Personal growth. Personal Growth Lecture on Personal Growth
Best time for personal growth and self-improvement is here and now, and hardly any other resource will help you with this better than the lectures at the TED conference. Here are 10 of the best performances that will change your life forever.
10. How Body Language Shapes Your Personality
Change your posture and you will change your whole life. Social psychologist Amy Cuddy shares how even just imitating "strong" body language can reduce stress and boost self-confidence. It would seem that the pose is a mere trifle, but this trifle can play a decisive role in such stressful situation such as a job interview or salary talks.
9. The power of vulnerability
We all sometimes feel insecure and fearful of uncertainty - and these situations can be the best incentive for personal growth, says Dr. Bran Brown.
8. Math of love
Still looking for the love of your life? Mathematician Hannah Fry gives some science-based advice on how to find the perfect partner - for example, do not use your best photos on dating sites.
7. Why Everyone Needs to Practice Psychological Emergency
Psychologist Guy Winch argues that people need not take care of their emotional and mental health as carefully as they take care of the health of their bodies (and such good habits as, for example, brushing their teeth). Meanwhile, guilt, loneliness, and other mental wounds can be even more dangerous than physical wounds.
6. I am the son of a terrorist. I choose peace.
"It takes a lot of energy to keep hatred inside." Here main idea Zak Ibrahim's heartfelt speech - the story of how he chose the world instead of the violence and bigotry in which he was brought up. Despite the rather specific topic of terrorism and brutality, Ibrahim's speech contains important life lessons for any of us: how personal experience can help develop the capacity for compassion, how meeting other people and learning about different lifestyles can enrich your own life, that, in whatever environment or family ideology you are brought up, only you can decide who you are.
5. How to talk so that others want to listen
Everyone wants to be heard - so that their words are not just heard, but listened to. The first step towards this goal is to become a more attentive listener yourself, but in order to take the next step, you need to radically change your interaction with others. Sound expert Julian Treasure recommends four principles for communicating with people that will win their attention and trust: honesty, sincerity, loyalty to one's principles, love.
4. How to make difficult decisions
Everyone has to make difficult choices sooner or later in life. Philosopher Ruth Change will tell you how to make fateful decisions: for this, first of all, you need to look into yourself - this is what will give you the opportunity to understand who you want to be.
3. Why we do what we do
What makes you do what you do? What drives you? According to Tony Robbins, "emotions are that invisible force that drives us from the inside." We are all capable of thinking rationally, but it is emotions that can really change the quality of our lives. According to Robbins, self-realization is an art that requires the ability to contribute to a common cause and feel gratitude towards oneself and others.
2. You can grow new brain cells. And I'll tell you how
Who doesn't want to increase the activity of their brain cells? Neuroscientist Sadrine Thuret identifies three ways to grow new brain cells through the process of neurogenesis: learning, sex, and running. That sounds good.
1. My amazing epiphany strike
This story by neuroscientist Jill Bolt Taylor about the work of the brain and personal experience severe stroke - one of the most emotional talks at TED. This is about introspection, about existence on the verge of life and death. Dr. Taylor's belief that "we all have the ability to choose, every day and every minute, who we want to be in this world" can be a powerful source of inspiration.
Personal growth is a mandatory process of self-improvement of an individual, a purposeful movement and the desire of the subject to bring to life the person he would like to be ideally (“I” is ideal). All factors, conditions, opportunities that bring him closer to achieving the goal are personal growth, which is one of the main and most significant meanings of an individual's life. With the help of this process, a person is able to change himself, any character traits in the direction he needs, eliminate complexes, learn to control the manifestation of emotions, get rid of negative thoughts. Personal growth for each subject is different, since the ideas about their ideal "I" in all individuals are completely different.
Personal growth of a person
The personal growth of a person includes the steady and constant development of the potential of the individual. The potential is a generalized systemic characteristic of the individual and psychological personality traits of an individual. It is based on the ability of the individual to build on stable internal guidelines and factors in the processes of life, to maintain the constancy of activity and targets with a regularly changing environment. Those. The potential of a personality is a whole complex of properties of the psyche, which gives the individual the opportunity to make decisions and regulate his behavior, but at the same time proceeds from his personal criteria and ideas.
Various authors refer to indicators of personal potential as independence and inner freedom, personal autonomy, meaningfulness of life activity, stability in living conditions, readiness for internal transformations, the ability to accept new information, a stable readiness for action, and a person’s time perspective.
Personal growth is characterized, first of all, by the victory over individual weaknesses, phobias, fears, over everything that stands in the way of the ideal "I". Such growth does not have to be positive for others.
Personal growth in psychology is self-development, which is characterized by awareness, the desire of the individual to become better than he is now, to be smarter, more significant, more promising. The main component of a successful personality is its growth. The process of personal growth is the daily work of the subject on himself. Today, there are many theories that relate to personal growth.
The theory of behaviorism is that a person initially does not have any potential different from others. All people are born with the same potential. And personal growth depends only on the circumstances and conditions that surround the individual.
The existential approach lies in the fact that personal growth occurs in the process of self-knowledge, the search for harmony and, as a result, a new perception of the surrounding reality.
The most common theory of personal growth is "inevitably positive", which is that each individual is filled with huge amount potential. Such a potential is rushing out, but it is able to find a way out only if there are appropriate conditions, circumstances that will not necessarily be positive. That is why this theory is called positive: no matter what happens in life, good or bad, personal growth will take place under any conditions.
Personal growth is urgently needed for a person, because without it the individual will degrade. It is a modern model of the well-known truth: only the strongest survive. A person who does not strive for growth does not live, but exists.
