A comment: As far as I was able to understand, methods of influence in social psychology include group discussion (as a method of making group decisions, which also includes brainstorming), game methods and socio-psychological training. Moreover, the training obviously uses group discussion (but as a discussion) and various game exercises. It must be said that there is no unanimous classification of all this; each author is free to interpret; in this answer, I mainly relied on the structure of Prikhidko’s course and lectures, Gulevich’s slides (regarding group discussion and brainstorming). During the exam, they may start asking about the goals and objectives of each method, about the specifics, etc., pay attention to this and think about it at your leisure). In addition, as Belinskaya said, all mass communication can be classified as methods of influence, but I no longer wrote this, see the relevant questions.

Response plan

Group discussion.

Game methods.

Social-psychological training (SPT).

3.1. Historical background for the emergence of training groups.

3.2. The concept of SPT.

3.3. Main goals and objectives of TSP

3.4. Types of training groups.

3.5. Organization and conduct of SPT.

3.6. Structure of SPT groups.

3.7. Requirements for the presenter.

3.8. The main stages of development of a training group.

3.9. Basic principles for designing the SPT program.

3.10. Evaluation of the effectiveness of SPT.

1.Group discussion.

Group discussion– a way of organizing joint activities, the goal of which is an intensive and productive solution to a group problem.

Group discussion functions:

1) Change of opinion.

The socio-psychological study of group discussion is associated with the work of K. Levin, which appeared in the 1940s. The purpose of the experimental work was to force American housewives to buy offal. After a regular lecture on the benefits of by-products, only 3% of the lecture participants changed their attitude towards by-products, and after a group discussion - 32%.

Group members wholeheartedly agree with the group decision and change behavior in accordance with it.

2) Quality of the solution.

• Increasing the activity of group members

comprehensive discussion of the problem

making better decisions compared to individual ones

Reasons for poor quality decisions:

Regulatory influence

Information influence

The illusion of productivity

Distribution of Responsibility

Inability to coordinate efforts, discussing only information that is known to everyone

Stages of group discussion ( for more details, see Gulevich’s slides on the psychology of communications, topic 9)

Preparation stage

Information collection stage

Information interpretation stage

Stage of evaluation of the decision made

Brainstorming (A. Osborne). - At the stage of developing ideas, criticism is prohibited, which contributes to the development of the most creative solutions.

Types of brainstorming:

Reverse – narrow, several people;

Collective – 200-250 participants are divided into subgroups, and then a plenary session;

Simplified procedures:

Council of Pirates - participants express a decision according to the hierarchy, in the end the captain decides.

Cascade solution - first some people, then others.

Synectics (W. Gordon) – the use of analogies and metaphors. Participants imagine how they would feel if they were part of the problem.

Conditions for the effectiveness of brainstorming:

Procedure:

incubation period

recognition of the person who expressed the idea

orientation towards personality assessment

getting to know other ideas

fixing decisions

Features of the task: importance

Participant Features:

competitive orientation

knowledge and experience

Stage of evaluation of the decision made:

expert review

group average method

majority rule

unanimous decision method

consensus method

2.Game methods.

They are divided into operational and role. Operating(business) games have a script and very clearly focus on the instrumental aspect of activity. They are defined as a method of simulating management decision-making in various situations according to rules specified or developed by the participants in the game themselves. They are often called simulation management games. Role-playing games are aimed at changing attitudes that interfere with the effective interaction of people with the environment. One of the forms of role-playing is the psychodrama technique, developed by J. Moreno. In practice, a psychodrama session consists of acting out the situation of a specific person, whose problems and conflicts the group has to solve, and other characters.

Role-playing creates conditions for participants to:

Understand the norms of behavior and communication, as well as your own ideas, feelings and thoughts associated with a particular role.

Develop the ability to enter into the position of other people, better understand their positions and feelings, which is directly related to the socio-psychological phenomena of identification and empathy;

Try out new roles and forms of communication in situations that simulate real life.

Since its inception, training has gained a strong place in the professional training of specialists abroad and in domestic practice. Scientifically based individual forms of training appear at the beginning of the 20th century. as a means of overcoming the limitations imposed on learning outcomes by theoretical knowledge and the “safe” acquisition of work skills. Training, in particular ideomotor, psychotechnical training

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Activities and games created opportunities for the formation and strengthening of professionally important skills and abilities on the basis of acquired knowledge and their transfer to professional reality.

