6 tricks of the game exercises for the development of observation. Exercises for the development of observation

Part Two Training for the development of observation Observation: the first commandment In human affairs, it is not the one who has lived longer, but the one who has observed more that understands human affairs better. Arturo Graf In fact, all that is needed to recognize a lie is a well-developed

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3.3. System of exercises for the development of observation This section proposes a system of exercises for the development of observation. It is based on the theoretical material on observation and observation, which is presented in the previous chapters. Definition

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9.1. The Concept of Intentionality The concept of intentionality is already a significant difficulty for a philosophical explanation, and the more difficult it is to apply it in the field of psychology. The term "intentionality", in its semantic content for the first time

1.1. The general concept of cinema is art, image, photography, design, emotion, pedagogy, fantasy, schizophrenia, dream. The film is an x-ray. A careful reading of it reveals the various life situations of one or many individuals. For a psychologist,

3.3. The system of exercises for the development of observation

This section proposes a system of exercises for the development of observation. It is based on the theoretical material on observation and observation, which is presented in the previous chapters.

The definition of observation as a mental property and the disclosure of its connections with various aspects of the psyche, as well as with the content of activity, allow us to answer the question: what does it mean to train observation? The most general answer is that you need to train in observation, and since observation is understood as a process of purposeful perception, exercises in it form the basis for training observation.

A more specific answer to the question posed is that it is necessary to practice the technique of observation, on the one hand, and on the other hand, to develop each of the selected components of observation (perceptual, conceptual, empathic, predictive). These are the two reasons for the selection and creation of a system of exercises. These foundations are interrelated and complement each other. Exercises that develop, for example, sensitivity to dynamic movements of the face, may be aimed at working out one of the elements of observation.

With this relationship in mind, we selected exercises and built the training as a whole.

The exercises of the first section are aimed at getting to know a person as an object of observation. This is necessary in order to know what to see, what to peer into, what to distinguish when observing a person. The following types of exercises are provided here: the human body as an object of observation, the human head as an object of observation, external manifestations of mental processes, states and human properties (poses, posture, gestures, facial expressions, etc.).

The second section of the training is devoted to the development of individual elements of observation as the basis for the development of observation. Observation begins with setting a goal, then, based on the work of the visual analyzer and the properties of perception, the observed information is analyzed and processed. Therefore, exercises are needed to develop purposefulness and the development of appropriate perceptual properties. This section provides for the following types of exercises: the goals of observation and their influence on its result, the differentiation of the observed signs that characterize the mental state of a person, the development of selectivity and meaningfulness of perception.

In professional activity, observation is not an end in itself, but a means or a condition. successful solution professional tasks. Therefore, the training needs exercises that would include the solution of such problems. To perform these exercises, you will need to build on the skills developed through the previous exercises. In professions of the “man-to-man” type, there are tasks common to different specialties, the success of which is based on observation. These are tasks for understanding through the observation of processes occurring during the interaction of people (conclusions, conclusions from observations, their explanation and interpretation). Another type of task is to predict the development of situations, people's behavior, their relationships, also through observation. The solution of these problems forms both the conceptual component of observation and empathy. The third section of the training contains the following types of exercises: inferences based on observation, understanding and interpretation of the observed actions of people according to their external manifestations, anticipation of the development of movements, actions, human behavior based on observation.

Thus, the training contains sections aimed at developing the perceptual, conceptual and empathic components of observation and foresight based on it.

To evaluate the effectiveness of the training, a number of control tasks, which are offered to participants twice: at the first lesson and at the last. Since the tasks are the same, it becomes possible to compare the results, and therefore evaluate the effectiveness of the training.

When selecting tasks for control, we took into account the following circumstance. If the result of observation is the understanding and prediction of people's behavior, then its effectiveness will depend on the completeness and accuracy of the information that was available to the observer during perception. The greater the amount of such information, the less the need to see the details, to peer, to differentiate indistinguishable signs. Tasks, in accordance with the amount of information necessary for understanding and foreseeing the observed, can be ranked as follows: the situation and the person in it are observed; a person is observed outside the situation; only elements of appearance are observed that carry information about a person, his condition and situation; only elements of each of the means of expressing the state are observed (for example, the mouth as an exponent of facial expressions, eyes or gesture). Therefore, in the control exercises, the amount of information about the observed person and his external manifestations is consciously regulated. We have chosen the most stringent criterion, i.e., during control, it is proposed to characterize mental states by elements of certain expressive means.

