Training for the development of personal and professional qualities. Exercise "Walking with a compass"

PERSONAL GROWTH TRAINING EXERCISES ARE INTENDED FOR STUDENTS OF GRADES 10-11 OF GENERAL EDUCATIONAL INSTITUTIONS (FROM WORK EXPERIENCE)

Exercise I. “Who am I?”
Each participant in the training calls his name and three qualities inherent in him, starting with the same letter as his name. For example, Nadezhda is reliable, naive, moral. Thus, the creative (creative) abilities of the group members are stimulated. In addition, timidity and shyness, difficulties in self-expression are overcome, a desire for recognition is manifested, and in some cases opposition.

Exercise II. “My main achievements”
Each participant of the training describes several recent (for example, during the week) successful actions, decisions (at least 2), emphasizing in each case what he has acquired as a person. The rest of the participants give their assessment of this (in the correct form). Thus, the inclinations, motivation and directions of self-realization of the participants are revealed, which can be used to organize collective creative activities.

Exercise III. "I am a friend"
Each participant of the training talks about his understanding of friendship and about the behavior of a friend - how a true friend should act and what a friend should not be forgiven for doing. The leader or one of the participants on a board (on a piece of paper), divided into three columns, writes down the signs of a friend's positive (in the first column) and negative (in the second column) behavior proposed by the group. Next, the facilitator asks the group a question: “Who could forgive his friend for this or that unacceptable behavior? How could you explain this to yourself?” The proposed options are placed on the board (sheet of drawing paper) (in the third column). At the end of the exercise, the participants of the training are asked the question: “What new things did you learn about friendship and what new things did you discover in yourself during the discussion?”

Exercise IV. “My Best Ways to Cope with Stress”
Each participant of the training talks about several of his best ways (at least 3) to calm down in stress. The facilitator clarifies the algorithm of each of them and writes it on the board. The rest vote if they themselves use the given methods and with their help helped others (friends, acquaintances, relatives). As a result of the analysis and discussion of the described methods, the group draws two conclusions:
- each person has many mechanisms for coping with stress - in the field of switching activities and hobbies, communications, communication with nature, turning to art, in the field of relaxation, nutrition, internal monologue or dialogue, etc.;
- people can effectively help each other in cases of similarity in their methods of coping with stress behavior.

This exercise helps to diagnose scenarios of psychological defenses and coping behavior.

Exercise V. “My favorite flaws”
In a “sparing” (humorous) form, a confrontation is held between the participants of the training and their negative life experience or subjectively unacceptable character traits with psychological acceptance by the person of his negative experience and, on this basis, acceptance of himself as a whole. The facilitator gives instructions and each participant in the training talks about two or more favorite shortcomings in himself and in other people. If desired, the participants of the training can tell each other how they forgave themselves and other people for the described shortcomings.

This exercise allows you to identify participants with persistently low self-esteem and with tendencies to exaggerate their shortcomings.

Exercise VI. "I am a leader"
I part
Participants of the training are invited to tell about the cases when they performed various leadership roles. The facilitator introduces the concept of the plurality of leadership roles and their change depending on the situation and field of activity. The dynamic change of leaders in the group and family is discussed, the need to have the widest range of different leaders in the team and family for their successful development.

II part
Participants of the training are invited to take a group self-test in the form of a questionnaire. The facilitator distributes to all participants a questionnaire of typical leadership qualities and roles in different areas life:
- in management and decision-making: leader, leader;
- in the development of solutions (hypotheses): idea generator, computer, inventor, visionary;
- in motivation for activity and its organization: enthusiast, workaholic, groovy;
- in communications between the participants of the activity: communication specialist (“communicator”), manager, diplomat, negotiator;
- in the field of knowledge: a storehouse of wisdom, a data bank, a library, a know-it-all;
- in the field of practical skills for the implementation of activities: a jack of all trades, a needleworker, a craftsman;
- in emotional support of activity and psychological protection from stress: psychotherapist, best praiser, optimist, kind;
- in performance evaluation: supreme judge, appraiser, promoter;
- in the culture and leisure of the participants: an entertainer, a keeper of traditions, a cultural expert (literature, music, film critic), the main theater-goer, an athlete, a tourist.

