Psychological training persuasion of a person. persuasion training

I don’t want to go to bed early at all, because the evening belongs only to you. This is your personal time, free from work, which you can devote to what you really want. For many, going to bed early means stealing a piece of their personal life, wasting that time. And tomorrow, what about tomorrow? Work, business, worries ... again. (Perhaps you will find the article " Biological rhythms and sports: when is it better to train”) Of course, we can always justify our actions. Yes, our brain is a powerful tool for creating the quality of our lives, but circumstances are sometimes stronger than us. Hmm ... yes, who among us has not justified himself with these very “life circumstances”? Everyone is sinful.

But we have to admit that deep down we certainly know that most of the circumstances are not so serious as to throw us off our intended goal.

Alas, the responsibility for the deterioration of the quality of training lies only with ourselves. This is not an accusation and not an attempt to force you to take the “true path”. Most people are similar to each other at least in part. That is why I write "us", including myself, the author, all the shortcomings inherent in humanity. But we also believe in hidden possibilities. HUMAN, possibilities that you just need to discover in yourself. After all, if you believe that you can, then you really can! And this is a huge power over your life!

Conscious growth is not a random process and does not happen by itself..

To allow your brain to relax is to harm your muscles, destroying any progress. Will, like muscles, must be trained! And if the muscles still need to be given time to recover, then you need to work on the psychological qualities every day! Then your potential will be limitless!

Looking for where to start? Try some of our psychological tricks. Treat them like any other exercise, use these techniques as often as possible in your life. It's not easy, but they will make your workouts much more effective.

Reception number 1

Yes, ambition. No - fear of failure

Don't let the fear of future failure keep you from moving forward..

The more stops, the slower you will reach your goal. What's wrong with that, if the goal is still achieved? Yes, but let's be honest: there's time to be careful and slow, and there's time to show your enthusiasm and speed up. This must be understood. After all, is there a difference, after a week or after a year? Do not give up on your ambitious goals, even if they seem too bold to you. Decide on their implementation, start doing it regardless of what the result may be.

Reception number 2

Your goal is only YOUR purpose

Don't let others set goals for you.

Many of us like to seek advice in one way or another. Even more people love to give advice. Of course, some tips are very useful. But when it comes to your sports goals, you can only listen to the opinion of really competent people. A friend's advice can be listened to and taken when choosing a birthday present. But not in sports: here, what suits a friend may not necessarily suit you. It's like buying sweaters in the same size, with an obvious difference in your measurements. It's just right for him, but it's bursting at the seams on you.

Reception number 3

Don't doubt yourself

Never tell yourself that you can't do something.

Don't bring up the loser in you. Challenge your incompetence. Never ask yourself "Why me?". Ask "Why NOT me?" Say it more often. All great things originate from this combination of such simple words! If not now, then when else will you make your dreams come true? Not at 50, right?

Reception number 4

Look for the positives in everything

Appreciate yourself and your individuality.

It would be nice if we were all born perfect. Straightaway. And you didn't have to do anything. They would go so beautiful ... and the same. The truth is that if we were all perfect, nature would very quickly exhaust all the options for appearance. And the power of nature, as you know, is in diversity. Therefore, we suffer, some from thinness, some from excess weight. It's not at all about how many flaws you have and not even about how you launched your appearance. The fact, ON THEWHAT you are ready to change it. Your hands drop when you think that you could be taller and more powerful ... Thinking you're a loser just because you didn't get everything at once? Start changing your attitude towards life and your body. Look for the good in everything, even the bad.

How to do it?

work on yourself:

• Instead of killing yourself about your weight, it's better to say "my constitution will help me lift more weight!"
• Instead of considering yourself a skeleton, say “how lucky I am, I don’t have to fight fat, I have an excellent base in order to build muscle and acquire beautiful relief without any effort to dry”!

Reception number 5

Strength - in positive dynamics

Always strive forward and do not make yourself indulgent.

Making yourself an indulgence in any little thing, you will certainly not globally affect your training plan, but you will launch a cunning psychological mechanism that will provoke various temptations in the future. This will end with the complete removal of all prohibitions. Once you give yourself an indulgence, you will tend to break the rule again and again. The ability to deny yourself a small pleasure for a big goal is a skill that is developed through regular repetition, just like the result of physical exercise. Proven in practice. Yes, the first week of healthy eating will be torture for you, but by day 42 you will already enjoy it.

Reception number 6

Rejoice in the little things

Try to find a reason for joy even in small victories..

Have faith in your path, be clear about your goal, and know that even the smallest things deserve to be celebrated. It turned out to fit into your favorite jeans, your tummy “left” or your health just improved: any such event is a real reason for joy. Your feelings, as well as changes in your body, are a real reward that does not require any additional rewards. Enjoy the moment. Use positive feelings to continue the path to the intended goal and strictly adhere to the plan.

Reception number 7

Use someone else's experience

Many did before you what you are trying to do now..

We are not saying now that your goal is not special. She is special because YOUR. But the fact that someone has already done something similar and succeeded is a great help to you and motivation. If you find it difficult to stick to a structured workout schedule or when you are frustrated by the slow progress, discover the experience of predecessors in sports and fitness. Their advice is usually quite simple, but effective: set a goal and consistently follow it, and their training programs can be useful for you.

Reception number 8

Away with backup plans!

Do not be afraid to give yourself completely to one goal.

To achieve the desired result, you must want it very much. Let the desire to achieve the goal become your passion, even an obsession. Apart from the main plan of action, there simply should not be any other alternative options. Strive for victory and trust that in the end your plan will bring you the desired result.

Reception number 9

Speak your desires out loud

Words spoken out loud have great power.