The given exercises are addressed to teachers who conduct practical classes in psychology and set themselves the task of forming professionally important qualities in students through their subject, including observation. These exercises can be successfully performed in practical classes in any of the psychological disciplines, where they can be given 15–20 minutes.

Program and content of the training

Training program

First section of the training includes two types of exercises. Some of them are aimed at getting to know the general and individual features of appearance (body build, head structure, facial features, etc.), others are aimed at getting to know the means through which a mental state or property is expressed in appearance (gesture, facial expressions, pantomime , posture, etc.).

The exercises in this section are based on materials that have been accumulated in practical psychology and are presented in the works of A. A. Bodalev, A. V. Vikulov, F. Leser, A. Stangl, P. Ekman and others. in this chapter, you can refer to the relevant literature (see the list at the end of the book).

In the classroom, material is offered that is designed to acquaint with certain features of the appearance of people. It also provides exercises for memorizing and updating this information. In other classes information material has no independent significance, therefore it is included in the exercises.

The exercises are built in the following sequence:

Body types of people;

General and individual features of the physique;

Head and face of a person;

General and special signs of the structure of the head and face of a person;

Exercises to differentiate common and distinctive features of the physique, structure of the head, face of a person;

Exercises to memorize the general and distinctive features of the physique, the structure of the head, the face of a person;

Gestures, postures, posture, facial expressions, physiognomic mask;

Exercises for "reading" the expressive movements of a person.

ACTIVITY 1

Target: to acquaint with the external appearance of a person as an object of observation; conduct one cut to evaluate the effectiveness of the training.

Required material: rice. 1-22.

Conducting a lesson

After getting to know the group, finding out professional interests, and perhaps also the motives for coming to the training, the leader should tell in sufficient detail and in an accessible way about observation as a professional property of a person. At the same time, it is necessary to show the connection of this property both with sensory processes, and with memory and thinking, with the interests and emotional properties of a person. Here it is appropriate to give examples of the manifestation of observation in the everyday life of people and in their professional activities (teachers, customs officers, investigators, doctors, sellers, parents, etc.). All these examples should show that understanding and perceptual anticipation of the behavior of other people in situations of short or single contact largely depend on the development of observation. Many examples can be borrowed from Conan Doyle. Here is one of them.

Holmes asks Doctor Watson:

“I wonder what you can tell based on the appearance of this girl. Describe her to me.

- Well, she was wearing a gray-blue straw hat with large brim and with a brick-red plume. Black vest trimmed with black glass beads. The dress is brown... with a strip of scarlet velvet at the neck and sleeves. Gray gloves worn on the index finger of the right hand. I didn't see the boot. In the ears are gold earrings in the form of small round pendants. In general, this girl is quite independent and somewhat vulgar, good-natured and careless.

“Never rely on the general impression, my friend, focus on the little things. I always look at a woman's sleeves first. When dealing with men, it's probably best to start at the knees of your trousers. As you can see, this girl's sleeves were trimmed with velvet, and this is a material that is easy to wipe, so it keeps marks well. The double line, slightly above the wrist, where the typist's hand touches the table, is excellently visible. A manual typewriter leaves exactly the same mark, but only on the left hand, and, moreover, on the outside of the wrist, and with Miss ... the mark went through the entire wrist. Then I looked at the face and, seeing the traces of pince-nez, made a conclusion about myopia and work on a typewriter, which surprised her very much. (Conan Doyle A. The Adventures of Sherlock Holmes. - Perm, 1979. - S. 59).

The facilitator can analyze the given example, finding out the difference in perception between the two actors. It should be specially emphasized that both of them make inferences that are based on an observation made over a short period of time.

In cases where a person has been known for a long time or they have the opportunity to get acquainted with various aspects of his life, the mechanisms for understanding this person and foreseeing his behavior are completely different. This may be an analysis of behavior in the past, a comparison of behavior this person with the behavior of various reference groups, memorization of reactions and forms of behavior typical for a given person in a given life situation, etc.

The facilitator can introduce the main sections of the program and formulate the goals of the training: to learn to differentiate subtle changes in the course of mental states, to understand and anticipate people's behavior based on observation of their external, perceived manifestations.

If, after explanations, interest and a desire to achieve high results appear, you can offer to do homework in addition to the exercises conducted in the classroom. The provided homework assignments greatly expand the field of observation, allow real life check the performance of individual sessions.

The last remark that the facilitator should make is that all participants in the class, including the facilitator, will act as objects of observation and understanding. If this message does not cause objections, then in the classroom you can use the group as a model for performing certain exercises.