Consistently, each participant in the training names the leadership qualities and roles that he discovers in each member of the group (one quality per participant). The rest write down the leadership qualities they recognize in their questionnaires. Next, each participant calculates how many points each of his leadership qualities scored; what is his share as a percentage of the total number of noted leadership qualities (it is equal to the number of group members, except for himself). This is followed by a group discussion on the following topics:
1. Plurality of leadership roles in different areas of activity and communication;
2. Correct understanding of the problem of leadership, based not on the ability to "command", but on the ability of a person to effectively organize and carry out activities of various content;
3. The presence of leadership roles (in different types activities) for each member of the group;
4. The need for the presence in each social group (class) for its successful functioning of a complete set of different leadership roles.

This exercise diagnoses socio-psychological roles in the group, manifestations of leadership in various spheres of life. Also, this exercise will help in extracurricular activities to support students in the most effective roles.

Exercise VII. "Sellers and Buyers"
All participants of the training are divided into pairs; in each of them, each of the participants will first play the role of a “seller”, and then the role of a “buyer”. The facilitator gives instructions to all couples at the same time: “Now we will put two chairs in the center of the class at a short distance from each other - this will be our front door to the store. Work sequentially in pairs, going out to this “door”. In each pair, one plays the role of the “seller” and the other plays the role of the “buyer”. The time is two minutes past eight. "Seller" locks front door going home. The “buyer” runs up to the door and asks the “seller” to open the door again and sell some bread. In this scene, each participant has their own goals. The goal of the “buyer” is to persuade the “seller” to sell the bread at all costs. The goal of the “seller” is, first of all, to defend the store’s work schedule and his right to leave work on time; True, in the second place, he still has to think about both the revenue and the preservation of the clientele. Each couple at the “door” plays this scene until the moment of its completion - the consent or refusal of the “seller” to sell the bread.

After all the couples play this scene in succession with the initial distribution of roles, then they play the same scene in succession with a change of roles - the one who was the “seller” becomes the “buyer”, and vice versa. The rest of the participants, who are not busy in the scene, are watching the development of events in each pair; their task is to establish which behavioral strategies of the "seller" and "buyer" are the most successful in achieving their goals. At the end of the exercise, participants discuss:
- their well-being in each of the roles (confidence, feeling of inconvenience, superiority, humiliation);
- the most effective scenarios of behavior in the role of "seller" and "buyer".

This exercise diagnoses communication difficulties caused by a person's character traits (shyness, anxious suspiciousness, isolation, etc.) and lack of empathy.

Exercise VIII. “Insecure, aggressive and confident behavior”
In this exercise, the participants of the training are divided into pairs. One participant consistently in each conflict situation plays the role of the "culprit" of the conflict, and the other - the role of the "victim"; then vice versa. In each scene, the “culprit” turns to the “victim” with a message about some kind of trouble. The participant in the role of the “victim” must consistently demonstrate first uncertain, then aggressive and, finally, correct, confident behavior. Then the roles in the pairs change, and all situations are played in opposite roles. Example situation: A friend said that he blurted out your secret.

Uncertain behavior looks something like this: “Well, I knew what I should do now ...”. Insecure behavior is based on your acceptance of the blame for the situation, on the fear of starting to solve it, on the acceptance of the role of a “victim” by a person. Aggressive behavior looks something like this: “Damn it! You can't be trusted with anything! And a friend is called!” Aggressive behavior is built on transferring blame to another participant (especially since he is really guilty), but at the same time you also humiliate him and refuse to further interact with him to solve the problem. Confident behavior looks something like this: “Yes. Actually, I didn't expect you to. Now we need to think about what you and we can do together in this situation and how to continue to behave when I again have to tell you something important. Confident behavior is built on your more balanced position in relation to the other participant in the situation (“guilty”). This allows you to simultaneously protect your interests, clearly, but without humiliation, point out to the other person his guilt, maintain good relations with him and interact with him to overcome the situation, and at the same time transfer the main role in resolving the situation to him. Confident behavior comes from personal experience or may be “borrowed” from the experiences of adults who have big influence on you.

Here are some examples conflict situations:
1. They told you at the kiosk that they had hot pies, you bought it, but the pie turned out to be cold. You return it to the saleswoman and say...
2. A friend returned you a tape recorder, taken last night, damaged. You tell him...
3. A friend borrowed from you, but not only is he not going to give it back, but also asks you for more. You tell him...
4. Your friend, without warning, brought a stranger to visit you and put you in an awkward position. You tell him...
5. An acquaintance comes up to you and begins to accuse you of allegedly “telling” something about him to mutual friends.