Individual forms of professional training were widely developed in the 1930s. in our country and abroad in a number of scientific centers, psychotechnical and psychological laboratories. In some cases, theoretical material was included directly in the training program. Individual forms are especially widely used in the professional training of operator specialists using simulators, programmed instructions and individual generative games (Platonov, 1961; Dmitrieva, Krylov, 1979; Nikiforov, Filimonenko, 1986). The simulators contributed to the mastery of a specific final set of skills at the operational level and their restoration after long breaks in work. The use of simulators was based on modeling activity processes using mechanical and electronic devices(Platonov, 1961).

The experience of simulator training was widely used in the development of psychologically based programs that make it possible to take into account and, to a certain extent, correct the individual psychological characteristics of a person (Nikiforov, 1989).

Individual forms of professional training are aimed at preserving and restoring the performance of specialists, preparing their psyche for work in specific or extreme conditions professional activity. In solving these problems, various forms of mental self-regulation (PSR) have become most widespread. Psychoself-regulation in its various modifications makes it possible to optimize the consistency of the parameters of the professional environment with the psychological characteristics of the subject of activity, to carry out correction and development of mental functions. The high complexity and extreme nature of many types of professional work cause borderline stressful

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tense states of operators, managers, representatives of teaching professions, and military personnel. Many operator and management specialties are characterized by the achievement of activity goals in non-standard situations, when a specialist needs to solve forecasting problems in conditions of incomplete information, holistic coverage of dynamically developing situations, detection and identification of events and objects based on weak signs, and information recovery (Mansurov, Polshin, 1990). In this regard, there was a need to prepare professionals for conscious voluntary self-regulation of states in order to maintain higher mental functions at the required level of activity.

Currently, there are a significant number of methodological varieties of mental self-regulation that are successfully used in various professional groups. The most famous of them are: autogenic (AT), psychomuscular, ideomotor and ideational training.

Autogenic training in its classic version was developed in 1932 by I.G. Schultz, who noted the effect of relieving internal tension by instilled relaxation. Somewhat earlier, in 1922, the American psychophysiologist R.D. Jacobson proposed a system of progressive relaxation to relieve neuropsychic tension. Subsequently, AT was repeatedly modified into various aspects. Today, AT is generally understood as a set of methods for mastering various ways of controlling the mental and somatovegetative functions of the body, the direct function of which is the regulation of the emotional and activation aspects of human states. Common modifications of AT include “active self-hypnosis” (Romen, 1971), psychohygienic self-regulation (Popov, Belyaev, Lobzin et al. 1980), psychoregulatory training (Alekseev, 1967).

In general, the use of AT in various professional groups can be divided into two classes:

1. Modifications general action.

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2. Narrower, professionally oriented methods of mental self-influence.

The first class has a predominantly psychohygienic effect and pursues the goal of a general increase in performance. Modifications of general action are built as simplified cycles of classical AT without therapeutic exercises. They are little differentiated according to various professions; the content uses sets of calming and mobilizing exercises. The first domestic publication devoted to this class of AT was the methodological letter “Application of training in psychotherapeutic practice” (Svyadoshch, Romen, 1966). The structure of classes described by the authors is close to the method of I.G. Schultz.

The second class of AT modifications is intended to solve highly practical problems within individual professions and various types of activities. Such techniques are used in the training of flight crews (Belyaev, Lobzin, Kopylova, 1977), actors (Nikiforov, 1989), conveyor production operators (Lysenko, 1992), chemical plant operators, vehicle drivers, miners, etc.

Common to all modifications of AT is the fact that self-interaction is carried out against the background of a specific state of the brain that occurs when deep relaxation is achieved, accompanied by the development of a mild hypnotic phase state. During phase states (paradoxical and ultraparadoxical phases according to I.P. Pavlov), a verbal stimulus (auto-suggestion) acquires a particularly large force of influence, carried out at the conscious and subconscious levels. When exerting an influence at a conscious level, secondary signal processes occurring against the background of diffuse inhibition of the cerebral cortex create a stable dominant, subordinating the management activity of the central nervous system, and influence processes that are not amenable to voluntary regulation under normal conditions. In addition, the human body in general and the psyche in particular represent

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a highly organized system, which, when freed from external interference, has the ability to involuntarily self-regulate the entire variety of its functions.

