Psychological trainings to reduce the level of conflict among schoolchildren. Exercise "Fun Brainstorming". Exercise "Unexpected Call"

Secret friend

Materials: small identical pieces of paper, pens.

All group members write their names on separate sheets of paper, wrap and put them together, then each of the group members draws out a sheet with the name of the other member, who becomes his "secret friend". For your secret friend, you need to make various pleasant surprises and small gifts, but imperceptibly for him.

The game can last for several days.

At the end of the game, all participants state their assumptions about who was their secret friend, and then announce the true secret friends.

Compliment

All children sit in a circle. Each one in turn compliments the neighbor on the right (I think you have a wonderful smile), etc. round.

YOU AND I

All sit in a circle. The participant, in whose hands the ball, throws it to any of those sitting in a circle, while naming something in common that unites the two of them (for example, "love for horses", "the ability to play the guitar", "little sister", etc.)

Present

Everyone is sitting or standing in a circle. The first player introduces himself and gives a gift to his neighbor on the right: “I am Vanya. I give you a flower ”, while Vanya mentally holds a flower in his hand and passes it on. Etc. When the circle is completed, in the opposite direction, each participant in the game expresses his attitude to the gift presented to him.

Media / Rumors

The presenter finds in advance a newspaper article or note that can be read in a short period of time. Seven participants are selected who leave the hall. The moderator reads the note (along with the title) to the first participant. Then the first retells to the second, etc. moreover, only one pair of narrators can be present in the hall: 1-2, 2-3, 3-4, etc. then, the last participant retells the contents of the note to all listeners. Remarks: practice shows that a decrease in the amount of information becomes noticeable when retelling an article already on the second - third participant, and its obvious distortion - on the sixth or seventh. Sometimes the information has the exact opposite meaning to the original game "Media" is very similar to the game "broken phone". Try discussing this situation with the children. Why the information has changed or decreased so much. Help children conclude that most conflicts occur precisely because information comes in the form in which it was originally.

Praise yourself

Participants are invited to think and talk about those properties, qualities that they like in themselves or distinguish them from others. It can be any traits of character and personality. Recall that mastering these qualities makes us unique. At the end of the game, conclude that there are positive and common traits in each of us that are worth appreciating.
Friendly palm

On a piece of paper, everyone outlines their palm, below they sign their name. Participants leave leaves on the chairs, stand up themselves and, moving from leaf to leaf, write something good to each other on the drawn palms (the qualities of this person liked, wishes to him).

JEFF exercise

Jeff's Exercise is for a large audience. By participating in the exercise, children learn to speak freely, answer questions, and defend their opinion. The exercise helps to better understand the world, your team. Children learn to respect the opinions of others. The exercise is carried out in two stages: the first is the answers to the questions, the second is the analysis of what is happening.

Preparation: Two facilitators are required to conduct the exercise. Three posters with the words "YES", "DON'T KNOW", "NO" are being prepared. The outermost posters are hung at two ends of the hall, and the middle one is in the center. The presenters are located in the middle of the hall on a dais so that the questions asked can be heard better. A conflict situation is formulated (in the form of a specific question, to which only our plates can be an answer).

After a given survey, all participants go under the poster that corresponds to their answer.

If, in the course of the discussion, someone has a desire to change his mind (go to another wall), this is allowed only after explaining the changed position. The rule of one speaker and a raised hand is accepted without fail, before the start of the action.

This is how it is done. The presenter asks who would like to answer why he stood under this particular poster. The willing person raises his hand. The host throws the ball to him. The one who has the ball in his hands is the right to answer.

Prohibition: participants in the exercise have no right to attack, criticize, or argue with anyone. They only express their opinion.

Communication options

Participants are divided into pairs.

"Synchronous conversation". Both participants in a pair speak at the same time for 10 seconds. You can suggest a topic of conversation. For example, "A book I read recently." At the signal from the presenter, the conversation is terminated.

"Ignoring". Within 30 seconds, one participant from the pair speaks, and the other at this time completely ignores him. Then they switch roles.

"Back to back". During the exercise, participants sit with their backs to each other. Within 30 seconds, one participant speaks, and the other at this time listens to him. Then they switch roles.

"Active listening". For one minute, one participant speaks, and the other listens to him attentively, showing with all his appearance his interest in communication. Then they switch roles.

Discussion:

How did you feel during the first three exercises?

Did you feel that you are listening with effort, that it is not so easy?

What prevented you from feeling comfortable?

How did you feel during the last exercise?

What helps you communicate?

Sun

A game to identify conflict and distrust among the participants.