After such an introductory conversation, you can go directly to the content of the lesson.

Exercise 1 is aimed at getting to know body types, as well as highlighting typical and individual body features.

The exercise begins with the presenter's report on body types according to E. Kretschmer (given from the book: Stangl A. Language of the body. - M., 1988. - S. 88. You can also use the book: Harrison J. etc. Biology of man. - M., 1968).

Rice are used. 1-3, when working with which one should pay attention to the criteria that distinguish one type of physique from another: the length of the limbs, torso, muscle cover and its tone, the shape of individual parts of the body, body fat, etc.

After identifying the general signs of physique, one can proceed to the analysis of individual ones, which, as a rule, are determined not only by the genotype, but also by gender, age, nationality, and even the type of professional activity.

To identify common and individual signs, you can use the prepared set of photographs. If the photographs are selected taking into account different ages, genders, professions, etc., then when analyzing them, after determining the general type of physique, it is necessary to find signs that can be attributed to the special ones in the physique of certain categories of people.

Exercise 2 contributes to the consolidation of knowledge about body types and their use in observing people.

Each participant of the training is invited to give a description of the physique of any person who is obviously familiar to other members of the group. It is important that only body features are included in the description. The facilitator should offer the task in such a way that everyone completes it, that is, makes a description. It is recommended to give a description first of the general, and then the individual features of the physique. After 5–7 minutes, the task is checked. Everyone reads out their body portrait, the rest of the group must determine who it is.

Exercise 3 aimed at getting to know the general and distinctive features of the structure of the head and face.

The exercise begins with a report from the facilitator, who successively reveals the general features of the structure of the head and face: the shape of the head, the nature of the profile, the oval of the face, the size of the ears, the shape of the nose, etc. For this, you need to use the appropriate figure. 413 (fig. 5 and 6 are taken from the book: H. Luck, E. Muhleitner (42)).

The demonstration of the drawings is accompanied by a listing of general signs of the structure of the head and face, which include the shape of the head, the oval of the face, the length of the hair, the shape and size of the eyes, the shape of the nose, etc. It is better if some of them are written down.

Then you can go on to demonstrate the special features of the structure of the head and face. At the same time, attention should be paid to the fact that the reported information is useful as a starting point for targeted observation of people. The skill of the observer consists in the ability to see both general and distinctive features of the face.

It is advisable for the training participants to write down the main types of head shape, face oval, hairline, structure of the ears, eyes, lips, chin, nose, eyebrows, etc. This is a fairly large and varied material, it is difficult to remember it from one presentation, therefore records for some time can serve as a support for recognizing the signs observed in people.

The information received should be immediately included in the exercise. The facilitator gives the task: without additional consideration of his neighbor, describe the structure of his face and head, using the signs mentioned above. After completing the task, you can carefully look at your neighbor, check your description, and most importantly, make clarifications and additions. Be sure to fix for yourself what was new when you purposefully looked at it.

Here it would be appropriate to pay attention to the specifics of observation. You can repeatedly look, perceive, but not notice the details or not differentiate them. Observation develops the ability to distinguish the subtle or to see different things in similar things.

Exercises 4 and 5 suggest, on the one hand, the consolidation of knowledge about the general and distinctive features of the structure of the head, face, and on the other hand, the acquisition of the ability to express the features seen in a word.

The participants in the classes are tasked with giving a verbal description of the portrait (Fig. 14). The job is checked. In the analysis, it is necessary to assess the extent to which the knowledge of the signs of a person's appearance from the previous exercises is used.

Then the exercise is modified: a verbal portrait is given, according to which it is necessary to draw up a graphic portrait, with a reflection of the signs indicated in the portrait (Fig. 15).

The designation by a word of any of the seen signs or their differences translates the observed facts into new level reflections, allowing them to be generalized and differentiated more subtly. The meaning of what is seen also changes. Thanks to the word, these signs begin to be systematized and realized.

Exercise 6(control, first cut) is carried out at the first lesson in order to use its results to evaluate the effectiveness of the training. The results obtained in this lesson will be compared with those that the participants of the training will show when performing the same exercises in the last lesson. The essence of the exercises is to use very little information (elements of facial expressions) to determine the mental state that it conveys. After the purpose of the exercise is communicated, you can proceed to its implementation. The host demonstrates images of facial expressions of the mouth.