The use of AT helps specialists develop the habit of self-control, self-control, maintaining high performance, self-observation of external manifestations of emotions and states, and the ability to independently overcome various types of stress. In the broadest sense, the effective use of methods of psychological self-regulation leads to increased susceptibility to self-referral and self-command. The significance of this result goes beyond the stated goals of AT.

Recently, special methods have been developed for training conscious self-control and voluntary changes in the course of involuntary physiological processes using biofeedback (BFB). As examples of the use of biofeedback training, one can cite the technique of using a psychophysiological circuit with feedback from the biopotentials of the brain, which makes it possible to convert changes in biopotentials that are not felt by the subject into sensory perceived changes in the frequency of the sound tone. Arbitrary changes by operators of their state through a system of figurative representations synchronous with the sound tone were used to increase the reliability of the activities of operators working on the compensatory tracking model (Mansurov, Polylin, 1990).

The biofeedback method is also being developed in the field of training professionals in synthesized information-dynamic gaming environments. Unlike traditional biofeedback training, in which information about changes in the functional state is received through sound, color, temperature transformations of a number of physiological indicators, such as an electrocardiogram, galvanic skin response, etc., it is presented through changes in significant indicators of the game situations. According to some data, this approach gives more

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high rates in comparison with traditional biofeedback training (Ezhov, 1990).

According to the results of our research, an effective technique for increasing the reliability of the professional activities of surveillance system operators and managers operating in stressful conditions is the use of systematic desensitization in combination with AT. The method of systematic desensitization involves a number of sequential steps, including drawing up an objective description of a stressful situation, the required behavior in it and the impact of the prepared text in a state of relaxation.

A type of individual training includes programmed instructions (Landy, 1985), which are used to train junior medical personnel, military personnel, and specialists preparing to work abroad. These instructions are algorithmic descriptions of a sequence of actions, at the stages of which it is necessary to make certain decisions, and their optimality is immediately assessed. Programmed instructions are presented in two forms: using so-called teaching machines, or in booklets.

Peculiarities group forms of professional training are associated with a number of circumstances. First of all, they are intended primarily for the formation of skills and abilities, as well as attitudes and attitudes of specialists whose professional activities involve communication and management of people. The cross-cutting task in the activities of representatives of professions of the socionomic type is a directed change in the subjective and personal characteristics of people, their behavior and states, indicators of joint and individual activity. Professional interaction and people management are fundamentally different from interaction with technical devices and material objects due to a number of circumstances. The subjectivity of man, which distinguishes him from the world of things and technical devices, endows him with a number of invariant features:

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1. Each person has uniqueness and originality, “authenticity”, due to the impossibility of genetic identity and the uniqueness of the developmental life situation.

2. A person, and even more so a group of people, have the ability to consciously and unconsciously distort information about themselves, their states, needs, performance results, etc.

3. A person, groups, their behavior and activities are motivated, which makes the results of intentional change dependent on the degree of actual interest in them.

4. A person is in constant change and development, occurring simultaneously and in many cases beyond the control of his consciousness. According to the figurative expressions of M.M. Bakhtin, a person “at any moment of time is not equal to himself,” “is an infinite function,” is incomplete and incomplete, and while “a person is alive, he proceeds from the fact that he has not yet achieved perfection and has not said his last word” (Bakhtin, 1963, p.78). In addition, a professional working with people deals with an “object” of the same level of complexity.

The listed features demonstrate the variety of factors that determine the specifics of professional activity of the “person-to-person” type. Effective professional activity of a manager, teacher, psychologist, doctor, officer involves overcoming impulsive and stereotypical elements of interaction with people. This task can be especially productively solved in a group context. Because of this, the main place in the professional training of leaders, managers, teachers, etc. occupy group forms that increase the cognitive activity and performance of all group members. These circumstances largely explain the constantly growing interest in group types of training among socionomic group specialists.

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L. Bradford, R. Lippit and K. Rogers. The theories of group dynamics and client-centered therapy developed by K. Levin and K. Rogers were the direct sources of group training practice. K. Lewin argued that most lasting changes in an individual's attitudes and behavior occur in a group rather than an individual context. In this regard, in order to discover and change one’s attitudes and develop new forms of behavior, a person must overcome his authenticity and learn to see himself as others see him (Lewin, 1948). Successful work K.Levin and his employees in the intergroup relations workshop (Bethel), which provided assistance to businessmen and managers, led to the creation of the National Training Laboratory in the USA in 1947. A detailed description of the practice of the National Training Laboratory is given by Bradford, Jibb, and Benne (1964). The results of this work formed the basis for the practice of training groups (T-groups).