One person stands in the center and closes his eyes. This is the Sun". The group ("planets") becomes at the distance at which they are comfortable. You can also take a variety of postures. Then the "sun" opens its eyes and looks at the resulting picture. After that, the person standing in the center can move people to the distance that would be comfortable for him. As a result, everyone sees a real and desired picture of the relationship of the group to the person and the person to the group. This is a kind of sociometry.

friendship

Required: small cardboard cards (like business cards), pens or pencils, 1 sheet of paper.

Give each participant a blank card and a pen. Let the guys come up with their own business card (business card) of imaginary companies. They should not write their name on cards. Tell the company name to reflect what kind of friend they are. For example, a person who knows how to listen to others might create a business card for a firm called Cafe Listening Ear.

After each person has developed their card, collect all the cards. When you have done this, write on a piece of paper the names of each of the participants and the name of the company that the person chose. Put all the cards in the basket.

To play, give one of the participants a basket with cards. Have all participants stand in a line (or sit in a circle). Give the person holding the basket one minute to hand out the cards to those people who he or she thinks the cards belong to. Tell the children not to tell whether the cards were handed out correctly or not.

When all the cards have been handed over, have each participant read the name given to them aloud. Check your list to see how many people have received their card correctly. Award the player with the basket as many points as the number of cards was correctly presented to their owners.

Have the players put the cards back into the other player's basket. Now let that person distribute the cards. Keep playing until a player has given all the cards correctly to their owners. Or as long as each player uses his chance to hand out cards from the basket and then count - which of the guys got the most points.

Discussion:

Which firms' names best reflected who a good friend is?

What qualities are important to good friends?

What can each of us do to become a better friend?

If, for example, a company paid us money to be a good friend, what kind of things would turn us on?

Stomp your foot!

Leading. Probably all of you have ever seen small children stamp their feet. With these movements, they do not want to provoke or offend their parents at all.

At any age, stamping your feet is a good way to relieve stress, deepen your breathing, and create a sense of vitality. Just walk across the room and stamp hard with both feet ... When you get used to this activity, start lifting your knees slightly or, if you like, you can jump or dance a polka (1 min.).

A conflict is a contradiction that arises between people in connection with the solution of certain issues of social and personal life. In a conflict, one of the parties demands, waits for a change in the partner's behavior, thoughts or feelings.

Causes of conflicts:

one). Information acceptable to one side, but not acceptable to the other. These may be incomplete and inaccurate facts, rumors that disinfect communication partners; suspicions of deliberately concealing information or disclosing it; doubt about the reliability and value of information sources.

2). Structural factors are associated with the existence of formal and informal organizations of a social group. This may include issues of property, social status, authority and accountability, various social norms and standards, traditions, security systems, rewards and punishments, geographic location, distribution of resources, goods, services, income.

3). Value factors are principles that we proclaim or reject. These are social, group or personal systems of beliefs, beliefs and behavior (preferences, aspirations, prejudices, fears), ideological, cultural, religious, ethical, political, professional values ​​and needs.

4). Relationship factors are associated with feelings of satisfaction from interaction or lack of it. At the same time, it is important to take into account the basis of the relationship (voluntary or compulsory), their essence (independent, dependent, interdependent), the balance of power, the significance for oneself and others, mutual expectations, the duration of the relationship, etc.

5). Behavioral factors inevitably lead to conflicts, if interests are infringed, self-esteem is undermined, there is a threat to security (physical, financial, emotional and social), if conditions are created that cause negative emotional states, if selfishness, irresponsibility, and injustice are manifested in people's behavior.

Download:

Preview:

Constructive behavior training in conflict situations.

Training goal:

providing the training participants with the opportunity to gain experience in constructive resolution of conflict situations

Training objectives:

• teach methods of finding solutions in conflict situations;
• help the participants learn to assess a conflict situation with an open mind;
• help the participants to correct their behavior in the direction of reducing its conflict potential (to remove conflict in the personal and emotional sphere);
• rallying a specific team (if all participants represent a team), developing the skills and abilities of team interaction.

Training time limits:3 meetings 2 hours each

Group size: 12-15 people.

Approximate diagnostic stage.

This stage includes the primary psychodiagnostics of the group candidates. Diagnostics is carried out using:

• K. Thomas test (choice of strategies in conflict situations).
• method of conversation to gather additional information.

Introduction:

A conflict is a contradiction that arises between people in connection with the solution of certain issues of social and personal life. In a conflict, one of the parties demands, waits for a change in the partner's behavior, thoughts or feelings.

Causes of conflicts:

one). Information acceptable to one side, but not acceptable to the other. These may be incomplete and inaccurate facts, rumors that disinfect communication partners; suspicions of deliberately concealing information or disclosing it; doubt about the reliability and value of information sources.