Homework. Pick up drawings, photographs, etc. depicting people who differ in physique, head structure, facial features, while taking into account the ability to highlight common and special features of appearance. Compose questions or come up with tasks for these materials for the participants of the training. The participants carefully examine them and, in accordance with the numbering of the images, write down the names of those mental states that are conveyed by the facial expressions of the mouth (Fig. 16–18). Then Fig. 19 with the image of facial expressions of the eyes. The task remains the same: you need to determine what mental state these eyes convey.

Participants of the lesson write down their observations in the protocol form.

Protocol form for performing control exercises

The true values ​​of facial expressions are reported after completing these tasks at the last lesson. They are given in the description of the drawings at the end of the book. Then the number of errors is also counted.

Exercise 7 is carried out in order to consolidate information about the structure of the body, head and face of a person. To perform the exercise, you can use Fig. 20-22, which are portraits of men.

The group is divided into three subgroups. One subgroup leaves the audience. The facilitator demonstrates portraits to the participants of the training. One of the subgroups describes one portrait, the other - another, the third portrait is not described by anyone. Verbal portraits must be composed in such a way that the absent members of the group can determine from the description who is depicted.

When analyzing the results, attention is drawn to what features turned out to be significant in identifying the portrait and its verbal description. If there are errors, then you need to analyze the reasons that led to them: inaccurate words to express signs appearance, incorrect selection of features, absence of essential distinguishing features in the description, etc.

Homework: pick up drawings, photographs, etc. depicting people who differ in physique, head structure, facial features, while taking into account the possibility of highlighting common and special features of appearance. Compose questions or come up with tasks for these materials for the participants in the lesson.

ACTIVITY 2

Target: acquaintance with the means of expressing mental states and human properties.

Required material: rice. 23–33.

Conducting a lesson

You can start the lesson with work on determining the common and distinctive features of the physique, head, face, using the materials prepared by the participants of the training when performing homework. The purpose of this work is to consolidate the information that was obtained in the previous lesson.

Detailed material that systematizes the external manifestations of the inner world of a person can be found in Anton Shtangle's book "Body Language" (M., 1988). We will confine ourselves to listing these funds and briefly describing them. To get acquainted with these expressive means and recognize each of them, exercises are provided.

Gait- characteristics of human movements when walking: tension and relaxation of movements, rhythmic or non-rhythmic movements, coordination of movements of arms and legs, amplitude of the span of arms and legs, foot setting, torso tilt, etc.

The most important signs of gait: speed, step size, degree of tension, coordination of movements of the arms, legs and torso, setting of the toes of the foot.

Observations of people on various gaits led to the identification of some general types of gait: fast, impetuous, mincing, rolling, jumping, wobbling, shuffling, proud, smooth, slow (floating), etc.

These types of gaits, as emphasized by A. Stangl et al., are closely related to some of the stable properties of a person: features of character, temperament, self-esteem, as well as with age and gender. For example, a "jumping" gait is more common in men, and a wobbling gait is more common in women; shuffling - in the elderly, and swift - in the young.

Gestures- hand movements aimed at conveying knowledge (making a message), expressing feelings, attitudes, expressing will.

Features of gestures are determined by some traditional forms of transmission of these types of information. For example, the methods of greeting adopted in this society, gestures of emotional support, expressions of disagreement, grief, etc. So, in Polynesia, greeting is expressed by hugging and rubbing each other's backs. In Borneo, men grab each other between the elbow and wrist as a sign of greeting. The owner of the house puts his hand on the shoulder of the guest and strokes him with his palm, etc.

Gestures are one of the means of communication, and it is natural that they acquire some common, understandable meaning for a particular group of people. At the same time, gestures are very individual, especially in cases where they are not used consciously as a means of communication, but are an unconscious expression of the states experienced by a person.

Some gestures become essential characteristics of a person, he is even recognized by them. As a rule, these are gestures of emotional states: rubbing hands, twitching mustaches, beards, eyebrows, scratching the back of the head, moving the nose, etc.

The gesture is formed by the movement of the hand, the hand, the location of the hand, the direction of the palm, the movement and position of the fingers. All these movements - the creators of the gesture - need to be paid attention, because through them a certain meaning is given to the gesture as a whole.

A. Stangl provides evidence that there is some connection between body type and hand. Asthenic type: flexible, delicate hand, poorly developed muscles, narrow and long fingers, thin breaking nails. Picnic type: short, broad, thick arm, consistent with the roundness of the type in general; the palm is well “stuffed”, like a pillow, soft, warm; short, thick fingers. Athletic type: large, bony, muscular hand, wide rectangular palm, especially strong finger - thumb.