The growth of an individual's personality depends mainly on his efforts, but efforts alone are not enough. Full growth is possible only with the benevolent participation of others who are significant to him. Personal potential is inextricably linked with the ideal "I", which is formed in the processes of joint interaction with people. Personal growth must be differentiated from harmonious development an individual, which includes the acquired knowledge and skills, the assimilation of value orientations, moral and ethical standards necessary rules of conduct.
During personal growth, transformations occur, as in spiritual world subjects, and in the processes of their relationship with the outside world. The essence of such transformations is that the individual is gradually freed from the distorting effect of various psychological defenses, becomes able to trust the perceived information, and does not filter it for the sake of protecting his ideal "I", becomes able to live in the present.
When passing through all of the above transformations, the individual becomes open to the perception of new information. At the same time, he begins to understand his feelings, emotions, experiences and himself as a whole much better, becomes able to sensibly assess his individual capabilities, take responsibility only for what really depends on him, plan his subsequent life as he wants it is he, and not according to other people's ideas or imposed stereotypes. All this allows the individual to perceive reality more fully, to live, as it were, with “eyes wide open”. Due to this, he begins to better understand others and accepts them as they are in reality, gets rid of far-fetched illusions and imposed prejudices.
An individual striving for personal growth is striving not just for communication, but for joint interaction. In contacts with people, such an individual becomes more at ease, spontaneous and open, but at the same time, remaining more realistic, able to competently resolve various conflicts, flexible.
Personal growth in psychology contributes to the development of a holistic personality, which does not have insoluble disagreements between desires, aspirations and potential, between life requirements and morality, between planned actions and reality. In other words, this means that such an individual is not prone to experiencing crises. However, this does not mean that such crises are completely excluded. After all, the differences between the ideal “I” and the “real I” still remain.
Personal growth gives the subject a way to overcome such crises - the meaning of existence, the feeling of spiritual meaningfulness of all his ideas, actions and feelings. When getting into a difficult or crisis situation, a person striving for personal growth does not set himself the following questions: “Why is this happening to me?”, “Why do I need all this?”, “Who is to blame for this”, etc. . Such a person will ask: “What will I get as a result of overcoming difficult situation”, “What experience will I gain?” etc.
Personal growth of a person affects professional achievements and success in any field of activity. So, for example, the prospective personal growth of a future teacher implies three possible directions: adaptation, self-development and stagnation (degradation).
Adaptation helps to adapt to the requirements of education systems, to learn the main activities and role positions. Self-development helps in constant self-improvement, which ultimately leads to the full realization of the individual as a professional. In those cases when the teacher decided to stop in his professional and personal development and begins to live only through the use of habitual stereotypes and the old baggage of knowledge, as well as skills, stagnation occurs. That is precisely why an indispensable condition for successful professional activity An individual who decides to devote himself to teaching children should have the personal growth of the future teacher and his self-improvement throughout the entire time of teaching.
Personal growth and self-development
Personal growth lies in the constant striving for the stability of one's own self-esteem. An individual, under any circumstances, who believes in himself and his strength, knows no barriers. Throughout life, obstacles and barriers are encountered on the path of everyone. That's why it's so necessary adequate self-esteem which will help you make the right decision. In other words, personal growth is the creation of new decision-making strategies and the implementation of individual tasks by oneself. Therefore, it is this kind of growth that can create a foundation, a basis that subsequently affects the correctness of decisions made.
Self-development is an autonomous process that lives in everyone. In the process of his development, the individual receives growth only in the place where his needs are directed. Therefore, each person in some areas of activity understands masterly, and some are completely beyond his control.
Often the processes of self-development are facilitated by the problems and unpleasant situations experienced by the subjects. Often these problems remain unresolved. However, the fact that a person passes through them can either make him stronger or break him. There are many obstacles and problems on the way of personal growth. In order for this growth to take place, one must learn not only to receive, to take, but also to lose, to give. It cannot happen in life that all problems disappear, but a person can learn to change his attitude towards them, to accept them in a different way.
Personal growth and self-development is an emphasis life meaning. Only in development is it possible to live. Thanks to development, a person moves to new round spirals, to a new level. Movement in the opposite direction leads to regression and degradation.
The process of self-development occurs constantly and throughout the life of the individual. As self-development progresses, transformations occur with a person, he begins to think more broadly, to see the whole, and not just particulars, he begins to understand that this process is endless. The further you go into self-development, the more interesting life becomes.
There are seven tools that contribute to personal growth and self-development of the individual. The first such tool will be keeping an individual diary in paper form or in electronic form. The advantages of this method are the analysis and analysis of the day lived, the evaluation of events, actions and deeds, incidents, one's thoughts, and future plans. Daily journaling helps you see negative and ineffective patterns of behavior and standard thinking, teaches clarity and clarity in expressing your own thoughts, and includes logic. Using this method, it is easy to follow all the transformations that occur with one's own personality over a long period of time. Another advantage of keeping a diary is that when you reread it after some time, you can re-evaluate your actions and events, highlight positive moments and behavioral variations, remember the mistakes you made in order not to make them in the future.
The next tool is to create a kind of repository of your own ideas. This method plays important role. This is due to the fact that the human brain, by virtue of its structure, is capable of producing ideas at any hour of the day or night, in completely different situations. However, not always a person is able to remember all the ideas generated by the brain. For this, a repository of such ideas is needed. As soon as a new idea appears in your head, you should immediately write it down.
Another important tool is positive thinking. You need to learn to always think with the plus sign. To do this, it is necessary, figuratively speaking, to "catch" all recurring negative statements, thoughts and transform them into positive, kind, good, pleasant and useful.