Confident behavior can be trained to become automatic. To do this, scenes can be played in different options and so many times until the “victim” has this feeling of self-confidence. Criteria for achieving the result:
- the appearance in the participant in the role of the “victim” of a sense of self-satisfaction, activity, an impression that the situation can be resolved, while insecure and aggressive behavior generates tension, anxiety, fear for oneself;
- the appearance of a feeling of guilt in the participant in the role of “guilty”, but without resentment and even with a desire to cooperate with those who caused trouble.

Then the participants of the training share their impressions of the exercise - how they felt in different roles, what were the scenarios of confident behavior.

This exercise diagnoses the degree of development of self-confidence, the maturity of the “I”, the maturity of psychological protection from a situation of failure, different scenarios of coping behavior in a situation of failure.

Exercise IX. "Character traits"
Each participant of the training has a sheet of paper and a fountain pen. The exercise is performed in six stages.

I stage
The facilitator invites the participants (without discussing with neighbors, silently) to write five “strong” and three “weak” qualities of their character, then turn over the pieces of paper and temporarily set aside.

II stage
The facilitator turns the attention of the participants to the board and asks the group a question: “In your opinion, what character traits does a person have who has become addicted to smoking, alcohol or drugs? It is no secret that many children start doing this at a very early age. The topic is relevant for all of us!”

Stage III
The facilitator writes down the traits listed by the participants on the left half of the board.

IV stage
The facilitator then asks the participants to silently compare their list of traits (stage I) with the list of character traits of the alleged addict (stage II).

Stage V
Similarities found are discussed. The group, comparing the results of individual participants, can also deduce general patterns of similarities and differences between these lists. There is a group discussion; its goal is to make the participants realize that each of them has such traits in character that objectively predispose to the use of psychoactive substances. Next, the facilitator asks the participants a question: “Are the “strong” character traits you have identified in yourself a protection against substance use and addiction?” Those of the participants who evaluate their strong traits nature as protecting against addiction, against each of them they put up estimates of their effectiveness precisely as protection - from 0 to 100%. The presenter enters these protective traits of his character discovered by the participants on the right side of the board.

VI stage
After that, the facilitator asks the participants if, in their opinion, there are any other personality traits that protect against the onset of addiction. After the participants name them, the facilitator clarifies whether among them are those that were obtained as a result of this training - in the course of joint work and interaction of participants with each other. The leader adds the results of the VI stage of the discussion to the board to the results of the V stage. Thus, there is full list protection of this group from surfactants. At the end of the exercise, the facilitator invites the participants to say something to each other in connection with the fact that they participated in the emergence and training of each other's defenses against substance use and addiction.

The exercise diagnoses characterological protection from the beginning of the use of psychoactive substances and the potential development of dependence on them, as well as the ability of the training participants to introspection.

Exercise X. “I am responsible for my “want”
Facilitator's explanation: “We all have goals. Objectives define some tasks that allow them to be achieved. The need to solve problems leads us to the beginning of action. Our actions bring results. In short, this sequence looks like this: Goals - Tasks - Actions - Result.

When a person wants to achieve something, he says: “I want”. When a person thinks about what problems need to be solved, he says: "I think." When a person performs an action, he says: "I do." When a person receives a result, he says: "I answer." In short, this sequence looks like this: I want - I think - I do - I answer. Let's combine these two sequences and get the following: Goals carry the concept of “I want”. Tasks contain the concept of “I think”. Actions imply the concept of "I do". The result is symbolized by the concept "I answer". In life, we are responsible for every desire that arises in us and for its implementation. For example, a guy meets a girl. From that moment on, he is responsible for what happens in their couple on his initiative. And vice versa".

The group is then randomly divided into twos. One of the participants makes some kind of proposal to the other: to do something, to go somewhere, etc. On this basis, a discussion arises in the pair. The one who made the proposal substantiates its importance, relevance, explains his roles and limits of responsibility in the proposed case. The one to whom the proposal is addressed, with questions, finds out his benefits, interests, tasks, responsibilities. The discussion lasts until the second participant decides whether to agree with the proposal or not. Then the roles in the pairs change. After completing the exercise, the participants discuss the feelings they experienced while doing it. The facilitator asks the following questions:
- What feelings did you experience in different roles?
- What are the optimal strategies to convince people to agree to the proposal and at what point does this consent occur?
- What is the role of a sense of trust in this process and how does it arise in the accepting proposal?
- What is the role of the responsibility assumed by the offeror in the emergence of trust in him from the acceptor of the offer?