Poses- a static expression of the internal state of a person through the position of the body and its parts. In the absence of all other means (verbal, facial expressions, gestures), it is possible to convey through posture not only the mental state, but also one's attitude and even tell the news.

The components of the posture are the position of the body and its parts in relation to each other and to the interlocutor, muscle tension, the location of the body in space. Significant for the posture are the directions of the body, arms, their turns, the head, the position of which in some postures takes on the main function in transmitting information. The direction of head rotation in relation to the body and partner, the tone of the neck are included in the formation of the semantic content of the pose.

Unlike verbal means of communication, which are used by a person mainly consciously and purposefully, gestures, and especially postures, are often an unconscious means of expressing mental states. Therefore, to understand the motives of behavior, truly experienced feelings, to a greater extent than words, non-verbal means, which include gestures and postures, help.

facial expressions- a dynamic expression of the face, which develops through the folds on the forehead, the expression of the eyes, mouth movements, facial movements in the nose area, and is also determined by the degree of mobility of these parts of the face.

Let us single out the most important mimic phenomena of the face (according to A. Stangl).

Forehead wrinkles: horizontal, vertical (folds of concentration), both vertical and horizontal, passing into each other ("folds of hope").

Eyes: degree of openness - staring, fully open, curtained, covered or squinted, closed; direction of view - direct, lateral, from below, from above, "wandering in the sky", "avoiding"; gaze movement - firmly indefinite, calmly sluggish, lively (restless).

Nose area and taste reactions: nasolabial fold (“intensity fold”), wrinkling of the nose (“suffering fold”), unpleasant taste reactions, experiencing facial expression.

Mouth: degree of openness - open, closed, compressed, clenched, clenching of the jaws, protruding lower jaw, pursed lips; impression - full, soft, sharp, hard; the direction of the corners of the mouth - raised, lowered, stretched, tend to the center of the mouth.

Laughter and smile: full smile, relaxed smile, grin, crooked, one-sided smile, sweet smile, sardonic grin, primitive grin.

The degree of mobility of facial expressions: very mobile (rapidly following each other change of forms), inactive (rare change of forms), connection with the degree of tension and the number of expressions.

All of the listed mimic phenomena should become the subject of vision, isolation, differentiation when observing facial expressions, since it is thanks to them that the semantic expression of facial expressions is created.

In this lesson, each of the means of expressing a person's mental states will be considered and included in the exercises. At the same time, it is important to form in the training participants the attitude that postures, facial expressions, gestures, etc. are objects of observation through which this or that mental state is expressed. The task is to learn to see each of these elements in the flow of human motor activity.

Exercise 8 introduces various types gestures aimed at conveying this or that information to others.

Various gestures are demonstrated: reflection, critical assessment, focused attention, concealment of true intentions, surprise, defensive reaction, complacency, difficulty in answering, etc. It is proposed to “read” the meaning of the gesture (“What does this gesture mean?”), And then find out through what elements of the gesture received this information. What is the difference between this gesture and those close to it, what details (or one detail) are essential for changing the meaning of the gesture?

The exercise uses the drawings presented in works (25), (39), and nature.

Exercise 9 Based on the description of the gesture, reproduce it and determine what state it conveys. The answer indicated in brackets is reported after the exercise: 1) the hand is dominant, insulting, attacking and actively grasping another object, bent at the elbow with a clenched fist, hard, tense (aggressiveness); 2) the hand is unobtrusive, soft, lethargic, passive, conducting, calling for concentration (soft indication); 3) a hand with a raised index finger, confident (pointing gesture). (According to the book: Chugunova E. S. and others. A comprehensive socio-psychological method for studying the personality of an engineer. - L .: Publishing House of Leningrad State University, 1991.)

Exercise 10 introduces different postures.

As in the previous exercise, the task is not only to “read” the meaning of the pose, but also to realize through which elements the pose acquires this or that meaning. At the same time, the elements that create a pose are those specific signs that a person observes: the location of the torso, the tone of its muscles, the ratio in the location of the torso and head, the position of the arms, the position of the legs, auto-contacts of the arms, legs, etc. To perform the exercise rice is used. 24–27.

The information contained in the figures can be supplemented. To do this, the leader organizes the game - calls the semantic meaning of the pose, for example: convey in the pose fatigue or readiness to respond to a greeting, unwillingness to greet, focus on their thoughts, etc. Participants must complete the task. The teacher evaluates where the transfer of semantic meaning was more accurate. To eliminate the influence of facial expressions and gestures on the perception of postures, you can perform the task with your back turned to the group.