You need to love yourself completely and completely with all the existing shortcomings and virtues. It often happens that, having created a model of the ideal “I”, an individual begins to actively strive for it, and with every failure or wrong act, from his point of view, he begins to scold himself, condemn his actions, i.e. lower one's self-esteem. For self-development and growth, a person needs to evaluate himself impartially, as if from the position of an objective observer. You should analyze your actions, while trying not to give an emotional assessment.
Another well-known tool on the path to successful self-knowledge and development is the “rubber band” technique. To perform this technique, it is necessary to put an elastic band on the brush and, in each case of negative thinking, it should be pulled back and released. Due to a click and weak pain sensations, a change in the behavior of thoughts will occur. Thus, a kind of reflex is developed.
The technique of communicating with your subconscious is to ask questions to yourself. It works with questions of this type: “What should I change in myself in order to achieve the desired goal?” After the individual has asked the question, it should be forgotten, i.e. stop focusing on it. In a couple of days, the answer to the question or solution will appear in the mind, which will be the most optimal in the current situation.
You should learn to deal with your fears and not be afraid of change. After all, everything unknown is a kind of development zone precisely because it gives impetus to progress and growth.
Personal growth training
Personal growth trainings promote self-development and personal growth. Often such trainings are referred to as activities, psychotherapeutic orientation. There is some truth in this, but in principle it is far from being the case. The development of self-confidence and one's own strengths is the direction of personal growth trainings. They are carried out with initially healthy people. However, this is not a treatment, therefore, it cannot be psychotherapy.
Personal growth trainings are classes that are aimed at increasing the potential of the individual, at identifying and improving such qualities that contribute to success in various areas of life. The main goal of such trainings is to transform the outlook on ordinary things, change the usual stereotypes mental activity and actions, deeds that prevent an individual from becoming more successful and happy.
The main focus of the trainings are positive and qualitative transformations of the subject's personality. With the help of specialized techniques, the individual is “programmed” for success in everything. After training, a person feels more confident, calm, free and happy, regardless of the circumstances of the external environment.
There are two options for the orientation of such trainings: contributing to the natural growth of the individual (passive) and active personal growth.
Trainings aimed at passive personal growth are designed to improve, strengthen the potential of the individual, remove the blocks that hinder the development and growth of the individual. With the help of this technique, all negative situations are lived. Such trainings are not intended to create a direction or determine what should happen to the individual, how personal growth will develop. Passive growth of personality is determined only by the internal programs of the individual. And the role of the leader of the training is only to create optimal conditions for the growth of the individual.
Passive personal growth trainings are aimed at working with both the past and the present. They help to find a way out of certain existing situations, to learn to respond to circumstances easier and easier, to cope with such circumstances in any situation. areas of life. The best trainings of this type can be considered transformational trainings. Their main focus is to work with deep conditioning mechanisms, such as values and beliefs, awareness, compensatory and psychological defense mechanisms, etc. Thanks to this training, you can notice the following positive changes in the personality of the individual: expansion of the worldview, the emergence of a sense of insight, liberation from beliefs that limit it, and the negative impact of others. The result of transformational trainings is the discovery of new opportunities for yourself.
At trainings for active personal growth, a person is transformed at the level of self-identification. It aims to gain knowledge and develop specific skills in subjects. These include trainings aimed at developing the qualities of a leader, increasing professional effectiveness, training trainings (for example, training in the correct target settings).
Personal growth trainings can be conducted live and online, via the Internet. Trainings contribute to the activation of thinking. After passing them, the individual begins to think about the meaning of life, about his life goals and positions.
Each training contains a certain set of exercises aimed at developing personal growth, for example, the exercise “I am in the future”, “syringe”, “taboo”, “Self-presentation”, “Pessimist, Optimist, Jester”, “Which step am I on?” , Thrift Store and many others.
The exercise "me in the future" is about drawing your personality in the future and defending your picture in front of others.
The purpose of the “syringe” exercise is to help participants feel and experience the conditions of persuasion more deeply, to form the so-called immunity to any psychological influence.
The purpose of the taboo exercise is to help participants understand how they manifest their attitude to various restrictions and prohibitions.
The purpose of the exercise "self-presentation" is the inclusion of adaptive mechanisms, working out the manifestation of emotions that contribute to the processes of professional adaptation.
The purpose of the exercise "pessimist, optimist, jester" is to form a single attitude of the individual to problem situations, to gain experience in analyzing problems from different points of view.
The purpose of the exercise “Where am I on?” is to help participants build adequate self-esteem.
The purpose of the "thrift store" exercise is to develop the skills of self-understanding, introspection, self-criticism, and the discovery of qualities that are essential for an individual in joint work.
Personal growth methodology
The first step on the path to personal development is the recognition that the current state of affairs is not always what people so strongly desire and expect, dream about, reason about and think about.
Personal growth is rarely comprehensive. This is due to the fact that most of us have strong and weak character traits, sides. Therefore, personal growth will mainly manifest itself in the recognition of sides characterized by a weak manifestation, and actions aimed at strengthening such sides.
Today, there are many methods aimed at stimulating the development of an individual's personal growth. They consist in a constant and targeted impact, which is aimed at strengthening weaker sides. Responsibility for one's life, the ability to create one's own life at will, self-confidence, self-improvement - these are the main goals of personal growth methods.
The harmonious development of the personality lies in self-knowledge, self-realization, self-improvement, gaining integrity and, as a result, significant transformations of living conditions, factors, circumstances, situations and opportunities.
The method of mastering the methods of personality development directly depends on the speed with which new information is comprehended, the competent following of the recommendations and the significance of the last result.
One of the most accessible methods of self-knowledge and personal development is independent study specialized literature. The lack of feedback is the main disadvantage of this technique. This disadvantage lies in the impossibility of obtaining recommendations, advice, support if necessary.