2). Structural factors are associated with the existence of formal and informal organizations of a social group. This may include issues of property, social status, authority and accountability, various social norms and standards, traditions, security systems, rewards and punishments, geographic location, distribution of resources, goods, services, income.

3). Value factors are principles that we proclaim or reject. These are social, group or personal systems of beliefs, beliefs and behavior (preferences, aspirations, prejudices, fears), ideological, cultural, religious, ethical, political, professional values ​​and needs.

4). Relationship factors are associated with feelings of satisfaction from interaction or lack thereof. At the same time, it is important to take into account the basis of the relationship (voluntary or compulsory), their essence (independent, dependent, interdependent), the balance of power, the significance for oneself and others, mutual expectations, the duration of the relationship, etc.

5). Behavioral factors inevitably lead to conflicts, if interests are infringed, self-esteem is undermined, there is a threat to security (physical, financial, emotional and social), if conditions are created that cause negative emotional states, if selfishness, irresponsibility, and injustice are manifested in people's behavior.

Classification of conflicts.

By volume:

Intrapersonal conflictsarise from the fact that certain requirements are not consistent with a person's personal needs or values.

Interpersonal conflictsarise from a conflict between the interests of individual parties or other characteristics.

Conflict between an individual and a groupmanifests itself as a contradiction between the expectations or requirements of an individual and the prevailing norms of behavior in the group.

Intergroup conflictswithin formal (informal) groups, as well as between formal and informal groups.

By the duration of the course:

Short-term;

Lingering.

Depending on values ​​and interests:

Plus-plus conflict (choice of two favorable alternatives);

Minus-minus conflict (both options are undesirable);

Plus-minus conflict (good and bad options collide).

Methods and rules for resolving conflicts.

Conflict resolution is usually divided into:

Evasion - This is a reaction to a conflict, expressed in ignoring and actually denying the conflict.

Smoothing - This is the satisfaction of the interests of the other side through "adaptation", most often it involves insignificant satisfaction of their own interests.

Compromise is an open discussion of opinions and positions aimed at finding a solution that is most convenient and acceptable for both parties.

Competition - can lead to domination and ultimately the destruction of one partner by another.

Cooperation - This is a form of conflict resolution, in which meeting the interests of both parties is more important than resolving the issue.

Thus, the conflict is overcome by various means and the success of its resolution depends on the nature of the confrontation, the degree of its protractedness, the strategy and tactics of the conflicting parties.

Greetings

Purpose of the exercise:

- the formation of a trusting style of communication in the process of establishing contacts;

Creation of positive emotional attitudes for confidential communication.

Participants sit in a circle and take turns greeting each other, always emphasizing the individuality of the partner, for example: "I'm glad to see you, and I want to say that you look great" or

"Hi, you are energetic and cheerful as always." The participant can address everyone at once or to a specific person. During this psychological warm-up, the group should tune in to a trusting style of communication, demonstrate their kind attitude towards each other.

Finger Wrestling Championship.

Purpose: to conduct a warm-up, relieve tension among the participants.

Instruction: at the command of the leader, the group members are divided into pairs in a random way. The host announces the start of an extraordinary competition - the championship of wrestling on the fingers. With the help of one of the group members, the presenter shows how the fight takes place. The thumb of the right hand goes up (sign "Bo!"), The other four fingers grab the opponent's fingers. The task of each player is to make vigorous thumb movements to dodge the opponent's attack and press his thumb to the side of the index finger. The winner will fight each other until the absolute champion is revealed.

Tower of babel

The participants are divided into two teams. Each team player receives a task-instruction, which he must complete when building a tower. They all play in silence.

Job options:

For two teams:

Ground floor red

Ground floor in blue

Build a tower alone

The tower must have 7 floors

The tower must have 3 floors

The last floor is green

Yellow top floor

All tower floors must be of the same color

All floors of the tower must be multi-colored

Catch the eye

Purpose: To reach an agreement with a partner for communication without using verbal means.

The participants stand in a circle, their task is to catch someone's eye (by establishing communication) and switch places with him.

If ... I would become ...

Purpose of the exercise: developing skills for quick reaction to a conflict situation

The exercise takes place in a circle: one participant sets a condition in which a certain conflict situation is stipulated. For example: "If I was cheated in the store ...". The next one, sitting next to him, continues (finishes) the sentence. For example: "... I would demand a complaint book."