Exercise 11 trains the skill of "reading" and purposeful perception of postures.

The facilitator invites each member of the group to express this or that state in a pose, the names of which can be written out on pre-prepared cards. For example: concern, willingness to act decisively, threat, bliss, neglect, arrogance, curiosity, etc. Each participant prepares a pose and then demonstrates it to the group. The task of the group is to determine what state the performer conveys in the pose.

When analyzing the results, it is necessary to compare the content of the card and the answer that everyone gave when “reading” the pose, and determine the cause of the errors: incorrect transmission of the state in the pose or incorrect reading. Be sure to emphasize successful, vivid ways of expressing states through posture.

The exercise can be continued. Each member of the group himself conceives the state that he would like to convey in a pose. Then he demonstrates the pose, and the group determines what it means. At the same time, it is desirable, as before, to exclude other means of expression- facial expressions, gestures, i.e. it is better to demonstrate poses, standing with your back to the group.

When performing this and similar exercises, it is important for the facilitator to remember that the purpose of the exercise is not limited to establishing the semantic meaning of a pose or gesture. For the development of observation, it is necessary to single out those elements that are the main carriers of meaning, and for this they should be varied. Then their role in the organization of posture, gesture, facial expressions becomes obvious. For example, highlighting the position of the head as main feature pose, try to change its position, and then determine what happened to the perception of the entire pose under the influence of this change.

Exercise 12 The task is proposed: to observe the postures shown in the figures: posture of readiness for action, authoritarianism, closeness, self-control. Analyze those elements that distinguish one pose from another, determine the semantic content of each pose. You can use illustrative material from works (25, 39).

Exercise 13 is carried out with the aim of introducing such static expressive means as posture and physiognomic mask.

Both of these means are formed under the influence of typical human postures and facial expressions. It is typicality that leads to the fact that in wrinkles, folds of the face, in the position of the body, arms, legs, the most frequently repeated expression seems to freeze. We can say that a physiognomic mask is a frozen facial expression, the most typical for a particular person. The physiognomic mask is formed not only through wrinkles, but also through the direction of the nasal folds, corners of the mouth, frontal folds, facial muscle tone.

In posture, the position of the body typical of a person (tilts, turns, etc.), the position of the head in relation to the body (lowered, thrown back, tilted to the shoulder), stoop, tension-relaxation of the muscles of the abdomen, back, forearm “freezes”. To get acquainted with the types of posture and physiognomic mask, rice is used. 28–30.

You can continue this exercise by characterizing the posture of the group members: proud, shy, intensely expectant, collected, independent, etc. With friendly relations in the group, you can determine the features of the posture of each other and the leader, and most importantly, very carefully try to identify the posture with mental features.

Exercise 14 devoted to facial expressions - dynamic facial expressions.

You need to start by highlighting those signs of facial expressions that form it, and then move on to the analysis of facial expressions in different mental states. As an illustration, Fig. 31-33 and the information that gives an overview of facial expressions, as well as drawings available in Whiteside R. "What Faces Talk About" (37).

The training part of the exercise is as follows. Group members receive cards with the name of the facial expression that they have to portray. After preparation, they show this expression to the group, and the group determines what it means. During the exercise, it turns out why some facial expressions are misunderstood, due to which the correct result is obtained. The exercise will be more successful if the facilitator himself takes an active part in demonstrating facial expressions and in deciphering the facial expressions of the group members.

The following facial expressions should be included in the task cards: surprise, stubbornness, suspicion, neglect, distrust, pleasure, threat, goodwill, arrogance, envy, fatigue, etc.

When performing the exercise, you need to exclude other expressive means (gestures, postures) and try to use only the face.

Exercise 15 aimed at differentiating the elements of facial expressions and postures. Its purpose is to highlight and show how one or another element of facial expressions or posture affects them as a whole, changing the semantic content.

The exercise is structured as follows. In its first part, the leader offers a task: to look at his facial expressions and determine its meaning. He himself acts like this: at first, a calm face, then only the facial expressions of the mouth change, and all other elements of the face remain unchanged, that is, they are at rest. Each change in the facial expressions of the mouth is observed by the group members, who say that there is something new in this or that expression of the mouth. Then only the expression of the eyes changes. The work is carried out in a similar way. Finally, only the location of the eyebrows and frontal folds changes, and all other elements of facial expressions are again at rest. To conduct this exercise, the teacher needs to properly prepare and realistically assess their capabilities in performing a particular facial mask.