The following exercises can help you get rid of the weak, unwanted parts of your personality, develop your strengths. This test (the test itself can be passed) gives only one of the possible "sections" of your personality (psychological portrait), but we hope that with its help you will better understand some of your features. It is not so important which traits are more pronounced in you - Dove, Ostrich or Hawk, what is important is that you once again looked at yourself as if from the outside. Apparently, not everything in yourself satisfies you. If you decide to change, be prepared for situations of discomfort - this is an inevitable stage in the process of growth. Agreeing to a change is like agreeing to an operation: you will be hurt for a while, but you will be freed from the old disease. It may seem to you that some tasks develop negative qualities: why train them? There is confusion here: you are asked to develop skills, not qualities. Qualities are forever, and skills - only when needed. Do I need to know how to hit? “Beat” is not necessary, but “be able to beat” is sometimes very necessary ...

What do you need Dove

You need to grow up and become more independent, start living your life, often against the expectations or requests of others. You need to learn to be a man for yourself, and not a man for others.. You have the right to be yourself. You need to allow yourself much of what is not yet internally allowed for you. This does not mean that you should become a bad person, but the good that is so much in you should be reliably protected.

1. Exercise "Not-smile".

A smile is beautiful, it always makes you beautiful. But you are "caught" by a smile: you smiled - it means you said "Yes". Are you sure that this is always the most correct answer? To become a "freer" person, learn not to smile in response to a smile addressed to you. Allow yourself to be both gloomy and serious.

2. Exercise "No".

It is difficult for you to say "No" - you do not want to upset a person, because he may be offended or angry with you. Now, you must learn to say "No" calmly and decisively. Firstly, you have the right to do so, and secondly, such a "No" is perceived normally.

3. Exercise "Non-standard actions".

You are too dependent on the opinions of the people around you and are afraid to go beyond the standard (“like everyone else”) behavior. Allow yourself any reasonable, but non-standard actions. At the bus stop, it is customary to just stand quietly, but you are cold - jump or do exercises. Will people around you look at you like you're crazy? Firstly, they are wrong, and, secondly, what do you care about their views and assessments?

4. Exercise "Lip".

If the disapproving glances of those around you are still with difficulty, you need to train your mental stability. On the street or in transport, lift your upper lip a little, exposing your gums and teeth, and your face will begin to take on an unpleasant expression. Allow yourself to be with such an ugly, unpleasant face. The exercise is good because you can adjust the "tension level" here. It will become hard - lower your lip; if you don't feel tension - lift your lip higher ...

5. Exercise "I'll give you a grade."

This exercise will also make it easier for you to complete the previous tasks, and will make you more internally free. In life and communication, learn to be not evaluated, but evaluating. Don't wait to be assessed - fire the assessment yourself first. When doing non-standard actions, observe the various reactions of others (not all of them will be adequate and smart). You made a mistake and let someone down - don't worry, but watch how (correctly, no? smartly, no?) this person will react to your mistake.

6. Exercise "Freedom of negative emotions".

You are afraid of hurting or upsetting others with your inappropriate (especially negative) emotions. This is a kind concern, but it is you who needs to get rid of this fear. Whatever your emotions are, you have a right to them. More often, more freely express your negative emotions towards others or just into space.

7. Exercise "Freedom of accusations".

Learn not to make excuses in response to accusations, but to immediately go on the counterattack and counter-blame yourself. Otherwise, don’t wait for them to start attacking you: start with accusations yourself.

10. Exercise "Clean up!".

Make it a rule to put things in order in stores and other service departments where there is no service yet. Allow yourself to make comments to workers in the trade and consumer services (it doesn’t matter if they are effective or not).

What do you need ostrich. Diagnosis and general prescriptions.

Your coldness, which worsens contacts with people and limits the perception of all the colors of the world, is not natural, but only a consequence of your fear of connections and experiences. Yes, life can be painful, but that's no reason not to live at all. And what was so painful in childhood and adolescence is no longer scary now. Try to open yourself to the world, and the world will open itself to you! Your main task is to develop in yourself interest and attention to the people around you, to learn to understand and feel them better.

1. Exercise "Associations".

This is a well-known game in the company, when one comes out, and someone is guessed. The guesser should ask "abstract" questions (for example, "What kind of household item?"), And the answerer should think about the hidden person, trying to associate his answer with him.