If you were told that you never help anyone

If you were told that you behave like you are in charge

If you were told that it is useless to negotiate with you, you will still forget

If you were told that you don't know how to dress beautifully

If you were told that you have a raspy voice and it gets on everyone's nerves

If you were told that you look at everyone like a wolf

If you were told that you have no sense of humor at all

If you were told that you think too much of yourself

If you were told that you are like out of this world

If you were told that you were badly brought up

If you were told that you do not know how to negotiate

The presenter notes that both conflict situations and the ways out of them can be repeated.

Role-playing game "Conflict mitigation"

The purpose of the exercise: to practice the skills and abilities of smoothing out conflicts.

Time: 40 min.

The presenter talks about the importance of such skills as the ability to quickly and effectively smooth out conflicts; announces that now empirically it is worth trying to find out the basic methods of conflict resolution.

Participants are divided into threes. For 5 minutes, each trio comes up with a scenario in which two participants represent conflicting parties (for example, quarreling spouses), and the third plays a peacemaker, an arbiter.

The moderator brings up the following questions for discussion:

What methods of conflict mitigation have been demonstrated?

What interesting findings did the participants use during the game, in your opinion?

How should those participants behave who did not manage to smooth out the conflict?

Examples of situations:

2. You gave a person an expensive thing, and you returned it in a damaged form

3. You leave home, and relatives come to you, whom you have not seen for a long time

4. You are listening to an interesting report, and you are distracted by unnecessary and stupid comments

5. You come to work, your boss tells you that your appearance does not correspond to the generally accepted dress code

6. You are waiting for a friend to visit, she does not come alone, but with a complete stranger to you without warning

7. You are the main invitee at the holiday, but suddenly change your plans and do not go there

8. Your conversation with a colleague, where you spoke unflatteringly about the boss, was overheard and handed over to the boss, when he met you he demanded an explanation

9. The boss tells you that at work you are not doing your duties, to the detriment of your direct duties, what do you say ...

10. At work, an emergency ... An urgent task, you do not have time to do everything on time. And suddenly you find that you urgently need to leave for two days.

Feedback.

Game of Trusting Fall

Purpose of the exercise:

The participants form a large circle. One person stands in the center of the circle. He must fall into the hands of someone from the circle, for this you need to close your eyes, relax and fall back. Everyone should be able to fall and catch.

At the end of the assignment, the group discusses their impressions of the exercise.

Brownian motion

Purpose of the exercise:

- formation of psychomotor interaction skills;

Reducing the communication distance between group members.

The participants form a large circle. One person stands in the center of the circle. He must trust himself to his partners. They catch it with their hands and gently pass it to each other.

Conflict situations.

Target:

Show the ways of interaction in conflicts: avoidance, evasion, accommodation, cooperation, compromise.

Participants are divided into pairs. Each pair is given a certain type of exit from a conflict situation, which she must play out.

Situation number 1. "Hairdresser and client"

The hairdresser cut the client's hair very badly, while he said that it was a super fashionable haircut, demanded double payment. The client is dissatisfied, but acts in accordance with the type indicated on the card.

Situation number 2. "Seller and Buyer"

The seller cheated the buyer for 50 rubles and at that moment he was urgently called to the phone. When the seller returned and the buyer told him what had happened, the seller replied that he did not remember the buyer. The buyer acts in accordance with the type indicated on the card.

Exercise "Suitcase".

Materials: paper, pens (pencils).

Purpose: to provide participants with feedback, to demonstrate their achievements and shortcomings.

Instruction: the participants leave the room one by one, and the rest, by a majority of votes, collect a "suitcase" for him, in which they put those qualities that help or prevent him from successfully adapting to the team. In this case, the following rules are observed:

• put the same amount of positive and negative qualities;
• indicate those qualities that manifested themselves during the lesson.

The leader does not participate in the assembly.The chosen secretary fixes the specified qualities on a sheet of paper. Anyone to whom the suitcase is going can ask any question that the secretary wrote. Each participant receives his own suitcase.

Final stage "What have I almost forgotten?"

Lead time: 15-20 minutes.

Purpose: the opportunity to say what they did not have time to discuss during the work of the group.

Instructions: Close your eyes for a minute and sit more comfortably ...

Imagine that you are returning home and on the way remember the group ... The faces of the participants and the experiences they have experienced are flashing through your head, and suddenly you realize that for some reason you did not do or did not express something ... You regret it ... What it remained unspoken or not done. (Participants sit in silence for 1 minute)

Now open your eyes ... Now you have the opportunity to express what you did not have time before.

Federal Agency for Education

GOUVPO "Khakass State University named after Katanova "

MPSI

Department of Psychology

020400 - Psychology

Discipline test

"Psychology of Conflict"

Socio-psychological training "Conflicts and methods of overcoming them"

Completed: 6th year student

Groups P-03

Ovcharenko T.V.