The second part of the exercise is as follows. The host gets into a pose, such as arrogance. Then he successively changes the position of various parts of the body - the originators of this posture. First, he changes the position of the head, then - hands, body, legs, etc. Each time the participants fix changes in the meaning of the pose, determine under the influence of which changes a new meaning appears, and which changes in the elements of the pose do not affect it.

Homework:

1. Select images of postures, posture, facial expressions, physiognomic mask in order to invite the group members to “read” their meanings at the next lesson.

2. Prepare images of posture, facial expressions, posture, gestures to demonstrate them to group members. The names of mental states that will be expressed through a particular posture, gesture, facial expressions, it is better to write down. This exercise trains the ability not only to read the expressive means of other people, but also to purposefully use them yourself.

3. The participants of the group are offered a program for observing the expressive movements of people (see the method of observing the expressive movements of A. V. Vikulov). Based on it, the participants will consolidate and automate the skills that develop in the classroom. It is recommended to use observation of people in all life situations available for this.

The second section of the training

This section is aimed at working out individual elements of observation as a purposeful perception. The section includes the following types of exercises: working out the purpose of observation, exercises on the differentiation of observed signs, exercises in the selectivity of perception.

At the discretion of the teacher, the exercises included in this section, of course, can be supplemented. From our point of view, this is the minimum type of exercise that is necessary for the formation of a purposeful perception of a person.

The first type of exercise should form the group members' ability to change the perception of people and their behavior depending on changing goals. It is important to develop the habit of starting any observation with the setting and awareness of the purpose of observation. This skill in professional activity should be automated.

Inappropriate perception in professional activities sometimes leads to irretrievable loss of information or serious errors. The teacher, without assessing the psychological state of the student or his parents at the meeting, will not be able to find accurate and effective means of communication; a doctor who does not have the habit of assessing the patient's emotional state or noting the dynamics of these states based on his gaze will not be able to correctly interpret the results of the examination or diagnosis.

Purposefulness in the perception of a partner in terms of interaction with him is one of the elements of professionalism. The habit of purposeful perception in professions of the "man-to-man" type becomes the basis for the development of professional observation.

The second type of exercises included in this section is aimed at developing sensitivity to those objects that are leading in the perception of a person: facial expressions, postures, gestures, posture. At the same time, knowledge of the elements themselves, through which they are created, and the differentiation of their dynamics become important. The success of these exercises will depend on the results obtained by the group members in the previous sessions. Exercises of this type are designed to develop the ability to distinguish between the inconspicuous, to differentiate the initial and newly emerging signs.

Finally, the third type of exercises of the second section is aimed at the formation of selectivity of perception, and consequently, of observation. When performing these exercises, the ability to see the same object of perception either as a figure or as a background is formed, the ability to single out from a variety of objects what corresponds to the purpose of observation. For example, with a holistic perception of a person, to see only the eyes or, conversely, by observing the eyes of a person, to understand the general state.

ACTIVITY 3

Target: development of the ability to conduct observation in accordance with the goal, to see different sides of the observed objects depending on the goals.

Required material: rice. 34–39, any plot picture.

Conducting a lesson

Like the previous one, this lesson can be started by checking homework, which involved training in reading facial expressions, postures, posture, etc. Then the purpose of this lesson is reported and the exercises begin.

Exercise 16 carried out in order to show the value of the target when observed.

To complete the exercise, you need to take a plot picture, preferably with a complex composition and several image plans, with several actors. After its demonstration, the facilitator asks the group to write for three minutes what is shown on it. As a rule, when checking the task, it turns out that, looking at the same image, the participants saw different things in it. The facilitator asks to read the descriptions again and determine from them the purpose for which this or that member of the group looked at the picture. As a rule, the majority had no purpose in mind. For the rest, the differences in the description may be due precisely to the fact that they set different goals for the perception of the picture. If there are no obvious differences in the description of the picture among the participants of the training, then the facilitator himself sets the goal, in accordance with which the observation of the plot of the picture was carried out.

Based on the results of this exercise, it is concluded that under the influence of the goal, the point of view on the perception of events and people changes.

Exercise 17 The same object is being monitored, but with different goals.

To perform the exercise, you can use any picture, for example, E. I. Repin “L. N. Tolstoy on vacation in the forest "(1891). Descriptions can be made orally. After the demonstration of the picture, the presenter gives the following tasks: to describe the nature, the hero of the picture, the means used by the artist to convey the attitude towards the hero of the picture, to determine by what signs of the image one can judge the attitude of the artist to Leo Tolstoy.