You and only you are the most conscientious coach, strict referee and loyal fan. If you combine all these roles, you are a truly invincible person. Repeat this to yourself every time, but not monotonously, like a school verse memorized through force. Be inspired by this thought, alternately look at yourself from different angles. With all your heart, wish yourself victory, "cheer" for yourself as for your favorite football team, but also judge strictly your every mistake, every step away from the goal. When you wake up, say to yourself, "Every workout brings me closer to my goal." The secret is that it must be said out loud. Repeat the phrase 10 times in a row. Tell yourself: "I am successful, strong, I go my own way, I can do anything." Perhaps at first you will feel stupid, but over time, faith will come in what you say and you will become what you say.

Reception number 10

Be Consistent

Remember, climbing even the steepest peak consists of small steps..

In any form of physical activity, whether it's running on a treadmill or lifting weights, be consistent. Consistently increase the load, each time give your best and then you will know success and get closer to the physical form that you dreamed about. All of these tricks seem easy to do as long as you follow them for just a couple of days. Then there will definitely come a moment when it will become more difficult, fed up. This moment just needs to be overcome, without giving up training. Know that they will really work for you only when you systematically apply them in your life.

Exercise "Indian Joe"

Goals:

Development of argumentation skills;

Strive to eliminate psychological barriers that limit the effectiveness of communication, improve communication skills through active gaming interaction.

The facilitator dictates to the participants a mathematical problem in which there are some logical difficulties. “Injun Joe bought a horse for $6, sold it the next day for $7. Borrowed one dollar from a neighbor and bought a horse for $8, then sold it for $9. Question: What is Injun Joe's income?

Each participant tries to solve the problem independently. After 3 minutes, the facilitator invites the participants to report aloud their answer and the degree of confidence in the answer, expressed as a percentage. For example: "My answer is one dollar, and I am one hundred percent sure of it"; "My answer is three dollars, but I'm only fifty percent sure of that."

The facilitator invites any of the participants who are confident in their answer to try to prove their decision by the method of Socrates' positive answers. The course of solving a problem or task is traced by minimal steps, which are formulated as a question. For example, “Do you agree that, according to the condition of the problem, Injun Joe had a starting capital of six dollars?” The task of the prover is not just to state the course of his reasoning, but at every step to achieve understanding and agreement of the partners. Agreeing with each step of the proof, the opponents gradually come to the same conclusions together with the prover.

He should begin each new step with the words: “Do you agree with the fact that ...” If one of the members of the group disagrees, the prover should change the value of his logical step, going back a little, but not argue or criticize the disagree .

Do you agree that Injun Joe invested six dollars and ended up with nine dollars?

No, I don't agree. One dollar he had to give because he borrowed it. And I don't understand at all...

I'm sorry that I didn't phrase my question well. Do you agree to consider every single operation of Injun Joe?

I agree.

Do you agree that he spent six dollars in the first operation?

I agree.

Do you agree...? (etc.)

In the process of proof, some participants may change their answers. These changes are committed by the host. As a rule, none of the participants can immediately prove their point of view to all members of the group. Often there are those who disagree with someone else's answer, even if they had no objections in the process of proof.

This exercise very well demonstrates all the pros and cons of this method of argumentation: those participants who did not have their own solution are relieved to receive it, those who had their own solution prepared remain dissatisfied, because they did not understand what is wrong with their decision.

Exercise "Double Argumentation"

Goals:

Development of the method of bilateral argumentation;

Mastering an active communication style and developing partnership relations in a group.

The method of two-sided argumentation involves indicating both the advantages and weaknesses of the solution you propose. This method is designed for an intelligent interlocutor.

The facilitator invites all participants in turn to substantiate the correctness or incorrectness of the position put forward by them using the method of bilateral argumentation.

For example, please convince your partner that students can choose their own subjects that they are going to study, regardless of the curriculum, and teachers can choose their own students, regardless of their wishes.

Option for independent work

Try to work through the dismemberment method with your own arguments in favor of a particular decision. For example, convince yourself that the professional deformation of a psychologist is his personal growth.

In addition to the named and proven methods, the facilitator gives a description of other methods of argumentation that are not practiced in group classes, but can provide material for independent work.

Exercise "Try, convince!"

Target:

Practicing all the acquired skills of argumentation in

Participants sit opposite each other in two circles - internal and external. The facilitator suggests various situations in which those in the inner circle should convince those in the outer circle. There are usually three situations.

For example, it is necessary to convince a colleague to refuse to participate in the training, which he has been waiting for a long time; to convince the school principal of the need to create a psychological relief room for teachers; to convince a colleague in the course to refuse a foreign exchange scholarship in favor of a fellow student in the course. The more difficult the proposed tasks, the tougher the training.

Those who are persuaded should record what methods of argumentation were used and how successfully.

During the discussion of the results, participants note the strengths and weaknesses of each of the methods, favorable and unfavorable circumstances for their use, and also remember what other mechanisms of influence they used to more effectively convince their partner that they were right.

Training is not possible without exercise. But exercises are different exercises. Have exercises ordinary which are forgotten by the participants within a few days after the training. Is there , those that cause a storm of emotions during the training and are remembered by the participants for a long time. Interesting exercises- these are exercises that "cling" the participants. To which you mentally return for many more days after the training and continue to draw conclusions from them. invariably involve participants, raise their tone and motivation for learning.

We, a team of website professionals, carefully select only interesting training exercises and do what no one does: describe hidden coaching technique for these exercises, we reveal all the secrets of coaching skills. presented in the "" section.

And here we have selected for you 5 interesting exercises which can be found in the public domain.

1. Exercise for the training "Castles in the Air"

Target: The exercise is interesting in that it not only trains the skills of joint activity, but also takes place in a fun and friendly atmosphere.

Time: 25-30 minutes

Group size: 10-30 participants

1. Participants are divided into mini-groups of 4-6 people
2. A stack of paper is placed in the center of the room and the following instruction is announced: “Each team needs to build a tower out of this paper in the next 15 minutes. Nothing but paper can be used. The tower must be over one meter high. The team that builds the tallest tower wins."

Outcomes of the exercise:

• Are you happy with your tower?
  
• What helped you to work in a team?
  
• What prevented you from working in a team?
  