Checked by: Guseva T.B.

Abakan 2009

Day 1.

Topic: The concept of "Conflict".

introduction the leader about the goals of the group, discussion and adoption of the rules of the group, the establishment of regulations.

Acquaintance of the members of the group.

The number of participants can be different (from 12 to 24 people), but if the number of participants is more than 16, the work of two facilitators is required.

The procedure for acquaintance is chosen depending on the degree of familiarity of the participants with each other. In a situation where the participants do not know each other, in a circle they take turns giving their names, marking their expectations and concerns related to the training. Then the exercise is carried out.

Exercise "Interview".

The participants sort out into pairs for 10 minutes (5 minutes for each) and interview each other. The task of the interviewers is to present the interviewee as a unique person. The interview questions are formulated by the participants in an arbitrary manner. Then the representative stands behind the interviewee's back and speaks on his behalf for one minute, placing his hands on his shoulders (for example, "My name is Yekaterina, I am working .."). After the time limit is over, group members can ask questions that are more focused on life, professional views. Questions can also be photographic. The proxy still replies on behalf of his interview partner. If he does not have the information to answer the questions of the group members, he answers as he thinks his partner would answer.

If the members of the group are familiar with each other and the group is sufficiently cohesive, you can invite the participants in a circle to recall their training name and name their personal quality that helps them in resolving conflicts.

The facilitator needs to spend some time building up the group's working capacity by doing several exercises for this purpose. For example, the following exercises might serve this purpose.

Exercise "Scouts".

Target: removal of initial tension, development of cohesion, trust, establishment of friendly ties.

Instructions:“Now we will all be scouts. To do this, in a circle, you need to connect with someone's eyes without words, nods or any gestures. " At the signal of the host "Contact the scout!" participants are looking for a pair within 10 seconds. Not everyone gets in touch the first time. The presenter asks those who were left without a pair to stand up and, within 5 seconds, find a pair from among the remaining participants; and so on until the whole group is split into pairs. Next, the presenter asks the couples who have taken place to exchange places, shaking hands with each other in the exchange process.

"Now wave your hand to your scout from where you are and, at the command of the leader, contact the third" The second stage of this exercise repeats the previous algorithm with the condition to contact the new "scout" and exchange places with him. After that, the leader walks in a circle, and the person to whom he approaches must get up, and at the same time - the third scout. During the discussion of the exercise, the participants share information about the change in their state.

Exercise "Fun Brainstorming".

Target: intellectual warm-up, "inclusion" of creative abilities.

The group is divided into subgroups of 4-5 people, who, within 2 minutes, come up with various options for using a simple item, for example, a clothes hanger. The host warns that ideas can be anything, the most absurd. After completing the work, each group reads out their version. The winner is the group in which there were the most ideas that were not repeated in other groups.

At the next stage, the group continues to brainstorm. The same subgroups are given the task to develop a definition of the concept of "conflict" within 5 minutes.

The groups take turns presenting their definitions. Those definitions in which the conflict is considered a destructive action are written on one part of the board; definitions of a positive nature - on the other. After completing the submissions of definitions by all groups, participants analyze all definitions, highlighting the common ones, and work out a new definition.

Theoretical information.

Conflict - clash of oppositely directed goals, interests, positions, opinions or views of opponents or subjects of interaction.

Conflict is a part of everyday life. A conflict in the social sphere as a dispute between the parties, as a contradiction in their interests and goals, is natural and therefore inevitable, moreover, according to the famous negotiator R. Fischer, the more diverse the world becomes, the greater the number of contradictions in interests one has to face. Psychologists also note that conflict helps prevent stagnation in society and stimulates the search for solutions to problems. In addition, a conflict of low intensity, resolved peacefully, can prevent a more serious conflict. It is noticed that in those social groups where small conflicts are quite frequent, it rarely comes to major contradictions. The question is not how to prevent or not notice the conflict, but how to prevent conflict behavior associated with destructive, violent ways of resolving conflicts, and to direct the participants to find a mutually acceptable solution.

Exercise: Components of a Conflict.

Target: highlight the components of the conflict.

The group is divided into microgroups. Within 3 minutes, the typical behavior of the participants in the conflict, the features of the manifestation of emotions, the specifics of the content of the dialogue, and possible behavioral acts are discussed. Then the discussion continues in the group.

Exercise: Working with associations to understand conflict.

Target: awareness of one's own emotional field of perception of the conflict.

Participants are seated in a circle.