2. Exercise "Memorizing faces".

Develop the habit of remembering the faces of the people around you. We looked, closed our eyes, tried to restore everything visibly, in detail. It doesn’t work, you don’t “see” something - look again so that the memorization is complete.

3. Exercise "How does he laugh?"

Recipe earning! LEARN HOW!!!

Looking at the faces, try to visualize: “How does this person laugh or cry? How does he declare his love? How confused is he? How is he cunning, trying to “get out”? three years (purely visual - see?) How he will be in old age (see?)”

4. Exercise "What is he?"

In the company of friends, where there is chatter and entertainment, turn off the hustle and bustle, silently listen to others and try to understand: "Why, why does this person say or do this, and so? What is he? Is he really so cheerful or just pretending? She is silent - interested? He portrays a jester - why?

5. Exercise "I am through the eyes of others."

In different situations and with different people, try to look at yourself through the eyes of your interlocutor. What impression do you make? What does he think of you?

6. Exercise "Empathy".

In a conversation on personal topics that touch the interlocutor, try to actively and interestedly (not externally, but internally) listen to him, not seizing the initiative and not turning off, but empathizing and trying to put yourself in his place.

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7. Exercise "Reincarnation".

Try to feel yourself in the other person's place. Imagine that he is you. Put (sit) yourself in his place, fit into his appearance, penetrate into his inner world. Reproduce his landing, gait, facial expressions, movements. Reincarnate - try to feel his feelings and think with his thoughts.

8. In companies, get out more often on the role of an entertainer. If it doesn't work, learn. Personal growth is interesting and very useful, but always simple.

What do you need hawk. Diagnosis and general prescriptions.

Seeing enemies around you, you unwittingly turn even those who could be your friend into them. You turn possible like-minded people against their will into your competitors. To prevent this from happening, you must learn to be more tolerant and benevolent.

1. Exercise "Smile".

You must train yourself to have a warm, friendly smile as your usual expression. If it is not there, there must be a readiness for it. An inner smile should always be.

2. Exercise "Peace be with you".

The first phrase (internal phrase, attitude) when meeting with any person should be "Peace be with you!". Give it to him with all your soul, with all your heart! Leaving the house in the morning, throw it to the sky, birds, trees! Any nice tree can be hugged. If you start arguing or swearing with someone, remember every 3 minutes and repeat: "Peace be with you!" - this will help you stop. Many people like (and simply save) another internal phrase, namely: “Good.” No matter what happens, every five minutes say to yourself with an inner smile: “Good!”. They yell at you - "Good." Are you shouting? -? Also "Good." After some time, no one will want to scream, and the soul will become light and warm.

3. Exercise "Transfer of initiative".

Often give the interlocutor the initiative in the conversation. Let the conversation be about what he wants, and the way he wants.

4. Exercise "Assessment for yourself."

Become judged rather than judged more often. How do people around you feel around you? Are they comfortable around you and around you? If someone made a mistake, pay attention not to this fact, but to your reaction in this situation.

5. Exercise "Pleasant conversation".

If the question is not too fundamental (by the way, learn to evaluate it this way more often), try to make the conversation just pleasant. Whether the interlocutor is right or not, stupid or not, make sure that he feels good with you.

6. Exercise "Cloud in pants".

Learn to speak less, quieter, softer. Try to agree, not disagree. Say "Yes" more often than "No". Avoid categorical phrases and intonations.

"Clouds". Automatic earnings in the Internet.

7. Exercise "Compliments and gratitude."

Use every opportunity to tell the person something good about him and his actions. Express everything that you liked in a person: with eyes, a smile, and, of course, with words. Allow yourself to admire: “You look great today!” “Thank you from the bottom of my heart, this is just amazing!” The main thing is to be sincere, and it depends only on you.

8. Exercise "Thunderstorm is canceled."

Learn to control your negative emotions. It’s hard for you to hold them back, and it’s hard for others to endure them. Learn not to swear. Isn't it weak to forgive everyone for a whole week, to accept with understanding, not to criticize and not to make comments, not to condemn, not to swear? If a week is weak, then how much is not weak?

9. Exercise "Sage".

Learn wisdom, a contemplative outlook on life and the ability to lose. Your loss is your new experience and opportunity to learn from it. Whatever happens, before you become indignant or upset, ask yourself: "How would a wise person react to this?" After all, this is what is called personal growth.