• What did the result depend on?

2. Exercise for the training "Come out of the shell"

Target: An interesting exercise that gives participants the opportunity to practice persuasion skills. The exercise helps to “shake up” the participants, creates a positive and fun atmosphere in the group.

Time: 10-30 minutes

Group size: 12-20 people.

1. A circle with a diameter of about 1 m is drawn on the floor with chalk or paper adhesive tape. The trainer asks one volunteer to stand in this circle.
2. After that, the task is given to the group: you need to convince the driver to leave the circle. You can’t use physical force to, for example, push him out of the circle, you can offer something in return, bargain, explain why he should leave, make promises, etc.
3. After the driver has left the circle, an analysis is made of the techniques and methods of influence that were used and which helped to achieve the result.

Options:

• You can do 4-5 rounds with different people.
• You can film the exercise on a video camera, and then view the footage with a discussion of how the group persuaded the person standing in the circle to leave it, what persuasion techniques were used.

3. Exercise for the training "Crossing"

Target: An interesting and memorable exercise that trains the skills of discussion and joint decision-making, helps to see who in the team takes leadership roles and what helps and what hinders this team from achieving joint results.

Time: from 20 to 60 minutes, depending on how “worked out” and effective this team is in joint activities.

Group size: 12-20 people.

Necessary materials: two ropes about 1.5 meters long each. Also, for this exercise, participants must be dressed in comfortable clothing that does not restrict movement.

1. The ropes are laid on the floor parallel to each other so that the distance between them is about 4-5 meters. The whole group stands behind one of the ropes (not between them).
2. The group is given the following introduction: “You as a team were traveling in a spaceship and crashed. Fortunately, another spaceship has come to your rescue and is ready to take you all on board. The area behind both ropes is a safe zone where you all need to be. The area between the ropes is a dangerous area that you need to overcome. Your goal is for the whole team to be behind the second rope. At the same time, you cannot touch the floor between the ropes with your feet, if this happens - the whole team returns to the start line. Also, you may not use any objects such as chairs, tables, etc. for the crossing.”

Outcomes of the exercise:

• Who was the most active in finding a solution? Who didn't do anything?
• Who coordinated the activities of the group, and who made a mess?
• Was there too much leadership and initiative (everyone had their own point of view on what should be done and a lot of time was spent arguing) or too little (everyone stood around and did not know what to do)?
• What helped and what hindered the effective work of the team?
• What norms of interaction can be introduced in order to act more effectively in the future?

4. Exercise for the training "Knight at the Crossroads"

Target: An interesting exercise in which, within the framework of the "fairytale legend", the presentation skills of the training participants and the ability to convince are effectively practiced.

Time: 25-30 minutes

Group size: 10-15 people.

1. The whole group is divided into teams of 3-4 people, except for one participant who will play the role of Ilya Muromets.
2. The coach tells the group his version of a Russian fairy tale, in which Ilya Muromets sees a stone at the crossroads, on which is written: “If you go to the left, you will lose your horse, if you go to the right, you will lose your head, if you go straight, you will be married.” In this exercise, each team will need to convince Ilya Muromets that they should go in their direction. The first team will persuade Muromets to go left, the second - to the right, and the third - straight. Each direction has its own advantages, because even in the “lose your head” option, you can recall the adventures that awaited the hero who chose this path in the fairy tale, or explain that he will actually lose his head from love. Teams need to show exactly their direction in the most favorable light.
3. The groups are given 10 minutes to prepare, after which one representative from each group speaks to Ilya Muromets. Muromets decides where he goes and gives feedback on what he liked and didn't like about each performance.

Option. You can film speeches on a video camera and make an analysis of what persuasion techniques are used.

5. Exercise for the training "Ticket to Hawaii"

Target: An interesting exercise in which the ability to convince, find arguments in favor of one's position is worked out, and at the same time the exercise enlivens the participants well and sets them up for active work.

Time: 15-20 minutes

Group size: Any

1. The whole group is divided into teams of 3-4 people, who are given the following instructions. “Your team somehow got a ticket to Hawaii. The ticket is only for one person, and it cannot be sold, exchanged, all fly together, etc. Please decide which of you will fly and why.”
2. The groups confer for 5 minutes, after which they tell everyone about their decision.

Outcomes of the exercise:

• What techniques and methods of persuasion were used?
• What worked?
• What was ineffective?
• What else could be done?

Of course, the most interesting exercises cannot be found in the public domain. They are protected and carefully preserved.

If you need:

• exclusive and most interesting exercises known only to a small circle of professional coaches
• exercises with detailed coaching methodology for their implementation, revealing the entire "underwater part" of coaching, all coaching "tricks" and secrets,

then you can always find such exercises for trainings in our section "".

Great warm-up exercise, which quickly increases the energy, activity and involvement of the training participants, increasing the level of trust in the group. This is both a bright warm-up and a challenge exercise that increases the participants' motivation for learning and leads the group to the topic of the next lecture in a beautiful and memorable way.

The special charm of the exercise is that it is universal, suitable for most popular training topics: sales, negotiations, team building, management training, leadership training, influence, goal setting.

A powerful exercise for goal achievement training or negotiation training. The exercise clearly demonstrates to the participants of the training their habitual patterns of behavior when achieving goals or when necessary to negotiate. Helps to open negative attitudes, beliefs that prevent them from easily achieving their goals or negotiating. Provides training participants with new resources.

Exclusive exercise - the development of Professor of Psychology N. I. Kozlov. The coaching manual of the exercise contains a lot of unique recommendations, tips and coaching "chips" that allow you to carry out the exercise with the maximum result. You won't find this anywhere else!

An extremely effective team building exercise that requires the participation and total involvement of the entire group. The participants are faced with a most difficult task, which can only be solved by joint efforts, having mobilized all their personal qualities, business skills and the ability to work in a team.

Titanic is especially suitable for team building trainings and personal growth trainings. It will also be an excellent exercise for training participants who often have to solve problems in life that require leadership, creativity, and activity in unstable circumstances.