T-groups are defined as a collection of heterogeneous individuals who meet for the purpose of exploring interpersonal relationships and the group dynamics that their interactions generate. A distinctive feature of T-groups is the desire for maximum independence of participants in the formation and functioning of the group. Participants, finding themselves in a social vacuum, are forced to organize their relationships within the group themselves and develop procedures for communicative activities. Learning in this case turns out to be more the result of trial and error among group members than the assimilation of objective principles that explain interpersonal behavior. The T-groups focused on the behavior of the training participants. Those undergoing training in T-groups were encouraged to record, interpret and evaluate the actions and behavior of their partners and themselves. The groups encouraged spontaneous expression of feelings, open attention to hostility, self-doubt and manifestations of psychological defense and their interpretation. The tasks of the T-group included training of management personnel, me-

90 Makshanov SI.

Nejers, political leaders effective interaction, leadership skills, resolve conflicts in organizations, strengthen group cohesion. The most typical problems of T-groups are formulated by Campbell (1977):

1. To achieve an understanding by training participants of how and why they behave towards other people, as well as how this behavior affects other people.

2. Learn to understand why people behave the way they do and not otherwise.

3. Teach participants to actually listen to what other people are saying without previously concentrating on preparing a response.

4. Creating opportunities to understand how a group operates and what types of group processes occur under certain conditions.

5. Promote increased tolerance for the behavior of other people.

6. Creating conditions in which a person can test new ways of interacting with people and receive feedback on how these new ways affect them.

Some T-groups were focused on clarifying the life values ​​of a professional, strengthening self-identity and were called sensitivity groups. The term “sensitivity training” is usually used to designate both Rodgerian “encounter-groups” focused on “personal growth” and T-groups, or training groups. human relations. Problems similar to those of sensitivity training and meeting groups were solved in different conceptual paradigms: gestal therapy, transactional analysis. In the Gestalt-oriented group, conditions were created for awareness of the relationship between the elements of a single psychological structure of a person, increasing sensitivity to signals emanating from somatic-vegetative sources (Perls, 1995). In group work associated with the use of transactional analysis ideas, the main task is to understand the relationships between unconscious elements acquired during socialization

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authorities, which were designated by E. Bern as “parent-adult-child” (Bern, 1992).

In our country, elements of sensitive training were used in training programs for leaders of work teams and representatives of professions of the “person-to-person” type (Petrovskaya, 1982; Emelyanov, 1985). Yu.N. Emelyanov, summarizing data from a number of sources, lists the following tasks of sensitive training:

1. Increased self-understanding and understanding of others.

2. Sensory understanding of group processes, knowledge of local structure.

3. Development of a number of behavioral skills.

L.A. Petrovskaya, in her comments on the types of sensitivity training, distinguishes two levels of goals: immediate and so-called metagoals, or goals of a higher level of generality. The meta-goals are the formation of an individual’s spirit of exploration, willingness to experiment with his role in the world; expanding the scope of “interpersonal consciousness”; achieving authenticity in interpersonal relationships; ability to interact with colleagues, superiors and subordinates in a collaborative style. Among the immediate goals of sensitivity training are increased sensitivity to the group process, the behavior of others, associated primarily with the perception of a more complete range of communicative stimuli received from partners (voice intonation, facial expression, body posture and other contextual factors that complement words), improvement of diagnostic skills in the field of interpersonal and intergroup relations, acquiring the skills of active intervention in situations of intra- and extra-group interaction in order to increase the satisfaction of group members, as well as developing the ability to constantly analyze one’s behavior in the system of interpersonal relations in order to optimize them.

From our point of view, the main goals of sensitivity training can be formulated as follows:

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Development of psychological observation as the ability to record and remember the entire set of signals received from another person or group;

Awareness and overcoming of interpretive limitations imposed by theoretical knowledge and stereotypical fragments of consciousness;

formation and development of the ability to predict the behavior of other people, to anticipate the consequences of mutual influences.