Instructions:“The focus of our attention is the conflict. When we say this word, we have a number of associations, feelings. We have heard about the conflict, we know how it manifests itself in the behavior of people. Now we are examining the reflection of the conflict on the inner state of a person. Let everyone say what the word "conflict" is associated with. What image does your imagination suggest? "

After the first row of associations, you can ask to continue:

· If the conflict is furniture, what is it?

· If the dishes, what kind?

· If clothes, what kind?

Reflection of the training.

Day 2.

Topic: The main stages of the course of the conflict.

Role-playing game "Mill".

Target: accommodation by the training participants of "minor" conflict situations, adjustment for further work.

An equal number of training participants form two circles (one inside the other), stand facing each other and act out small dialogues in pairs - situations that are set by the leader. The dialogue lasts 2 minutes. After each dialogue, the outer circle takes several steps, for example, clockwise; each participant changes partners, the next episode is played out.

Situations to play out:

· Those in the outer circle play the role of bus controllers, and those in the inner circle play the role of stowaways;

· The inner circle - sellers who do not care about buyers, and the outer - buyers .;

· The outer circle is the boss who "caught" the late subordinate, and the inner circle is the subordinate;

· The inner circle is the tenant. Which was filled by the neighbor from above, the outer circle is the neighbor from above.

In the course of the discussion, the participants analyze their most typical behavior in various situations, the adopted emotions.

Theoretical information.

There are the following stages of the conflict:

1. The stage of potential formation of conflicting interests, values ​​and norms - the state of affairs on the eve of the conflict. At this stage, there are already some prerequisites for a conflict, perhaps there is strong tension in relations, but it has not yet resulted in an open clash. This state of affairs can persist for a long time.

This stage can also be referred to as latent, or latent, conflict.

2. The stage of transition of a potential conflict into a real one, or the stage of awareness by the participants in the conflict of their correctly or falsely understood interests. This stage can be designated as an "incident", that is, the first skirmish of the conflicting parties. The incident acts as the plot of the conflict. Often an incident appears as if it were an accident, but in fact it is the last straw that overflows the cup. A conflict that began with an incident may end with it (for example, a squabble of passengers in public transport).

3. Stage of conflict actions. At this stage, the conflict, as it were, "steps up the steps", being realized in a series of separate acts - actions and counteractions of the conflicting parties. Escalation can be continuous: with an ever-increasing degree of tension in relations and the force of blows exchanged between conflicting parties; and wave-like, when the tension in relations sometimes increases, then subsides, and periods of active confrontation are replaced by a temporary improvement in relations.

At this stage, it is possible to experience the culmination of the conflict (the upper point of its escalation). The culmination leads to the realization of the need to interrupt the further aggravation of relations and look for a way out of the conflict.

4. Stage of withdrawal, or resolution, conflict. At this stage, it is necessary to introduce two concepts: the cost of the conflict and the cost of getting out of the conflict. Comparison of these two components makes it possible to rationally decide the question: is it worth continuing the conflict, or is it more profitable to end it. Often, the end of the conflict can only be achieved through special efforts aimed at resolving it. One of the forms of ending the conflict is to invite a mediator to negotiate between the conflicting parties.

Training.

"CONFLICT. CONFLICT RESOLUTION METHODS ”.

Target: Promote the formation of skills for constructive conflict resolution.

Tasks:

1. Show alternative options for behavior in a conflict;

2. Creation of conditions for reflection by students of their own styles of behavior in conflict.

Equipment:a multimedia projector, or an interactive whiteboard (the lesson is accompanied by a presentation), cards with situations.

Course of the lesson:

Organizing time.

Greetings. Exercise "I am like this today."

Leading: Tell me, what do you know about the conflict? - students' answers. What do you don’t know about conflicts? What do you think is important in a conflict? What do you expect in today's class?

Today in the lesson we will get acquainted with the concept of conflict, as well as consider situations that can help in resolving the conflict. . To do this, I suggest you perform the following exercise?!

Main part

Exercise "Meeting on a narrow bridge." Two participants stand on a line drawn on the floor to each other at a distance of about 3 meters. The facilitator explains the situation: “Imagine that you are walking towards each other on a very narrow bridge thrown over the water. In the center of the bridge you have met and you need to disperse. The bridge is a line. Whoever puts his foot outside it will fall into the water. Try to disperse on the bridge so as not to fall. " Pairs of participants are selected at random. Passage of 2-3 pairs. For each pair, a specific set of behavior "on the bridge" is given:

1 pair - agree on how to cross the bridge;

2 pair - fight to the last, not give way to another participant;

3 pair - one of the participants avoids a collision, goes back, makes way for the other.