Next accessible methodology self-education is watching educational videos. It is characterized by a rather weak efficiency, due to the fact that the chosen method is incorrectly filed. This happens if the source of information is incompetent.
A more effective technique would be to attend various trainings, courses and seminars. negative trait such a technique is the lack of an individual focus on each participant, however, a competent trainer can take into account the potential and priorities of each.
The best option for self-learning and personal development will be individual lessons with a trainer. The disadvantage of this method is its rather high cost. Individual sessions allow the coach to take into account all the characteristics of the individual, make the necessary adjustments in time, pay the maximum possible attention, give the necessary recommendations and advice.
Most of the most popular methods of developing an individual's personality are based on ways to use affirmations, visualization methods and goal setting.
Affirmations are understood as short phrases or phrases that contain positive verbal formulas or statements. With their repeated repetition in the subconscious of the subject, the desired image or attitude is fixed, which contributes to the optimization of the psycho-emotional background of the individual, the stimulation of positive transformations. Those. affirmation is a short sentence that carries a specific semantic load to improve the emotional field of a person, which leads to positive life changes.
There are certain rules for compiling affirmations so that they can overcome the established negative attitudes in the subconscious: the semantic load must be unambiguous; the words that make up the phrases must be positive, as well as the emotions during their pronunciation; the installation must be clearly specified in accordance with the existing needs; phrases should be directed to the activity of the life position.
The visualization method is the presentation of information using visual, visual images. This method is widely used as a psychological technique.
Visual representations of subjects, phenomena, things, emotions are stored in the subconscious throughout the life of the individual. However, some images may be in an inert (passive) state. But if necessary, such information can be restored, extracted and applied in order to solve some problem or problem. This is possible in cases where it is impossible to solve a problem or problem with the help of conscious skills. In this way, there is a constant accumulation of internal energies to create the desired transformations.
Clearly set and formulated goals are the basis for achieving success in any area. Goals are mandatory components of the stages of implementing a life plan. For a competent goal setting, it is necessary to make a detailed sequential analysis of existing circumstances, conditions or situations, take into account personal priorities, evaluate the long-term, promising goals, and creative visualization. The most important and indispensable conditions for the successful implementation of the tasks set will be the desire to achieve the goal, confidence in the reality of its implementation, focus on the expectation of its results.
Working out individual model the effectiveness of personal growth or conducting various experiments with already existing methods and techniques of personal development are necessary components of self-improvement. This is due to the fact that existing models are more often effective only at the initial stages of self-knowledge.
From the author: A few years ago, I developed the 33 personal growth seminar, which allows students to learn how to learn not to conflict with themselves, with others and with the outside world in a popular form in an accessible and lively language. This seminar is intended for everyone: - who wants to manage your own destiny;
- who stopped being a victim and decided to start doing something with "Why are you so unlucky?";
- who wanted to change his life and realized that for this you need to change yourself, or at least figure out why everything is happening in his life and step on the rake less often.
Seminar Description
You will learn from me how to get whipped less often. This is for those who have already tried, are tired of receiving and decided that it’s enough. My seminars are an emergency psychological help. This is an educational program that everyone would like to know. You will receive answers to the questions: - What is the most important thing in life?
- What is more important than the most important?
- What are people afraid of and what do people want?
- How are we managed?
How do you know if they love you?
- Is it worth it to restrain aggression?
- Should I force myself?
Why do I need such a life?
- Can men and women get along?
Why do some get drunk and others don't?
- How to know your future? Working metaphor of the seminar: “A person is a car driven by our “I”. Someone is repairing the car, someone is trying to force the driver to go in his direction. I explain the rules of the road. Where to go is up to you! The seminar is organized by type psychological group theme-centered interaction and includes: - lectures,
- conversations
- self-diagnosis exercises,
- psychological games and exercises,
- visualization exercises, using audio materials,
- diary therapy. The seminar is built in the Milton model. It is a way of using language to induce and maintain a trance. The purpose of trance is to get in touch with the hidden resources of the personality. It follows the same path that the natural workings of the brain take. Trance is a state in which you find yourself highly motivated to learn from your unconscious in an internal way. It is not a passive state, you also do not fall under the influence of other people. During the lesson, diagrams are drawn up that show the construction of logic and contribute to the presentation of information in a semi-trance mode for easier assimilation of the material. The seminar includes 11 topics of 3 hours each. This was one of the reasons for such a name - "33". You will learn about other reasons at the first lesson. Topics of the seminar: 1. What are words. Right and left hemispheres of the brain. Reality cards. Forecasts.
2. Psychosomatics. Where does disease come from? Compensatory (neurotic) way of solving the problem. List of stressors.
3. Important - a trifle. A responsibility. the basis of the conflict. value orientations.
4. Formula of happiness. Unfulfilled expectations. Inventory of ideals.
5. What is "good" and what is "bad". How to learn to like.
6. What is love? Introduction to eniology.
7. "The habit from above is given to us." Why do scoundrels live longer?
8. Wisdom of prophecy or "mysteries are not rich."
9. Man and woman: why do we need each other.
10. Everything flows, everything changes, or why stability is dangerous. And now in more detail. After describing each topic, you can listen to an audio recording of the first hour of the lesson.
Topic #1:1. Man is the only creature that creates symbols. Perversions of consciousness. abstract concepts. Plurality of languages.
2. Forecasting system.
3. Maps of reality. Behavior models. survival strategies. Destructive, constructive models. Three Ages. Topic No. 2: 1. The concept of stress. Developing habits. Fixation of reflexes, positive and negative reinforcement.