Unique author's technology from the doctor of psychological sciences, professor N. I. Kozlov.

A powerful and deep exercise, during which the participants of the training clearly see how satisfied they are with various areas of their lives, choose their priority goals and put specific tasks for a certain period of time.

"Wheel of Life" is one of the best technologies which helps to consciously organize your life, determine your life goals and development priorities for the near, medium and long term.

A first-class example of a challenge exercise that can increase the energy of the group, activate its creative potential and set it up for the most interested perception of the theory. A real test of the ability of the training participants to agree among themselves.

What is the best way to test the ability to negotiate? By dividing the money. Give the participants the opportunity to share even theoretical amounts among themselves, set interesting conditions and they will use all their skills, abilities and personal charm to achieve the maximum result.

We recommend unique coaching manuals for the best exercises for training:

• Role-playing game "Slalom"

  A beautiful and effective exercise "Slalom" will decorate any training for managers as well as sales training, negotiations or communications.

  Exercise allows you to quit call the ability of participants to effectively and harmoniously negotiate in a limited time, the ability to prioritize, quickly make decisions. The exercise will help not only to activate the creative potential of the group, but also to maximize its attention on further learning.

  Your attention is invited exclusive coaching manual exercises that describe all the pitfalls of its implementation, all coaching subtleties and nuances.

• Exercise for training negotiations "Bumps"

  A powerful and memorable challenge exercise that shows the participants in a powerful and visual way that the success of negotiations depends on their ability to listen, find out the interests of the partner and find a common solution.

  According to its legend, the exercise is similar to a good economic detective story, which immediately involves the participants of the training, raises their level of interest and motivation for further training. The "Bumps" exercise is guaranteed to "hook" the participants and is usually remembered as one of the most striking exercises of the training.

  The exercise is ideal for training sales and negotiations, both open and corporate.

• Role-playing game "Come next time!"

  Powerful exercise, which clearly demonstrates to the participants of the training their usual behavior patterns in a situation where most of their contacts end in refusal.

  Many people at
  often receiving refusals, it begins to reduce the number of contacts, to reduce its activity. And at the same time they experience negative emotions, stress, uncertainty. This is especially evident in active sales or when applying for a job. And to achieve a successful result, you need to act exactly the opposite!

  Exercise allows you to experience a similar situation in a short time, immediately analyze your emotional and behavioral reactions and draw personal conclusions based on your own meaningful experience.

  The volume of the coaching manual: 9 pages. Attached to the training manual: an audio file (12:04 min.) And a detailed theory block for the exercise.

Acquaintance.

Participants are invited to identify themselves by the name they like best. You can use other ways of dating (see above).

Introduction to training rules.

Introduction to the concept of installation.

Installation- the predisposition of a person to certain actions or reactions to certain stimuli.

For example, if before a new person enters the room, you characterize him as conflicting and unfriendly, then later he will be treated precisely as conflicting and unfriendly.

Let".

The facilitator gives the instruction: “Follow me, overcome this obstacle.” An obstacle can be a table, a chair, etc. The exercise is performed twice. After that follows discussion: "Why did I overcome this obstacle in this way?"

Introduction of the concept of irrational attitude (belief).

Irrational Beliefs live in our minds as commands, expressing demands rather than wishes, necessity rather than choice.

These attitudes (if they do not correspond to reality) lead to a violation of the emotional state, depression and anxiety. They limit a person's capabilities and do not help in achieving their goals. An example of irrational beliefs are phrases like: “I can’t do anything”; "I'm always to blame for everything."

Who's guilty?"

There are three people in the game. The situation is this: a member A invited the participant V use the service of his friend. However, the friend provided the service either not on time, or not completely. The situation is staged in two cases:

a) member V imposes blame on the participant A, and participant A accepts it;

b) participant V imposes blame on the participant A, but a member A does not accept it.

After the game is discussion: “When is it easier to impose guilt: in case a) or in case b)?

List of irrational attitudes.

In the minds of people there are a huge number of irrational attitudes that cause a lot of inconvenience and trouble. Now I will read the most common beliefs.

1. I am responsible for the actions of other people.

2. I must be polite.

3. I am involved in other people's problems.

4. Others are to blame for everything.

5. I shouldn't be aggressive.

6. I am not worthy of a good relationship.

7. I don't like myself.

8. I don't have the qualities to succeed.

9. My destiny is to suffer.

10. Nothing will work.

11. All parents are bad.

12. Bad things always happen to me.

13. People cannot be trusted.

14. You have to be on your guard.

15. I'm not good enough.

16. I am alone in this life.

17. You can not relax.

18. I prefer not to change anything.

In parallel with how the installations are read out, there is a brief commentary on them.

Work in groups (3-4 people).

Each participant chooses "his" irrational attitudes and talks about situations when they "work" and when they "do not work". Participants in groups discuss why this is happening.

Introduction of the concept of rational belief.

Rational Beliefs as opposed to irrational, they correspond to reality, are supported by evidence available for verification, reflect assumptions, preferences, desires, and not absolute certainty or requirement.

Let us write down examples of rational attitudes.

1. I have the right to be wrong.

2. I have self-esteem.

3. I have the right to treat myself well.

4. I have the right to act based on my beliefs and values.

5. A person has the right to go his own way, if it does not violate the path of other people.

6. I have the right not to feel responsible for the actions of other people.

7. I have the right to not know or not be able to do something.

8. I have the right to be free from other people's judgments.

9. I have the right to take care of myself.

Finding differences between beliefs.

Criteria for rational beliefs:

Possibility of choice;

Feeling positive;

Feeling of strength and freedom.

Conclusion.

Everyone chooses a rational belief for himself as opposed to his own irrational attitude, formulates and writes it down in a notebook, after which the old belief is crossed out, and the new one is spoken out loud. Rational installations are fixed, after that the training ends.