Based on the materials of the book by Nikolai Kozlov "How to treat yourself and people, or Practical psychology for every day"

And further. I think that it will be useful and interesting for any type of person to learn how to emerge victorious from any conflict, spending a minimum of effort and energy on it.

Psychological aikido. The principle of depreciation and communication.

An excerpt from the audiobook by Mikhail Efimovich Litvak "Psychological Aikido"

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Personal Growth Training- this is a series of activities aimed at improving individual qualities that contribute to the success of a person. Thanks to exercises focused on personal growth, a person is able to change unwanted character traits for more positive ones, can get rid of a variety of negative thoughts and negative complexes.

Personal growth is a purposeful process of improving a person, the desire to become better. Personal growth is considered to be all situations, factors and opportunities that bring the individual closer to achieving the ideal.

Personal growth involves the formation of a person's potential. Potential - a set of characteristics that express its ability to build on internal stable reference points, to maintain the stability of activity under periodically changing environmental factors. This is a series of characteristic properties that help the individual become able to regulate behavior, make decisions according to personal ideas.

It is important for each potential member of the group to know how dangerous personal growth trainings are, so that instead of being useful, they do not get more damage and maintain mental health.

The basic goal of personal growth training is the internal growth of the individual, self-development and.

Psychological training for personal growth

The goal of personal growth training is to modify the worldview, change the stereotypes of activities that prevent the individual from being successful and happier.

Subject willing to transform individual characteristics into more positive and qualitatively different characteristics, personal growth training should be completed. An individual who has completed these classes will become more calm, confident, happy and spiritually free, regardless of the influence of circumstances and environmental factors. Thanks to special psychological techniques a person can be programmed for success. This happens thanks to classes and special exercises that help a member of the group to comprehend his deep attitudes, which subconsciously most affect existence and provoke certain results of activity.

Purpose of Personal Growth Training- to know and realize the possibilities (potential) inherent in the personality, which involve qualitative changes. The goal can change depending on the characteristics of the group. Often, exercise goals cover some general aspects:

- the formation of self-knowledge by reducing psychological barriers and eliminating the feeling of insincerity of the individual himself;

- development of conditions and factors that will complicate or facilitate the functioning of the group (membership or size of the group);

- study of the relations of the members of the group;

- mastering the skills of diagnosing organizational, group, individual problems, such as solving group conflict situations, strengthening group ties, creating training conditions, achieving individual requests.

The goal of personal growth training is achieved when a member of the group can make an independent decision about how he should live. Participants themselves find how diversely one can perceive all life around, they can make valuable life discoveries regarding their closest people, close friends and themselves.

A person may experience intense emotional upheavals and shake-ups, which often leads to a loss of self-control, since he needs to perform all the exercises or instructions from the coach, which sometimes do not make obvious sense.

Everyone who wants to participate in such classes needs to think whether he is really going to change something or whether the current life suits him just fine. If a person is not ready for changes or they do not need them, then the coach will not allow him to the group.

Future members of the training should be willing to start new life, but still must be suitable for certain parameters. Those wishing to become participants in personal growth trainings must be mentally healthy, emotionally balanced, calm and without mental abnormalities.

The coach of the group should stimulate the process of making autonomous decisions by the individual, his ranking and structuring of life values, guidelines and goals. This is done through the application of various techniques, techniques and research approaches, such as gestalt, cognitive psychology, existential approach.

Types of personal growth trainings are psychological and esoteric.

Psychological training is carried out under the guidance of a leader who has a completed psychological education, using psychological categories and definitions. In contrast to the esoteric ones, which are led by a person with knowledge of psychology at the everyday level and owning esoteric and mystical knowledge.

Types of personal growth trainings:

- personal development (used to master the general knowledge necessary for orientation in a wide range of potential situations). For example, a person learns effective interaction, he develops strong and good traits in himself, learns confident behavior, learns self-control;

– psychotherapeutic trainings (carried out with the aim of improving the quality of life, they contain special procedures, techniques, methods and exercises, through which the assimilation of ways of behaving in life and personal difficulties is carried out);

– state training (this is a special type, including methods for overcoming the state and other internal barriers and various complexes that arise in a person);

- research trainings (help individuals who set goals to understand personal limitations and gain emotional experience, which often helps in understanding something);

- transformational (focused on the basic (deep) beliefs of a person, his values ​​and condition). An individual has very powerful internal spiritual transformations (enlightenment, breakthrough,), thanks to the occurrence of which he will be able to reveal something new in everyday habitual life or realize something differently.