2. Blocking aggression. Unfinished gestalt. Internal parent. Cause of illness.
3. Dependency system. Compensatory way of problem solving. Drug addicts, alcoholics, workaholics, etc. Topic No. 3: 1. Goal setting. Introduction to conflictology. Grading system.
2. Survival instinct. Choice of responsibility.
3. “Why do I, so good, have such a life?” Topic No. 4: 1. ideal and norm. The Tale of the Fisherman and the Fish. Dreaming is not bad.
2. Inventory of ideals - "Outdated schedule".
3. Building an ideal world. Its analysis and reassessment. Topic No. 5: 1. Fear and protection. Roles and masks.
2. Teenage negativism. Manipulation. Who controls us?
3. Charisma. Laws of communication. How many languages do we speak? Topic #6:1. "Do you like tomatoes?" “I like to eat, but not so much.” What is love, pity, passion, care?
2. Who do we really love?
3. Law of the boomerang: how it comes back to haunt... Topic No. 7: 1. Libido - mortido.
2. Algorithm of response. The automatism of the search for the cause.
3. Defense reactions and orientation reactions.
4. Test of Alexander the Great. Topic No. 8: 1. Tell me, show me and let me touch.
2. Can't escape fate or is fate in your hands?
3. Visualization exercise “Doors”. Topic No. 9: 1. Psychology of sex
2. Information is energy.
3. Sellers and buyers.
4. Heredity.
5. Female and male betrayal.
6. Family. Its minuses and pluses. Topic No. 10: 1. The word is a lie. Standards and criteria. Analysis.
2. The past is the future. What is life? Why we all want to die? life; if you want to get another look at this life. It might be wrong. That's why I say that I don't have to believe. But it never hurts to get another look. Life is too multifaceted. Those who have studied the drawings know that these are at least 3 projections. The same is true about the world. The more information we know about him, the less we get into trouble. Guys usually don't go to these seminars. They are afraid because we men have a taboo against being weak. "Am I going to listen to some other guy?" Only a very strong man can overcome this taboo by admitting his weakness. It is useful for men to compare their views with those of others. To do this, you need to go to the company of other men. But it's scary to talk about yourself. And you can’t say everything in a men’s company. For women, the seminar is useful because when they understand men, then, perhaps, they will be treated less and treat them more carefully. You will get another look at life. And this is not enough. At the seminar, I give tools with which you can work with yourself. I give only those tools that I have tested on myself. I give formulas in which a person can substitute his data, and no one will know which he has a problem. My whole seminar "33" is aimed at: - introspection
- self-diagnosis
- self-correction. That is, not someone will do it for you, but you yourself can.
about the author
My name is Alexei Vasilievich Kapranov. I have a very nasty profession. I work as a bastard. A bastard is not a curse word. This is a profession. Because the word “bastard” for me means “dragging” from the “right” path. I have a working metaphor: “A person is a car driven by our Self.” There are doctors who repair our “machine” - the body. There are "gurus" who say where the bright future is. My job is very simple. I am most often approached by people whose “car” either rushes into a cliff or drove into a dead end. And my task is to stop a person, sow doubts, and then orient them on the ground. And most importantly, this is a bastard from that “correct” path that led him either to a dead end or to a precipice, and where it’s right not to say. I never answer the question: “What to do?” And I also work with yeast. What does this mean? There is such a village revenge: At night they throw a pack of yeast into the toilet at the most harmful old woman. And by the afternoon of the next day, three very useful actions are performed: Firstly, the cesspool is cleaned. Secondly, the garden is fertilized. True, a good result will be only on next year. This year it will hardly be possible to eat anything from this garden. Thirdly, the mischievous old woman becomes a kind grandmother. Once I threw this yeast, which I will tell you about, into my own head. And it turned out that there, as in a cesspool, there is nothing but shit, and there is no. Therefore, I now have a “tao of emptiness.” Therefore, in no case do not think that I am smart. I am not smart. I'm from the category that are beaten. Because smart people are from books, but I am not. At first I stepped on a rake fifteen times, then I realized that it was necessary to determine them not by color, but by shape. Then step on a children's rake once and understand that it is better twice for adults. Guys will understand me. Then again, again and again ... So, by trial and error, I gained my own experience and formulated my vision of the world. I will tell you what I think about this world. I don’t have to believe. Moreover, it is advisable not to believe. Because those people who do not believe me will understand much more than those who believe. It is important for me that you understand me. In general, I will answer your questions: - what is “not lucky" and
- “Why do I, so good, have such a hard life?” I will tell you how to dig into yourself, find your mistakes, and how to correct them. I once went to a psychologist ... I know that the most unpleasant thing is when they climb into your soul. Therefore, I made such a program that I will not climb into your soul and, moreover, keep your secrets in myself ... I'm not interested . Even though I look like a priest, I'm not to be trusted. You don't have to believe me! I am not a priest. I also want to warn you that I am a terribly immoral type. Not anti-moral, but immoral. I don’t know for a long time what is good and what is bad. I am not a “normal” psychologist, so do not prepare for “normal” psychology. A bit from the biography:
Psychology has been a hobby for me since the age of 14. Only at 30 did I go to study psychology, because my friends said: “You already advise better than professionals.” But I don’t have a diploma in higher education, because my first higher education is half a polytechnic. And since the first higher is not completed, the second higher is invalid. Although, I will say without false modesty, I am one of the best psychologists in the Altai Territory. After graduating from the Altai state university I went to work in the "easiest" area - to drug addicts. He worked for two years in a drug rehabilitation center. Our work resulted in the best results in Russia. I am very proud of this. Then I had a private practice for another 2 years, as the drug addicts themselves found me. After that, I worked for 10 years in the employment service. Now I work at the Regional Crisis Center for Men in the city of Barnaul, I conduct training seminars on conflictology, creativity, team building. I am the host of the clubs "Responsible fatherhood" and "Ascent to individuality" and co-host of the radio program "Is it so?" on the radio "Silver Rain" in Barnaul.