Creativity training

Target: awareness of creativity in oneself and its development. Tasks:

Awareness and overcoming barriers to the manifestation and development of creative potential;

Awareness of the characteristics of the creative environment;

Formation of skills and abilities to manage the creative process.

Exercises allow you to realize the phenomenon of creativity and develop the skills and abilities to control its mechanisms. They can be used to develop the flexibility of thinking, decision making, problem solving. In addition, the exercises can be used in practical classes in the psychology of creativity, general and social psychology.

Training program

Lesson 1

Introductory speech of the facilitator: goals and objectives of the training, basic concepts, principles of the training group.

Exercise 1.

Acquaintance.

Option 1. Everyone in turn calls his name and three qualities inherent in him, starting with the same letter as his name.

Option 2. Everyone calls his name and his most pronounced quality. The next participant is the name and quality of the previous one, his name and quality. The latter should name the names and qualities of all those present.

Exercise 2.

Instruction: “Mathematicians describe almost all phenomena using formulas. For the time of our acquaintance, I propose to reincarnate as mathematicians and, naming your name, say a formula that, from your point of view, accurately describes your personality.

This task can be difficult. It is not necessary to give examples, we can say that the language of mathematical descriptions is very rich.

Exercise 3

Instruction: “Remember a person with whom you personally know and who serves as a model for you as a creative, non-standard person. Give your name and say what qualities, behavioral characteristics of your friend give you reason to consider him creative, creative.

The facilitator sums up the work.

Exercise 4 .

Target: multiple elaboration of the problem by logical means (left hemispheric processes) and its translation into the association of ideas with the content of experience (right hemispheric mechanisms).

Instruction: You need to be reincarnated as an animal or plant.

The strategies of the participants are not analyzed at this stage of the work, but the facilitator records their manifestations. The experience gained is used to illustrate data on the stages and mechanisms of the creative process.

Exercise 5 The group members sit in a circle. The coach stands in the center of the circle.

Instruction: “Now we will have the opportunity to continue our acquaintance. Let's do it this way: standing in the center of the circle (for a start it will be me) offers to change places (change seats) to all those who have some kind of skill. He calls this skill. For example, I will say: "Change places, those who can swim" - and all those who can swim should change places. The one who stands in the center of the circle will also try to take one of the vacant places, and the one who remains in the center of the circle without a place will continue to work. Be careful and remember who moved and when.

It is necessary to name different skills, noting especially the original ones.

Exercise 6

Instruction: "I give you 5 minutes, during which everyone will write a story about our group, using the information that you just learned."

After 5 minutes, the participants read their stories. Those who wish to give positive feedback.

conclusions : v during the lesson, the group atmosphere changes, emotional freedom appears, tension decreases.

Lessons 2, 3

Target: awareness of barriers in the manifestation of creativity and the creation of conditions for overcoming or reducing their influence.

Exercise 1. The group members sit in a circle.

Instruction: “Please sit comfortably and slowly close your eyes. Pay attention to your breathing, feel how the air passes through the nose, throat, enters the chest, fills the lungs. Feel how with each breath energy enters your body, and with each exhalation unnecessary worries go away, tension disappears ... Pay attention to your body. Feel it all - from the soles of your feet to the top of your head... You sit on a chair, hear some sounds, feel the touch of air on your face. If you feel like changing your posture, do so.

Now focus on the idea of ​​the variability of the world in which we live... Our difficult time is characterized by rapid and abrupt changes... Sometimes they are lightning fast...

Social and technological changes that took decades in past centuries can now occur in a matter of months or even weeks, and all of this constantly affects each of us.

Think about it.

What thoughts do you have? How do you feel in this changing world? (The trainer repeats these questions 2-3 times).

Think about what your qualities, behaviors help you live in this changing world, and what hinder you.

Now remember that you are sitting in this room and there are other people here. Come back here to our circle and do it at your own pace."

Exercise. Draw your thoughts, feelings, impressions.

The drawings of the participants are arranged so that everyone can see them.

Group work

Target: awareness by each member of the group of his life experience.

Participants unite in groups of 4-5 people and share their impressions, thoughts, tell what qualities, behaviors help, and which make life difficult in our changing world. Each group makes a list of such qualities. At the end of the work, each group presents its list. The facilitator writes on the board.

Exercise 2.

Target: analysis of difficulties, barriers for the manifestation of creativity.

Props: cards with the names of items and conditions.

Instruction: “Now I will pin a card with the word written on it on the back of one of you so that he cannot see what is written on it. His task is to find out what is written on the card. Each of us can tell, using only sign language.

Pay attention to how the answer arises, as well as what states you have and how they change.

Discussion and Conclusions: to successfully resolve the problem, it is important to go through the stages of preparation and collection of information.

Exercise 3

Target: on awareness of the barriers to creativity.

Props: ball.

Instruction: “Now I throw a ball to someone and name any object. The person who gets the ball must name three non-standard ways to use this item, and then throw the ball to the next participant, naming another item. Everyone should have the ball, and you need to react quickly. If someone finds it difficult to name an option for a non-standard use of an item, any of you can raise your hand and say your version.

Issues for discussion:

What were the main difficulties?

What conditions arose and how did they change in the course of work?

What helped to cope with the task?

Exercise 4

Target: development of fluency of thinking, speed of retrieving information from memory, as well as the ability to consciously move into new content areas.

Props: ball.

Instruction: “This ball is an orange. Now we will throw it to each other, telling what kind of orange it is. You can not repeat the qualities already mentioned, and everyone should take part in the work.

Exercise 5

Target: development of flexibility, fluency and accuracy of thinking.

Props: sheets of paper and pens.

Instruction: This task must be completed in writing. Write four letters: C, O, L, P. You need to make as many sentences as possible: the first word should begin with the letter C, the second - with the letter O, the third - with L, the fourth - with P. For example, “Sasha Loves to Sing Very Much ". You now have three minutes to complete the task. We started."

After 3 minutes, each participant reads one sentence. This may be the one that he himself considers the most successful.