Personal growth training for women involves dividing into groups that differ polarly. The first group consists of women subject to oppression by family members.

The purpose of personal growth training is to gain self-knowledge and develop fortitude, which helps to gain confidence and resist people who want to keep the female will from an independent, happy and self-sufficient life.

Training for women is in group form and in individual form. Participation in group trainings gives a woman a powerful impetus, because being among like-minded people, she feels confident.

The second group of personal growth training are women who work in large organizations and companies in leadership positions.

Not everyone is a natural leader, but many have to work in an organization and hold a leadership position. The charismatic attractiveness of a person helps a person achieve significant results in career advancement. Those who do not have this characteristic need to work hard and cultivate discipline in themselves. but hard work does not help a woman overcome such a problem as internal timidity in relations with the team she leads. More often, such timidity occurs if the team is made up of men.

Personal growth training for women is focused on the development and discovery of internal potential; recognizing fears that prevent you from living a full life; development of positive traits and qualities; search for resources to help development.

Not all classes in a row can be equally useful. Quite often they conclude a veiled threat and can only harm the personality itself. The group member must know the dangers of personal growth training and recognize this danger.

In destructive sessions, participants are encouraged to destroy their personality or part of themselves that they consider unworthy and do it extremely abruptly, as if cutting it off. Such training does not at all lead to the progress of personal growth, on the contrary, it only breaks the human psyche. Advice such as "give up the old self" or "kill your weakness" is very destructive, has nothing to do with professional psychotherapy, and does not promote personal growth.

The danger of these meetings lies in the personality of the leader of the group. After working with a true psychotherapist, a person begins to notice that his emotional state has improved, fundamental changes occur in life, he becomes confident and successful.

As a result of communication with a destructive coach, a group member feels devastated and humiliated. Such a "guru" behaves with the members of the group arrogantly and cruelly. He offends, puts people in an uncomfortable position, reproaches them with weakness and ignorance. Such a leader seems to be deliberately trying to cause emotional suffering, explaining this as motivation and hardening.

Through emotional buildup, the facilitator tries to earn approval, he wants to assert himself, and not teach this to the participants in the personal growth training. He sees the ultimate goal of this training not to help others, but to subjugate their will to himself in order to force them to follow everything that the “trainer” says.

In order to understand the danger of such training in time, you need to listen to your feelings. If there is a feeling of emptiness and humiliation, you need to run away from this coach.

Destructive coaches teach that experience negative emotions, aggression and suffering will only benefit the member of personal growth training. Therefore, instructors often insult group members and try to provoke them into aggression. A person is forced to perform illogical actions: calling himself names, expressing joy for no reason, kissing or hugging strangers, declaring that this is “for their good.”

A destructive coach teaches participants to be rude and arrogant, since these qualities, in their opinion, characterize a person who is self-confident, which means successful.

First, pressure, then humiliation, then praise - this is a way of emotional swinging, which leads to the submission of participants to the coach.

A truly experienced, intelligent and conscientious psychotherapist, leading a group or personal counseling, will never humiliate a client in personal practice, will not force him to do what he categorically does not accept.

A smart and benevolent psychotherapist will teach individuals how to stand up for themselves without the use of rudeness and rudeness.

The danger of these activities may lie in the fact that members of the group are taught to actively and aggressively attack, and not defend themselves, thus, a substitution of concepts comes out when they are taught that an attack is the best defense, or impudence is a second happiness.

If a person is taught to be aggressive and rude, then he ended up in a destructive training. After visiting such a training, a person feels guilty. Even when he is absolutely unwilling to step over himself in order to show aggression, he is forced to do so.

If a person nevertheless manages to “squeeze out” an impudent trick unusual for himself, then the leader and the group approve with admiration, although the person himself does not like it. Upon returning home, a person feels a sense of shame and feels guilty for what he did at the training. The condition is aggravated by the fact that an internal one is formed between what is imposed on him in training sessions and what he considers the norm for himself. It is these sensations that are considered signs of the danger of personal growth training. If, at the end of the training, a person feels guilt that was not there before, then there is no need to attend this training anymore.

Lesson topic: Me and my personal qualities.

Every person has three characters:

the one that is attributed to him;

one that he ascribes to himself;

and the one that actually exists.

Victor Hugo

The purpose of the lesson:

establish contact with teenagers and create positive motivation for the upcoming lessons;

promote student self-examination;

explain the meaning of the concept of "I-concept" for the development of personality.

