." He deliberately did not say what he feels, not wanting to offend the hostess. Another example is when people are not aware of their own anger and aggressive tendencies, said politely, but his posture and tense facial expressions do not match the words. In this case, the incongruence is unconscious.

2) basic exercise

"Drawing on his back"

Description of the exercise Participants are divided randomly into three teams and three columns are constructed in parallel. Each participant is looking at this in the back of his friend. Exercise is done without words. Leading draws some simple image and hides it. It then draws a similar picture with his finger on the spin of each of the last member of the team. Task - to feel and convey as accurately as possible, this figure further. In the end, standing first in teams, draw what they felt, on sheets of paper and show everyone. Senior gets his picture and compare.

Participants are encouraged to discuss the teams mistakes and discoveries that have been in the exercise. Conclusions, then, given these findings, repeat the exercise. In this case the first and last members of the teams switch places.

Discussion

The discussion in the general circle. What helped to understand and communicate feelings? What is felt first and last members of the teams in the first and second case? What prevented to do the exercise?

The psychological meaning of exercise

The development of communication skills, responsibility, solidarity within the team. Realize how important it is to tune in to the understanding of another person, as well as the very desire to understand the other. Demonstration of the possibility of an adequate exchange of information without using words, development and non-verbal communication skills

The final exercise

Thank you!

Lesson 4

Teambuilding

First, studies carried sharing, each of which describes the mood came, and then waiting for classes.

A.) Warm-up.

Exercise "Find and touch"

Description of the exercise

Lead has to move around the room and touch the hands of different objects and things. For example, look and touch something or, cold, rough, things whose length prmerno30 cm, what weighs a pound, the words "Forget-Me."

The psychological meaning of exercise

Warm up exercise. Develops the sensory to the others, but it activates and observational and analytical skills. Members contact each other, paying attention to different aspects of reality.

2) Basic Exercises

"Puzzles"

Description of the exercise The group is divided randomly into teams PA5 people and each team member is issued to the puzzle. (Lead pre cut piece of paper with some big bright picture on the side, and thus obtain puzzles for this exercise). The task team - build a picture as soon as possible.

Discussion

The discussion in the general circle. Every team says that helped or alternatively, interfere with the assignment.

The psychological meaning of exercise

The development of communication skills, cohesion within the team, the ability to coordinate their actions with others and problem-solving

Then the host has to apply the lessons learned from previous exercises in the next job.

"Kochki" Description of the exercise Each participant is given a sheet of A4 paper. Everyone gathers at one end of the room and the master explains what lies ahead - a swamp, the sheets - it's bumps, all the participants - a frog, a leading - crocodiles. The task of the group - without losing a single frog to reach the opposite end of the room. Stepping only on the mound. Crocodiles can drown (collect) unattended bumps. Stepping only on the mound. If a frog stumbled, or not all frogs were able to cross the river because it was left bumps, then won the crocodiles, and the game starts again.

Discussion

The discussion in the general circle. Participants report that helped or alternatively, interfere with the assignment. What felt those frogs, which went first, and felt that those who brought up the chain.

The psychological meaning of exercise

The development of communication skills, cohesion of group members;

Awareness of the importance of these qualities for the effective operation of the group;

Develops the ability to compromise, cooperate and act together.

The final exercise

"Balls"

Description of the exercise

Members united in threes, get the job, first as soon as possible to inflate three balloons, and then get them to burst, holding them between their bodies. This is not to step on them, use any sharp objects, nails, clothing items.

The psychological meaning of exercise

Cohesion, breaking the barriers of space between the participants.

Discussion

Relatively short exchange of experiences.

Lesson 5

Collage on the theme of "Friendship"

First, studies carried sharing, each said, in what mood he went to school, and whether something has changed in his relationship with his classmates and the whole atmosphere in the classroom after our lessons.

A.) Warm-up.

Exercise "Locomotive"

Description of the exercise

Lead has to move around the room and touch the hands of different objects and things. For example, look and touch something or, cold, rough, things whose length prmerno30 cm, what weighs a pound, the words "Forget-Me."

The psychological meaning of exercise

Warm up exercise. Develops contact between team members, cohesion, trust.

2) basic exercise

Collage "Friendship"

Description of the exercise The group is divided randomly into teams and each person PA5 commands issued by a sheet of drawing paper. Also, given a pack of magazines, brochures, postcards, suitable topics. The leading theme of declared classes and explains what is meant by collage.

Discussion

After the teams completed their collage, each team submits it for everyone else. Leading praise each team, sums up and offers to combine all the work to create an overall picture of the Friendship Class and became a kind of talisman of class.

The psychological meaning of exercise

The expression of feelings, increased understanding of themselves and others, as a talented, unique individuals, to establish closer emotional contact, the development of cohesion, the ability to coordinate with other team members, as well as reflection and consolidation of the experience gained during the training.

Completion of training

The overall picture on the background of the work performed.

Analysis and evaluation of the effectiveness of training.

On the very first lessons in groups of total alienation and difficulties in communicating and understanding revealed in full. In each class, where classes were identified children, Items not primary group, grouping, conflicting, or united to one member of the class. So, of course, danV HYDRATED training was both timely and relevant and was a great help for teachers and student leaders .. The changes did not occur immediately, and sometimes during school hours, to us, leading the training, it seemed that we are fighting against the wall, that "our" children, not a drop of sympathy and desire to understand and support their classmates. There were many tears, resentment, recrimination. All that we've been through together and have learned a lot together. Proper training - he and the trainers are also testing and training. In the process of training is sometimes necessary to deal with their internal conflicts. But as the situation in the group demanded the instant decision, then had to solve their problems quickly. And thank you for this training participants who were able to create the conditions for my personal growth.

As an evaluation of the effectiveness of training used the principle of self - is sharing in the last lesson, plus analysis of the questionnaire proposed by the participants after the training.

We also used feedback from the headmasters.

In their reviews, this training course had a positive impact on students, there was a positive trend in the development of relations between students in class groups, developed an interest and goodwill in the relationship.

If we evaluate the training to become a leading, of course, the relationship between children and the general psychological climate in the group has changed for the better. Children are more in contact with each other, including girls with boys, which at the beginning of lessons were observed and learned soporezhivat and support each other, it is better to recognize and express their feelings and find ways to resolve the conflict, and have a positive experience of cooperation for the solution of problem. It should be noted that the greatest effect on employment is noticeable in the group, which was originally in the field of communication problems were somewhat smaller and conflicts manifested not as bright as compared with another group. At the same time, in the second group of interest in the continuation of joint work and communication were higher.

Itself as a major assessment of the training was to assess children when they shared their impressions and positive changes have taken place in relations with classmates.

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