Then the procedure is repeated again.

Instruction: “Now everyone will write a story about our group. The number of words in the sentences that this story will consist of can be any, but the words must begin with the letters C, O, L, P. Punctuation marks can be placed anywhere. You will have five minutes to complete this task.

When the work is completed, each participant reads his story. The content of the stories is not discussed, commented on or judged.

Exercise 6

Target: developing the ability to recognize creativity as a personality trait.

Props: paper, paints, felt-tip pens.

Instruction: “You need to draw creativity as you understand it. Time is not limited. We draw until the last participant finishes the work.

After everyone has completed the work, each participant talks about his drawing, about how he (a) understands what creativity is.

During the discussion, the participants ask each other questions, clarify the content of the statements.

Summarizing: list the main ideas regarding the manifestations of creativity.

Lessons 4, 5

Exercise 1.

Target: development of flexibility, originality, accuracy, fluency of thinking, imagination, etc.

Props: ball.

Instruction: “We need to throw a ball to each other and name a color, and when we catch it, an object of that color. The condition is that it cannot be repeated.

Exercise 2.

Target: development of fluency of thinking.

Props: ball.

Instruction: “We throw a ball to each other, the thrower pronounces one of three words: “air”, “earth” or “water”, and the one who catches, if the word “air” sounds, pronounces the name of the bird, in the second case (“earth ”) - an animal, if it was said “water” - fish. You need to react quickly."

Exercise 3

Target: expansion of ideas about a specific problem.

Props: paper and pencils.

Instruction: “The exercise consists of several steps. In 3 minutes, each of you needs to write as many arguments in favor of smoking as possible.

After 3 minutes, everyone says how many arguments he has written. The information is not discussed or commented on.

Continuation of instructions: “Now you will share your arguments with each other, while remembering one or two of those that the partner wrote down, but you did not mark, but which seem especially original to you (work in pairs).”

After 5-7 minutes - continuation of the instructions: "Now write as many arguments against smoking as you can in 3 minutes."

After 3 minutes, the participants share the results of their work in pairs.

The discussion continues in the general circle: name the most original ways.

Exercise 4

Target

Props: ball.

Instruction: “Probably everyone knows such a playful sign: a knife fell - a man will come. Now we will develop this area of ​​signs. When throwing the ball, it must be said what fell, for example: a drum, a coin, etc.

The one who catches the ball says who will come and, if the others have questions, explains why this is happening. We will try to do everything as soon as possible.”

During the exercise, the facilitator encourages unexpected, original ideas.

Exercise 5

Target: development of flexibility, originality of thinking.

Props: ball.

Instruction: “The one who throws the ball says where the one to whom the ball flies will be. You can send participants to the most unusual, even fantastic places - in a closet, in Atlantis, in a tree, etc. After catching the ball, you must quickly name three items that you will take with you where you are sent. It is impossible to repeat the places where others have been.”

Exercise 6

Target: the development of imagination, overcoming the usual perception of the environment.

Instruction: “Look carefully around and choose any object in this room on behalf of which you will deliver a short monologue. When everyone is ready for this, one of us will start, and everyone will take turns delivering their speeches.”

Exercise 7

Props: sheets of paper, pencils, felt-tip pens.

The facilitator randomly distributes three cards to each, on which three words are printed.

The exercise is carried out in three stages.

First stage.“Read the words printed on your cards. Within 3 minutes, find a word denoting any object or concept that combines the properties of objects and the meanings of concepts that simultaneously refer to all the words printed on each of the cards.

Second phase.“Work on each card in turn. Draw the images you have in connection with each of the three words written on it. After that, once again find the word denoting any object or concept that combines the meanings of all three words mentioned on the card.

Third stage. At this stage, work continues using the techniques of E. de Bono (1967, 1973). Let's consider a variant of such work on a specific example.

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The problem of persuasive influence is so relevant, so vital that, in my opinion, it allows for a huge number of options for its comprehension.

To convince of something means to expand the areas of similarity between the person who convinces and the convinced. This similarity can be in the sphere of meanings, ideas, intentions, attitudes towards some event or person, goals and values, as well as ways of moving towards goals, that is, ways of acting. If we look at all people as possible objects of persuasive influence, then for the subject who convinces them they can be divided into three groups. I, the subject, can take on the task of convincing a single other in something. I can try to convince a whole group of people of something. Finally, I may want to convince myself of something. In this case, they say: "I want to make sure."

I suspect that it is difficult to come up with a demonstrative answer to the question, which is easier: to convince a single person, a group, or oneself of something?

It is equally difficult to invent a set of persuasion techniques for general use, although there are many different books devoted to this.

The possibilities of the training allow each of its participants to independently search for individual, only for him acceptable ways and methods of persuasive influence, taking into account the uniqueness of the methodology for modeling and analyzing situations and the uniqueness of the seeker. The games, exercises, and training procedures in this part of the book will help intensify the search.

Role-playing games

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Game "MAFIA"

The proposed game is very popular among a wide variety of people. It is played not only by schoolchildren and students. In 1990, at a training seminar for the heads of collective farms and state farms in the Stavropol Territory, half of the planned work was disrupted because of the "Mafia". Game Description

1. Preparation. The host distributes cards to the players, suggesting not to show them to each other. A burning candle is placed in front of each participant on a table or on the floor.

2. Distribution of roles. It is announced that those who have an ace, a king, a jack of spades in their hands are mafiosi. Those who received diamond cards of the same value become representatives of law enforcement agencies. For example, an ace of diamonds corresponds to the position of the city prosecutor, a king of diamonds to the chief of police, and a jack to a detective.

Such a role division is not at all necessary, since it does not imply different types of actions of participants. At the same time, such details contribute to additional theatricalization of the situation, the game involvement of the participants.