All seminar materials are distributed with the personal consent of the author of the seminar. The torrent was re-uploaded due to the specified medved421986 "In folder 9, the file numbering does not match the order :) you should listen: 09-03, 09-02, 09-01, and then 09-06, 09- 05, 09-04" - corrected numbering
Lecture 9.doc
Lecture 9. Trainings and games for personal growthPlan
1. The concept of training for personal development (growth)
2. Game as a psychological and pedagogical phenomenon
3. Classification of game methods of active learning
4. Role-playing games: essence and classification.
1. The concept of training for personal development (growth)
Personal growth training is a kind of socio-psychological training aimed at developing mental processes (cognitive, volitional and emotional), properties and qualities of a person. It's about about the development of perception, ideas, imagination, memory, attention, thinking, speech, will, emotional stability, abilities, character traits, observation, self-control and others personal characteristics person. A private form of personal growth training is creativity training (development of creative thinking).
Socio-psychological training of personal growth is carried out in study groups within the framework of developmental and developmental-correctional psychological work. Personal growth training has found wide distribution in developmental work with students in middle and high school.
The constituent elements and methods of conducting personal growth training are psychotechnical exercises and games. In this training, in addition to role-playing games, entertaining, entertaining and outdoor games are actively used.
Entertaining, entertaining and outdoor games are used in personal growth training, they act as its constituent element and method of conducting, have a serious emotional and cognitive load, and contribute to the development of a person's personality. Most often they are carried out autonomously, outside of personal growth training, but their general focus is on harmonizing the intellectual, emotional and physical development person, especially in childhood, remains extremely important.
One of the goals of such games is a change of activity, a full and effective psychological rest. Games are arranged between classes, can be held in the classroom, at the table, on the street, and can take other forms. Mobile entertaining games raise the general tone, improve well-being. Psychotechnical recreational games create a mood for learning, psychological readiness to absorb large amounts of information.
Functions of entertaining, entertaining and outdoor games
1. Educational - the development of general educational skills and abilities, mental processes, such as memory, attention, thinking.
2. Entertaining - creating a favorable atmosphere in the classroom.
3. Communicative - uniting groups of students, establishing emotional contacts.
4. Relaxation - removal of emotional stress caused by stress on nervous system with intensive training.
5. Psychotechnical - the formation of skills to prepare one's physiological state for more effective activity, the restructuring of the psyche for the assimilation of large amounts of information.
Developing and psycho-correctional games can be used to provide psychological assistance to the leader, to intensively develop the thinking and personality of the trainees, to improve the socio-psychological climate in training groups.
Games and exercises can be used in various conditions of training. Some of them will be useful in school, kindergarten, health camp. Others can be used when organizing evenings of rest in a club, etc.
Entertaining intellectual games are used:
For schoolchildren experiencing difficulties in learning: understanding and comprehending new material, memorizing it, assimilation and generalization, establishing links between concepts, expressing their own thoughts and speech;
Removing fatigue of students and "discharge" - in the classroom;
Activations academic work in the classroom, increasing the activity and initiative of students;
Development of personal freedom and looseness of students, especially neurotic, weak and insecure;
Strengthening the relationship of students with each other, the development of friendship and mutual assistance in the classroom.
If game exercises are organized to "relax" during the lesson, then the whole class participates; the duration of the game is 5-7 minutes; 1-2 can be used in one game episode game exercises from the proposed complex.
Tips for conducting intellectual games with students:
All students' answers, even the most unexpected, unusual and strange ones, are "correct" answers;
Encourage students to seek new and heuristic answers;
On the game lessons be sure to give emotional reinforcements: “Well done!”, “How well we are doing!”, “Good girl, Katya!”, “Original answer, Seryozha!”, “Nothing, you will succeed!”, “Look how interesting we are , come on, connect to the game! ”;
The atmosphere in the playgroup should be emotionally positive.
For the games, such conditions as their duration, the number of people in the group, the gender and age of the participants are important. So, each game should take no more than 30-35 minutes. Otherwise, the majority of participants may experience "game fatigue". The optimal number of players is 10-15 people. It must be remembered that a group that is too large becomes uncontrollable and processes different from those of group learning begin to take place in it. It is also desirable that the group be heterogeneous in terms of sex and age, i.e. it should be attended by people of different sex and age.
^ 2. Game as a psychological and pedagogical phenomenon
AT domestic psychology“a game is a form of activity in conditional situations aimed at recreating and assimilating social experience, fixed in socially fixed ways of implementing objective actions, in subjects of science and culture.”
Under the "game" some foreign researchers understand "... an independent social structure, implying a competition between two or more opposing parties, as well as limited by procedures and rules in order to achieve victory for one of the parties.
In the game, as a special historically emerging form of social practice, norms are reproduced human life and activities, the subordination of which ensures the knowledge and assimilation of objective and social reality, the intellectual, emotional and moral development of the individual.
The unit of the game and at the same time the central point that unites all its aspects is the role.
A characteristic feature of the game is its duality. On the one hand, the player carries out real activities that require actions related to the solution of quite specific, often non-standard tasks, on the other hand, a number of aspects of this activity are conditional, allowing one to abstract from the real situation with its responsibility and numerous circumstances. The duality determines the developmental nature of the game.
^ 3. Classification of game methods of active learning
Game methods of active socio-psychological learning include role-playing and operational games. Operational games, in turn, are divided into business and organizational-activity.