The students observe the behavior of the participants in the exercise as follows:

Was the solution to the situation effective?

What emotions did each of the participants in the situation experience?

Exercise discussion: It is carried out in stages for each pair according to the algorithm for observing the solution to the situation.

Do you think it is possible to define this situation as a conflict one? - why?

Additional questions to the analysis algorithm: What happened to the participants of the pair one? How did they resolve this situation? What do you think, what can you call this tactic (strategy) of behavior in a conflict situation? (And so on for each pair)

We see that in the same situation there is a choice of different strategies behavior. Do you think this situation could be solved differently?

We have determined that each person acts in a conflict situation in a different way, in psychology this is defined as a strategy of behavior in a conflict. I suggest you consider the strategies of behavior in the conflict using the graph presented on the slide.

Information block - description of the styles of behavior in the conflict. Working with the schedule.

Competition: the least effective, but the most frequently used method of behavior in conflicts, is expressed in the desire to achieve the satisfaction of their interests to the detriment of others. Such tactics are justified when something really important and significant is decided and any concession seriously affects your dignity and the dignity of your loved ones, jeopardizes your well-being and health. Constant adherence to these tactics can give you a reputation as a brawler and an unpleasant person.

Fixture: means, as opposed to rivalry, sacrificing one's own interests for the sake of another. You might argue: why on earth should I give in? But in some cases, this behavior is the most correct. For example, your mom hates rock music and thinks it is nightmarish. Is it worth trying to convince her and conflict? Why make a dear, loving person nervous? Try to give in by playing music when Mom is not at home.

Compromise: compromise as an agreement between the parties to the conflict, achieved through mutual concessions. So, you agree with your parents that you can come home an hour later in the evening, provided that you prepare your homework in advance, tidy up the room, etc. Compromise requires strict adherence to commitments on both sides. After all, a violation of an agreement is in itself a pretext for a conflict, in which it will be much more difficult to agree, because trust has been lost.

Avoidance: which is characterized by both the lack of desire for cooperation, and the lack of a tendency to achieve their own goals

You pretend that there are no disagreements, everything is fine. Such tactics sometimes require remarkable restraint. However, it (tactics) can be used in the event that the subject of the dispute does not really matter to you (it is hardly worth bringing the matter to a conflict if your friend claims that Steven Seagal is an actor of all times and peoples, and he is not so for you and like it). But you shouldn't use this avoidance tactic all the time. Firstly, this is a considerable burden for the psychoemotional state: an attempt to drive emotions inside can negatively affect health. Secondly, if you pretend that everything is fine, then the conflict situation persists for an indefinite period.

Cooperation: when the participants in the situation come to an alternative that fully satisfies the interests of both parties. You see your opponent as an assistant in solving the problem that has arisen, you try to take the other’s point of view, understand how and why he does not agree with you, and make the most of his objections.

3. Practical work

In your workbooks, I propose to determine which of the strategies is most appropriate for your behavior in conflict.

The children are invited to predict their strategies of behavior in a conflict using self-assessment by filling out the table (maximum number of points 12):

5. Exercise "conflict" Resolution of conflict situations in terms of various strategies of behavior. Dividing students into subgroups of 3 people, each of which is given a situation. It is necessary to think over the solution to the situation.

Situation 1. Parents send you to the store for potatoes, and you want to play computer games

Situation 2. Your friend has serious math problems, so he constantly asks you to write off your homework. And you let him cheat. But one day the teacher noticed that you and your friend have exactly the same entries in the notebook. She called you and said that if you let me write off your homework again, you would be in big trouble.

Situation 3. Parents think that you spend a lot of time at the computer and therefore go to bed late. They forbade you to study at the computer and even began to take away the power cord when leaving the house. It doesn't suit you.

Situation 4.

Discussion of each situation according to the scheme proposed at the beginning of the lesson:

Who was the winner in solving the situation?

Was their choice of conflict resolution effective?

What do you think was the chosen behavior strategy for solving this situation?

6. Summing up the results of the lesson, reflection

I'm not looking for conflicts

but I'm not afraid of conflicts

I boldly go to their solution.

What new things did you learn in class today? What new strategies of behavior in conflict have you learned? What would you like to learn in the next lessons?

Homework: Fill in the table to the end. To do this, you need to determine your own strategy of behavior in the conflict using the Thomas questionnaire. Conduct a survey.

Parting.

Game "Behavior in conflict"

Objectives of the game:

• to form the concept of the types of behavior in the conflict;
• show the main psychological factors that determine the conflict;
• learn to choose adequate styles of behavior in a conflict in a conative (behavioral) system of interpersonal interaction.