3. Introduction to the game. The host reports that the group is now becoming residents of a simple peaceful city where the mafia operates. She is among us. Let's try, the presenter says, to reveal it now on our own. Citizens can, by their power, in an open discussion, express suspicions towards those residents of the city who for some reason cause doubts, involuntary, even if difficult to explain, guesses about their belonging to the mafia. Suspects must hold out to the last, regardless of what card they got. The task of the suspects is to convince the others that their suspicions are in vain. After answering the clarifying questions of the participants, the host proposes to start. More often than not, on this preliminary round, the group does not agree on anything. The host, after about 1-3 minutes, announces that "night" is coming.

4. "Night of the mafia". All the townspeople, the host broadcasts, fall asleep and close their eyes. After making sure that everyone's eyes are closed, the presenter announces that the mafia is taking to the road. Mafiosi can open their eyes and, trying not to give themselves away with extraneous sounds, they agree on which of the townspeople will now fall victim to the mafia with just glances. The host extinguishes the candle of this participant. Now the leader must not forget that the mafia is obliged to "fall asleep", that is, close their eyes, and then announce "the beginning of a new day."

5. "Day". The host continues to comment on what is happening. The townspeople, he says, wake up and see that a resident of Ch. has fallen victim to the mafia. A resident of Ch. shows everyone his card. Depending on his card, the presenter comments on the development of the game. If the owner of one of the three tambourine cards, denoting the forces of law and order, fell victim, then the mafia began to win. The townspeople are forced to fight for themselves. The group discussion around the mutual suspicions described in paragraph 3 is repeated. If the relative majority of the townspeople insists on the "arrest" of one of the suspects, and the suspect fails to convince the stubborn ones, the facilitator gives the suspect the right to the last word. Everyone shuts up and listens. The purpose of the last word is to use the remaining chance to convince the townspeople who persist in their suspicions. If this fails, the suspect is removed from the game. His candle is extinguished. The suspect reveals his cards. The host can somewhat enhance the emotional side of the event. Half-seriously, half-ironically, he can lament the injustice and blindness of the society that punished the innocent, or even a law enforcement officer (if the "victim" had the appropriate card).

6. Brief discussion of impressions. At this stage, it is useful to turn to several members of the group, who were especially emotionally involved in the previous round, with a request to report on their impressions of what is happening, about "how they are now" ... You can ask what was the reason that caused the group to guess precisely on towards the suspect. It is not uncommon for a discussion of this to be of keen interest to the group. The spontaneous outburst of such a discussion is, in my opinion, the most valuable thing in this game. In addition, you can try to discuss the reasons for the suspect's unconvincing behavior from his own point of view.

Don't get carried away with the discussion. It is better to stop it than to end it.

7. "Night of the police." Here the plot of the game develops in the same way as in paragraph 4, with the only difference that the "police" is trying, guided by their impressions, guesses and suspicions, to extinguish the candle of one of the "mafia".

8. Return to point 3. The game is played until all the "mafia" or "police" candles go out. In addition, the game can be interrupted, which is more preferable, because then the emotional involvement in the game existence fades more slowly.

9. Perhaps a final discussion of what allowed the most successful players to succeed. At the same time, during the game, it is useful for the leader to carefully monitor the state of the group as a whole and for individual players. There are frequent cases of acute feelings, resentment, manifestations of aggression, spontaneous group terror in relation to any of the participants. The leader is free to make decisions either to let such processes take their course, or to soften them. Both options have strengths and weaknesses. The escalation of the situation is an opportunity for the participants to experience the situation more deeply, more seriously, almost truly. The opportunity to experience an experience, comprehend it, relate to it in the conditions of a laboratory group is often a life experience, truly indispensable in similar situations in real life. At the same time, experiences, albeit play ones, are not tolerable for all participants. Therefore, if the facilitator is not sure of the validity of his forecasts for the development of the game, it would be more useful to start reflecting on the ongoing process, being interested in the impressions and feelings of the participants about what is happening.

Game "Smuggling"

The proposed game is built in the same vein as the previous one. Here the player again convinces a certain group of people who do not trust him that he deserves their trust.

Introductory part. The host offers to take the risk of participating in the upcoming procedure for several who wish. To questions about what, in fact, lies ahead, the presenter does not specifically answer, limiting himself to remarks about the opportunity to take a risk. And since the risk is associated with the uncertainty of the future, with a lack of information, people will receive full instructions only when they decide to take on the role of active participants in the procedure. After some time, a few who wish, irritated by the host's remarks like "who does not take risks - will not win, and whoever wants to win - trains to take risks", are still tempted to play. Description of the procedure

1. Mastering the rules. The facilitator informs that the volunteers will pretend to be tourists trying to get smuggled goods through customs. Contraband is a specific small item hidden in the clothes of one of the "tourists". What kind of object it is, which of the "tourists" will hide it on themselves, they will decide for themselves outside the door. When they return and sit in chairs in front of the whole group, the rest of the participants in the game will have to guess the "tourist" who is carrying the smuggling. To facilitate guessing, you can ask the "tourists" any questions, blame them, shame them, expose them, beg them to give honest testimony, etc. The "tourists" are free to respond to the attacks of the questioners in any way they please.

2. Actually the game. "Tourists" negotiating outside the door receive some help and tips from the host. So, the host invites the "tourists" to take on roles that distract the attention of the group. One of the "tourists", for example, may strive to appear flustered, talkative, agitated, making excuses. The other is to defend and justify one of the "accomplices" when suspicion falls on this "accomplice", etc. The task of the real owner of the smuggling is not to attract attention to himself in any way, to be a person of no interest from any side. The general task of each "tourist" is to convince the group that the suspicions against him are groundless.