^ Role playing- a kind of game methods of active learning based on modeling and playing social roles in the process of solving an educational and professional task. In conditions role play the learner is faced with situations in which he is forced to change his communication skills. The effectiveness of training is ensured by the fact that a person better masters knowledge, skills and abilities, subject to the adoption of a particular social role that was previously insufficiently known to him or learned by him.
^ Operational games - a kind of gaming teaching methods based on modeling the structural and functional structure of educational and professional activities.
Operational games as a method of active socio-psychological learning in terms of their psychological parameters (motivation, participation of intellectual resources, emotional coloring) are in many ways similar to the method of case analysis. However, in contrast to the spontaneous discussion adopted in discussion methods and accompanied by the subjective assessment of the host, operational games have a scenario that contains a more or less rigid algorithm for the “correctness” and “incorrectness” of the decision being made, i.e. the learner sees the impact that his decisions have had on future events.
In operational games, unlike role-playing games, the aspect of instrumental learning, learning the means and methods of behavior and activity is more emphasized and, at the same time, the aspect of interpersonal relations is formalized and simplified. Although games, according to the main idea, confront the student with practical tasks, the game simulation model inevitably simplifies reality, mainly in stating the static nature of interpersonal relationships.
^ 4. Role-playing games: essence and classification.
Role play is an interactive method that allows you to learn from your own experience through a specially organized and regulated "living" of a life or professional situation 1 .
Playing a role defined by the scenario, identification (identification) with it helps the teacher:
1) gain emotional experience of interaction with other people in personal and professionally significant situations;
2) to establish a connection between their behavior and its consequences based on the analysis of their experiences, as well as the experiences of communication partners;
3) take the risk of experimenting with new behaviors in similar situations.
Role-playing games are classified in several ways.
By appointment they are divided into role-playing games:
On the diagnosis of personal qualities;
Training of social-role behavior (including with elements of psycho- and sociodrama);
Development of communicative and organizational qualities 2 . AT depending on the completeness of the given plot role-playing
Games are differentiated into games:
With a weakly marked plot;
With a fairly complete outline of the plot;
With a rigid plot.
^ Characteristic features role play:
Presence and distribution of roles. Each participant in the role-playing game receives a specific role;
Difference of the role purposes at the decision of tasks in view. Participants in a role-playing game make decisions in accordance with the social roles assigned to them;
The interaction of players performing certain roles. It occurs vertically and horizontally;
The presence of a common goal for the team. common goal in a role-playing game is the acquisition of new knowledge and the development of skills for making informed responsible decisions in the process joint activities and in interpersonal communication;
Multi-alternative solutions. In a role-playing game, players have to make a decision after analyzing several alternatives, options further development situations;
The presence of controlled emotional stress. It arises due to the fact that social roles performed by participants in the context conflict situation; this situation is involuntarily accompanied by forced activity of the players;
The system of individual and/or group evaluation of players' activities.
^ Role play procedure
1. Preparing for the game. The facilitator explains the essence of the method, the game rules and the tasks of the participants. At this stage, the scenario is outlined and the playing space is organized.
2. Direct play. The participants in the game embody the scenario, the participants "live" the problem situation in its game incarnation, i.e. in a role-playing game, students acquire the experience of activity and the corresponding experiences similar to what they would get in reality. Other trainees record their assessments of what is happening according to predetermined criteria. The use of video technology can significantly increase the effectiveness of the role-playing game method.
3. Summing up the game. essence this stage- comprehension of "experienced". It is desirable to start with verbalization by the participants of the game of their experiences (descriptions in words of their feelings that arose during the game) and the exchange of emotional experience between the participants in the game.
Example questions for a reflexive analysis of the situation by the participants of the role-playing game can be the following.
1. Are you satisfied with the results of the game and why?
2. What experiences did you experience during the game?
3. Would you like to change something if you find yourself in this situation again, and what exactly?
4. How did your partner help and/or hinder you the most in your search for a compromise?
5. Can you use your current experience, and if so, in what real life circumstances?
The comments should not contain assessments of either the person himself or his actions, words and manner of communication. Productive Feedback should not contain advice or interpretations, it may contain information about how the partner (or observer) feels, what he thinks about and how he can act in this situation. For example, his statement might be: "I don't like it when you interrupt me, and I have a desire to interrupt our conversation."
Members of the study group, who act as observers of the development of the situation and empathize with what is happening, can keep protocols (cards) of observation. Below is an observation card for the "teacher" from the example we are considering. The observation card contains a list of criteria for evaluating the qualities shown by the “teacher” according to a five-point system.
^ Organizational and activity games
Organizational and activity game - gaming a method of active socio-psychological learning, a kind of operational games, during which, using the modeling of the organization of professional activity, students solve actual theoretical and practical problems, and the reflective component of creative thinking develops.
Unlike a business game, the purpose of which is to solve an actual pedagogical task, the purpose of the organizational-activity game is to solve a theoretical or practical problem. A task is a situation in which it is necessary to find a certain procedure (algorithm) to achieve a goal and in which the implementation of this algorithm requires certain skills. Problem form organization of activity, communication, reflection and thinking, used in the organizational-activity game, means that the players are placed in conditions where they do not know what and how to do, what they should develop ways of activity, communication, thinking, reflection, etc. .
Organizational-activity games are considered games for development, methodological thinking, development of generalized methods of productive mental activity. The organizational and activity game develops the ability to act in a wide area with shaky boundaries, accustoms to collective mental activity, and restructures the thinking of participants. It differs from a business game in that it takes a longer time (usually for five days), involves the participation of a wide range of organizers: a director, screenwriter, methodologists and game technicians, and the mandatory and widespread use of reflexive techniques.