The moderator divides all participants into five groups, in each of which a representative is selected, to whom the moderator gives one of five cards with the name of a certain style of behavior in conflict with the corresponding motto:

• Style "Competition": "In order for me to win, you must lose."
• Adaptation style: "For you to win, I must lose."
• Style "Compromise": "For each of us to win something, each of us must lose something."
• Style "Cooperation": "For me to win, you must also win."
• Avoidance Style: “I don’t care if you win or lose, but I know I don’t take part in it.”

Each group discusses and prepares a scene that demonstrates the proposed behavior in the conflict.

Discussion: conducted in the form of answers to questions:

• How did this type of behavior in the conflict affect the emotional state, the feelings of its participants?
• Could other behaviors in this situation be more helpful to the participants?
• What makes people choose this or that style of behavior in conflict?
• What is the most constructive style for human relationships?

Transport Conflict Exercise

Purpose of the game: to gain experience in the ability to negotiate in a conflict of interests.

Chairs are placed in the room: two are next to each other (imitating twin seats on a bus), one is in front. There are three participants in the game (two plus one). Two receive instructions secretly from the third, the third secretly from two. The task of two: "get on the bus" and sit next to each other to talk about an important topic for both. The task of the third participant: to take one of the paired places, for example, "by the window" and give way only if such a desire really arises.

Discussion: game participants answer questions:

• Why did the “third” still concede (or, on the contrary, did not concede) his place?
• Were there moments when the "third" wanted to free this place?
• How did the players feel?
• Whose solution is the most successful?
• What exactly was the reason for the success (or, conversely, failure)?

Exercise "How to Resolve Conflict Situations"

This exercise will help students learn how to competently and usefully resolve conflict situations; understand that there are always several options for behavior in conflict situations.

Take the “Cup of Feelings” and say the following: “The fact that we have accumulated questions about relationships is good, if only because you were not ashamed to write about them. We were not afraid of disapproval, but decided to investigate the situation. Conflicts are part of our life. I invite you to think about how we behave in conflict. Are we competing, competing? Are we losing? What feelings does our rival evoke in us? Unintentional conflicts lead to resentment, loss of friendship, outbursts of anger, alienation. Therefore, it is important to know how to behave in conflict situations. Today we will learn to resolve conflicts.

First, let's try to think together about how best to act in a particular situation in order to resolve the conflict. I will name the situation, and you will discuss it according to the following rules. "

Discussion rules

• Share any ideas that come to mind.
• Don't judge other people's ideas.
• When putting forward your ideas, use those already expressed.
• Offer as many ideas as possible.
• Select one from the following list of situations and invite the participants to consider all possible solutions.

Write the answers on the board, and after playing the situations, discuss the options by choosing among them; acceptable.

• Someone teases or calls you names.
• The teacher unfairly accuses you of cheating on the test.
• Your parents forbade you to go out with your friends for a week because of a fight with your younger brother.
• During lessons, a classmate sitting behind you constantly stabs you in the back with a pen or throws an eraser at you.

After the guys have proposed all possible solutions to the problem, discuss which of them would be most effective. Highlight the top two.

Discussion on the topic of the lesson

Discuss the following questions:

• What are the causes of conflicts?
• How can conflict be prevented?
• What do the offended and the offender feel in a conflict situation?
• What behavior helps you to dignifiedly get out of the conflict or prevent it from flaring up?

Let the roles play out conflict situations from the "Chalice of Feelings", having come up with a favorable outcome for them.

Role-playing game "Distribution of Hearts"

Time of the game: 2-3 hours.

Purpose: Development of the ability to get out of a conflict situation based on the correct resolution of the conflict, as well as an illustration of the strategies presented.

Instruction: Imagine a hospital that specializes in donor heart transplants. Unexpectedly, a donor heart arrives at the hospital. Four people are next in line: an elderly professor in charge of developing a cancer vaccine, whose work is close to completion; A 16-year-old pregnant girl, an orphan, she has a heart problem; a young, pretty woman who enjoys exceptional love from the staff, a doctor at the same hospital where donor heart transplant operations are performed; teacher, mother of two children, husband recently died in a car accident.

All of them have a critical situation, each of them has one month left to live. The problem is to whom to give the only donor heart.

Game stages:

• Division of the group into 4 teams.
• Each group selects one of the patients for further protection.
• Training in groups of one representative to negotiate with representatives from other groups to make a common decision.

Discussion of the results of the game:

• What behavioral strategies were used by the representatives during the negotiations?
• in what way were these or those strategies implemented by the representatives?
• What are the main psychological mechanisms that you see in the implementation of rivalry, cooperation, avoidance, accommodation and compromise?