The second guess concerns the content of the questions asked in the game to "tourists". It is easy to find, if you pay attention to it, for example, when watching a video of a gameplay, that accusations like "I know what you are hiding", "I know what you are thinking", "I know what you know" have a greater revealing effect. ". The suspect's defenses against others begin to sway noticeably from simple and at first glance "innocent" remarks that simply pay attention to the easily noticeable bodily manifestations of the suspect person. For example, you can tell him that when he insists that he does not have contraband, he is constantly fiddling with his fingers, or fidgeting in his chair, or he assumes a tense posture, sits unnaturally, his eyes dart over the faces of those sitting, and so on. If replicas of this type are given without excessive accusing pressure, then in response the suspect begins to experience some awkwardness and, as a rule, changes his position. Some do not stand up and, if they have "smuggling", they blurt out.

A third consideration concerns persuasive behavior in an environment of suspicion such as that created in this game. The most convincing seem to be those people who repeat their own with the stubbornness and monotony of a "spoiled record." If the repetition of the same statement is not accompanied by a gradual increase in emotions that sound in intonations, then such a person is perceived as telling the truth.

4. It is often useful to repeat the game. In the second round, the participants exchange roles and try to put into practice the conclusions they came to after the first round.

Game "Kids-Kids"

This game is built in the same way as the previous two. However, a slightly different game plot is used here. In the games described above, the plot is based on modern criminal themes, associations with television and film consumer goods. This, in some way, contributed to the creation of an atmosphere of frivolity of what was happening. The mafia and smuggling, if perceived as they appear in the media of persuasive mass media, are even attractive.

A simple experiment in one of the Moscow schools (Marasanov, 1990) showed a real attitude towards modern concepts that reflect the antisocial orientation of the individual. In two school classes, researchers simultaneously conducted an anonymous survey of high school students on the topic of criminal and near-criminal activities. In one class, it was proposed to answer whether the activities of a racketeer, smuggler, businessman, prostitute are attractive. In a parallel class, the same questions were asked by other, less modern, clearly evaluative words: "Are the activities of a criminal bandit, a fraudulent speculator, a prostitute attractive?" It turned out that much more young men and women want to be businessmen, racketeers and prostitutes than criminal gangsters, speculators-swindlers and prostitutes ...

Based on a fairy tale plot, the intrigue in the proposed game, it seems to me, revives the children's emotional attitudes of the participants to "bad" and "good" as unambiguous and unconditional concepts. It is here, in my opinion, that the reason for the amazing emotional involvement of the participants lies, which we had to observe not only in youth groups, but also in groups of adults occupying leadership positions.

Introductory part. The host reminds the group members of the old fairy tale about the wolf and the seven kids. Imagine, the host says, that the mother goat is gone. The goats are at home. Someone knocks on the door and claims that he is not a wolf, but a mother-goat, father-goat, grandfather, aunt or other relative of the unfortunate kids. The task of the kids, who in our case turn out to be a kind of judges, is to show insight, and, in a dialogue with the applicant for getting into their house, to understand whether this unknown person is really who he claims to be, or is it a "wolf in a sheep's coat". skin". In other words, from several applicants, the kids must choose those who actually got the role of mother-goat, father, brother, uncle-goat and other non-bloodthirsty relatives.

Distribution of roles. The group is divided into two parts. Some play the role of kids-experts, others - applicants, trying to convince the experts of their trustworthiness. At the same time, some applicants have hidden tasks not to forget that they are wolves, tigers, foxes and other characters dangerous for kids. However, applicants must hide these tasks from the "goats". The task of any applicant is the same - to convince the "kids" to trust them and let them into the house. Applicants can choose their own hidden roles. It is obligatory for each applicant to inform the rest of his colleagues about the image he has chosen. Such a public statement makes the covert role more influential to its performer.

The goat-players also confer with each other in an effort to work out how to make decisions in the upcoming game. During this discussion, the "goats" often come up with various plans for "bringing to clean water" specific applicants.

Actually the game. "Goats" are located in a semicircle, in the center of which the contenders go. The applicant, in order to convince the kids of his trustworthiness, is given a fixed time. You can set one common time for all applicants, for example, 1-2 minutes. It is possible before starting the next attempt to ask the applicant about how much time it will take for him to convince the "goats".

The applicant can say and do whatever they want. Kids can also talk with him and among themselves on any topic. It is not at all necessary to adhere to a fairy tale plot and refer only to "brought milk". You can use any everyday conflicts that are relevant for the members of this particular group. After a predetermined time, the "goats" decide whether to let the applicant into the house or not. In any case, the applicant does not reveal his hidden role until the end of the entire game round, i.e. until the moment when the last of the applicants completes his attempt.

The game can be played using a real door, through which all applicants leave, or you can play with an imaginary door. In most cases, for an adult audience, playing with an imaginary door turns out to be more emotionally charged. For teenagers, the opposite is true. Probably, this game should not be played with children, since the resentment from unfair distrust turns out to be unbearable for the child's reflexive abilities.

The second round of the game is held after discussion and exchange of roles.

Discussion of the results of the game. The host invites the applicants to speak first. Applicants reveal their roles. First, those of them who received a refusal share their impressions and experiences of the situation. As a rule, both "wolves" and "goats" are among those who caused distrust. It is important to try to determine what their behavior was in common. Then the actions of those applicants who have achieved success are discussed. "Goats" must necessarily tell what influenced their decision to a greater and lesser extent.

Repeated playing of this game allowed me to find something in common in the emerging specific game plots. So, women's teams "kids-shek" more often refuse the first and last applicants. "Katlyatushki" - men - on the contrary. Applicants most often succeed if they do not choose the entire group of "goats" as an object of persuading influence, but turn to each of them specifically, paying special attention to those "goats" who are positively disposed towards the applicant. As it turned out, scrupulous adherence to a fairy tale plot does not contribute to the success of persuasive influence. In addition, it is useful to draw the attention of the participants who played the roles of "robber wolves" and "goat parents" to what positions they occupied in the situation of the refusal they received from the "goats". Some, perhaps, began to fawn, becoming in a position "from below". Others, on the contrary, strayed into irritation, indignation, even anger. They imperiously demanded to open the door for them, taking a parental position "from above". It is easy to see that those who managed to communicate with "kids" managed to remain in the position "on an equal footing" more often achieved success.

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