When commenting on the results, you need to pay attention to the fact that the content of the information that was obtained during the observation changed under the influence of the goal.

Exercise 18 performed using Fig. 34, 35. After the demonstration of the drawings, the task is given: each member of the group sets the goal of observation (it is better to formulate it in writing), and then aloud gives his description of the observed. The rest of the group must determine the purpose for which the description is given.

Examples of changing the goal when perceiving the same picture: description of images in the foreground, description of the state of the weather, description of the sea, etc.

The exercise is repeated twice. When re-observation, you need to choose a new target and select information in accordance with it. The dependence between the goal and the selected features is emphasized when summing up.

Exercise 19 Group members receive the task: to characterize an acquaintance, relative, colleague, themselves (one of their choice), but first with the aim of introducing them to their friends, then as a recommendation for a job, then with the aim of selecting a married couple, etc. .

The point of the exercise is to see how the characteristic changes when the purpose of the observation changes. The goal determines the angle of view on a person, under its influence, some signs, qualities, properties of a person stand out as leading, main, and the rest - as secondary.

The analysis can focus on the following questions:

1. What is the essential difference in the characteristics of the same person?

2. What was the influence of the goal on the selection of the selected properties and qualities?

3. Does the essence of a person change depending on the changing goals of his characteristics? What is changing?

When performing this and other exercises, the facilitator should work in such a way that each member of the group completes the tasks himself, and is not limited only to analyzing the work of others.

Exercise 20- training in setting the goals of observation and tracing the dependence of the selectivity of perception on the purpose of observation. In the exercise, either the appearance or the mental qualities of a person become the subject of perception.

The group receives the task: to give a portrait of the appearance of a person who is obviously familiar to everyone (this can be a teacher, politician, mutual friend, writer, actor, etc.). It is important that it be a portrait of appearance. The description of the portrait is recorded and the group learns from the description whose portrait it is.

Then the task changes: it is necessary, without using any signs of appearance, to give psychological characteristics the same person.

The goal influences the selection of features taken out in the characteristics of a person in the first and second cases.

Exercise 21 The group is tasked with remembering the faces so that later they can find out who they belong to. This unusual goal immediately changes the attitude towards the choice of observable features, they become those that make it easier to distinguish one person from another, better remember his special features.

After communicating the goal of the exercise, a task is proposed: carefully examine the people depicted in the drawings, remember them by their first and last names (Fig. 36–39). 30 seconds are given for memorization (according to F. Lerez). Then, in a different order, without indicating the names and surnames, the image of the same people is again given. You must enter the first and last name of each. The exercise is considered to be performed correctly if the names and surnames are indicated correctly.

If it turns out that the results of this exercise are low, it can be repeated for several more sessions until all participants have a sufficiently high result.

Homework:

1. Remind about the observation program that was given in the last lesson, encourage group members to continue their observations in all possible situations of interaction with people.

2. Carry out self-observation for various purposes. Observe yourself and describe:

What is your good mood?

Through what signs do you feel a bad mood;

How did you know that you are hungry, you are cold, hot.

To perform the exercise, you need to focus on yourself, your feelings, memories of them, that is, look into yourself.

ACTIVITY 4

Target: development of differentiation of perception when observing people; development of the ability to distinguish between observed signs.

Required material: rice. 40–53, a set of objects for performing objective actions with them.

Conducting a lesson

After checking the homework and explaining the purpose of this lesson, it is useful to explain the essence of the exercises that will be performed. This clarification concerns the selection of exercises.

In professional activities, when interacting, people have a different amount of information necessary to understand the observation of a person and the motives of his actions. In cases where the information for observation is sufficiently complete, i.e., you can see the situation, and the place of its course, and the person in full growth, in the dynamics of his postures, and facial expressions, and gestures, the probability of correct understanding is much greater than with information that is limited for observation (for example, when only by a gesture it is necessary to restore the image of the whole person, imagine what he is doing, what situation he is in, etc.). The less data for perception, the more sensitive the eye should be, the more subtle, differentiated the observation. In this regard, the exercises are structured in such a way that information about the observed person becomes more and more limited in them.

A few words about observation At around one in the morning, from one of the apartments of a multi-storey building, the rhythmic roar of speakers and the clatter of numerous feet are still heard. The sleepy tenant finally decides to go clean up the mess. He rings the door for half an hour, finally it opens, and he