Lesson objectives:

promote self-knowledge;

develop self-knowledge skills;

develop critical thinking.

Equipment: flipcharts, markers

Lesson plan:

Exercises

Time

Organizing time. Exercise "I don't want to brag, but I..."

5 minutes.

Main part:

Lecture

Working with a table

25 min.

The final part "Today at the lesson I learned ..."

10 min.

Farewell ritual "Give warmth and a smile to a neighbor"

5 minutes.

45 min.

During the classes:

1. Organizational moment. Exercise “I don’t want to brag, but I ...” (5 min.)

Target: to set up students for the lesson, to acquaint them with the rules of work in the classroom; to develop in teenagers the ability to introspection through self-presentation.

The teacher welcomes the students and announces the topic and purpose of the lesson, and introduces the three rules: activity, raised hand, trust. Offers to warm up - exercise "I don't want to show off, but I ..."

To do this, he invites everyone to stand in a circle and take turns to complete the sentence:

"I don't want to brag, but I..."

Possible answers:

“I don’t want to brag, but I called my grandmother this morning and made her happy with my success at school.”

“I don’t want to brag, but I can play the guitar,” etc.

Teacher: - Was this exercise easy for you? What is the ease and what is the difficulty?

Each of you has now told something about yourself, about your interests, experiences, abilities, hobbies. And we got to know each other a little more. It is very important. Thus, we become closer and more understandable to others.

2. Main body

Target: to acquaint students with the concepts of "personality", "three components of personality: real, ideal, mirror", "self-consciousness".

Teacher: - And what is "I"? (opens a flip on the board that says "What is 'I'?")

Possible answers:

“I am my character, thoughts, feelings, experiences, body, dreams, soul, actions, desires.”

"I am my PERSON."

Teacher: - To the question of what a personality is, psychologists answer differently, and in the variety of their answers, and partly in the divergence of opinions on this matter, the complexity of the personality phenomenon itself is manifested. Many definitions contain a grain of truth.

Personality is an emerging, individual set of psychophysiological systems - personality traits that determine the thinking and behavior that is unique for a given person.

Psychologists distinguish three components of personality:

"I" is real - appearance, actions, abilities, qualities, thoughts, feelings, values, dreams, etc., realized by a person.

"I" is perfect - ideas about appearance, abilities, qualities that one would like to have.

"I" mirror - the idea of ​​​​other people about you, your qualities, abilities, actions, thoughts.

Students work with a table (the table hangs on the board).

"I" is real

The idea of ​​who I really am.

"I" is perfect

An idea of ​​what I would like to be.

"I" mirror

The idea of ​​how others perceive me.

Teacher: - Think about your ideas on this table. Which of the three selves is most important to you right now and why?

The teacher leads the students to the conclusion:the real and the ideal come into conflict. The contradictions between the real and the ideal "I" constitute one of the most important conditions for the self-development of the individual.

Self-development of the personality is characterized by turning to the future, i.e. what I aspire to. Let's call it "I-concept".

I – concept - that's what I'm aiming for.

Each person has his own aspirations, his own dreams, which can only come true if he takes some action for this.

We must be able to analyze our real, ideal and mirror "I", be able to set goals for ourselves: who and what do I want to be? After that, move towards your goal.

Teacher: - What do you think, why is it necessary to understand the concept of "I-concept"?

Possible answers:

« This helps a person to realize himself, build a plan of action for his personal growth.

“A person must grow, and for this you need to set goals in life and understand how he should move. If there is no such analysis, there are no aspirations and desires to develop, then a person stands still, he does not grow, he becomes uninteresting either to himself or to those around him.

3. Final part (10 min.). Exercise “Today I learned that…”

Target: spend feedback, reflection.

Teacher: - Each of the participants in a circle completes the phrase: “Today I learned in the lesson ...”

It is important that the phrases are positive. Their continuation should not cause any special difficulties for the participants, excessively deep reflection.

4. Ritual of farewell (5 min.). Exercise "Give warmth and a smile to a neighbor"

Target: positive end to the lesson.

Teacher: - Each of us today took a step towards self-knowledge. I suggest that all our classes end with a farewell ritual. Let's rise, join hands, feel the warmth, send each other an impulse of kindness and joy and give a smile. I smile at the neighbor on the right and send warmth, and he sends a smile and an impulse of warmth to the neighbor, and so on in a circle.