In the organizational-activity game, a hierarchical level of interaction is established: gaming, gaming, methodological, involving the involvement of specialists in the game - directors, screenwriters, methodologists and game technicians.
The components of the preparation of the leader, directors and screenwriters for the organizational-activity game are:
Analysis of the problem of practical activities of specialists and their typical mistakes;
Determining for the study group the level of complexity of the problem that is brought to the game;
Clarification of the level of formed abilities in trainees.
In the game, not only the players, but also the director and screenwriter have difficulty in modeling and restructuring interactions as development progresses. storyline. This gives rise to the need to organize reflection, attracting methodologists - specialists in organizing a reflexive analysis of activities.
Functions of methodologists in the organizational and activity game:
Ensuring the unity of the director, screenwriter and ideologist in building the plot of the game;
Building the trajectory of the "driving" of the players, their interaction;
The development of the storyline up to finding a way out of a difficult situation that is given by the plot;
Finding a way out of a difficult practical situation (through work with the plot).
The functions of professionally trained game technicians include the appropriate organization of group work (problematization of players, group reflections during the game - introspection, etc.).
^ Composite core technologies in the organizational-activity game:
Mnemonics (development of a system of concepts);
Psychotechnics (management of the system of motives);
Circuit engineering (translation of concepts into graphical form);
Group technique (organization of group work);
Sociotechnics (the use of social experience as a means of learning).
The results of organizational and activity games are:
Firstly, the development of students' thinking, the development of methods of productive mental activity, the ability to analyze reality, formulate theoretical and practical problems and solve them;
Secondly, the formation of collective mental action and teaching collective thinking;
Thirdly, in the course of the game, situations of a problem type are translated into situations of a task type, socially organized activity and social practice develop, new goals, ideals, and values are formulated; such renewal of the professional readiness of players occurs either as a result of qualitatively modeled conditions of activity, or as a result of systemic criticism of activity;
Fourthly, the result of the game is the rapid emergence and development of groups, up to teams with complex architectonics of microgroups, teams are formed to transform practice.
The structure and features of the preparation and conduct of the organizational and activity game
The technology of the preparatory part of the organizational-activity game is as follows. First of all, a topic is chosen that accumulates an actual theoretical and / or practical problem that is currently taking place in the professional activities of specialists.
During the preparatory period, the participants of the game are selected. It is desirable to introduce practitioners from close areas of activity into the groups of players. Teams are selected in connection with the identified problems.
Early preparation of students for the organizational and activity game includes:
Subject-substantive training (study of literature, lectures delivered, solution of control tasks);
Schematic training (development of symbols and signs);
Reflective-psychological preparation (thinking over personal strategies for actions in the classroom).
Each organizational and activity game, as a rule, is held for five days and is divided into the following stages: self-determination; problem analysis; determination of the system of values and goals of activity; determination of the system of means for carrying out activities; construction of the project of the changed activity.
These stages correlate with the phases of the psychological mechanism of the game:
Acceptance by members regulatory requirements to gaming activities;
Awareness of difficulties in the practical and mental plans of activity to resolve the problem;
Formation of the need for the restructuring of one's own activity and personality;
Building a strategy for professional self-change.
In the first phase, students in the state “as they are in life” enter the game activity. They become players and define themselves in the game. Participants correlate the goals and rules of participation in the organizational and activity game with their own goals. They develop ideas about their activities, a presentation takes place - the process and ways of presenting, presenting themselves to others.
In the second phase, participants analyze their practical activities and formulate existing problems. At the heart of every game is problem situation established in a particular area of practice.
At this stage, there is a process of reflexive ascent from the abstract to the concrete in the analysis of activity, i.e. “reflexive bias”, when difficulties in practice are analyzed, the main subjects of practice and their relations are identified, a problem field is built and problems are formulated.
In the third, "critical" phase, participants compare ideas about "what they are" with ideas about "what they should be" in order to overcome difficulties in activity. Participants discover the non-identity of these ideas and realize that the reason is in themselves, in the nature of their activities. At this stage, they are faced with a choice and make it: either rebuild their activities and themselves, or give up trying to solve the problem and live in the old way. The participants have a need for their own self-development, and through the clarification of the values and goals of their professional activities, they turn to the synthesis of new knowledge and abilities to master this activity.
In this phase of the game, in order to find out the reasons for the difficulties in practical activities, the participants analyze situations at a theoretical abstract level. Working with concepts or theoretical schemes requires development or refinement theoretical concepts, for the construction of which the logic of "ascent from the abstract to the concrete" is used.
The participants in organizational and activity games at this phase develop the ability to create a businesslike atmosphere during discussion, as well as an understanding of the dynamics of group processes. It is at this moment that the players have a need to “be different” in order to overcome difficulties in collective activity.
In the fourth phase, participants build a strategy for self-change and self-development, feel the need to be different, and build projects for a changed professional activity. The perceived need of the participants in organizational-activity games to “be different” and act “differently” becomes the motive for their activity as part of a game educational process, and after the game, in practice.
The management of an organizational-activity game requires great flexibility and creativity from the organizers at all stages of its preparation and conduct.
Literature
1. Active forms of socio-psychological education / Ed. ed. V.V. Dudarev. M., 2006.
2. Bachkov I. V. Fundamentals of group training technology. Psychotechnics: Proc. allowance. M., 2005.
3. Emelyanov Yu.N. Active socio-psychological education. L., 2005.
4. Oganesyan N.T. Methods of active socio-psychological education: trainings, discussions, games. M., 2005.
5. Modern technologies training / Ed. G.V. Borisova, T.Yu. Avetova, L.I. Kosovo. SPb., 2007.
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