T-groups and sensitivity training groups solved mainly communicative problems, while addressing the personality of the training participants and creating conditions for awareness of personal problems, which is undoubtedly a fundamental difference from individual training and behavioral groups, focused on changes mainly at the level of the subject of activity.

In the late 60s - early 70s. T-groups and sensitivity groups have become widespread in organizational settings. The main purpose of their use was to settle conflict situations in work groups, as well as optimization of relations between workers and employees. In 1964, a collection was published summarizing the experience of 17 years of development of T-groups. It summarized four main problems: professionalization of trainers, modification of the T-group method, expanded use of the laboratory method in non-laboratory settings, growth of research and development of theory (Panto, Gravitz; 1984).

Practical results of using T-groups and sensitivity training have shown a number of limitations in their use due to overestimation of the method’s capabilities and methodological mistakes of the leaders. Currently, T-groups in organizational settings are used less frequently and more selectively and are one of the areas of the approach called “organizational development.” The basis of organizational development is a model of research-based interventions and a reliance on learning based on the shared experiences of its participants. The traditional T-group is being replaced by the use of training methods referred to as team formation (building) training.

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The goal of team building training is primarily effective changes in social systems and their elements, and not just in specific professionals.

In the 80s The practice of T-groups in professional training has found its greatest application in the training of teachers and administrators.

The second direction in the group form of training is skills training. Most skill training programs are based on theoretical concepts substantiated by behavioral psychologists.

In the 60s a social-life skills training movement emerges, based on the ideas of humanistic psychology of C. Rogers. Life skills training has been used in the professional training of teachers, consultants, managers, and military personnel.

It uses three main models that determine the unique approach to training participants.

First model relies on seven categories of life skills: problem solving, communication, persistence, self-confidence, critical thinking, self-management and self-concept development.

At the core second model There are four categories of skills: interpersonal communication and relationships, health maintenance, identity development, problem solving and decision making.

Third model includes training in emotional self-control, interpersonal relationships, self-understanding, financial self-protection, self-support and conceptualization of experience (Cooper, 1976; Gazda, Brook; 1985).

Group training of special skills also includes programs focused on the professional training of specialists to work in special conditions, for example, psychological training developed after the accident at the Three Mile Island nuclear power plant. The training was aimed at preparing NPP specialists to act in extreme situations, developing decision-making skills, analyzing decisions made, achieving mutual understanding, and identifying potential critical problems.

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management and stimulation of creative initiative when performing tasks (Worsham, French, 1981).

Along with the approaches considered, which developed mainly in the USA, it is worth highlighting the experience of group work in the UK, accumulated mainly at the Tavistock Institute and formed as an alternative to T-groups. The practice of S-groups (study-groups) created in the UK was aimed at studying and understanding by participants the determinants and patterns of individual and group behavior, while considerable attention was paid to the problem of power and authority (Klein, Astrachan; 1971).

In the 70s At the Universities of Leipzig and Jena, under the leadership of M. Forverg, socio-psychological training was developed and scientifically substantiated. The theoretical basis of the mechanisms of change in social

psychological training of M. Forverg was the theory of attitude of D. Uznadze, according to which attitude was considered as the most accessible form of connection between the acting subject and the environment. The main means of training were role-playing games with elements of dramatization, creating conditions for the formation of effective communication skills. The practical area of ​​application of the methods developed by M. Vorwerg was the socio-psychological training of industrial managers (Vorwerg, 1980). Significant social experience psychological training, accumulated by M. Forverg and his students, is presented in five main types of training, which included:

1. Groups aimed at mastering the models of social behavior necessary for a particular profession (Verhaltensentwunte). Personal problems participants were not processed unless they were directly related to professional difficulties or the adoption of a new behavior model. The basis of the changes was the correction of cognitive structures responsible for the regulation of behavior. The facilitator was required to specialize in the field of labor psychology and social psychology, and have good knowledge of the profession of the trainees; only voluntary participation in the training was allowed. On the organization of work

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This type of training was the most flexible; the effect could not be fully controlled, although it created the prerequisites for effective professional communication and better orientation in the socio-psychological aspects of professional activity. Conducting socio-psychological training of this type was practiced at industrial enterprises GDR, at the Center for Advanced Training for Managers of the Chemical Industry in Warsaw.

2. Groups aimed at developing individual psychological qualities of the individual necessary in professional activity, preparing for managing group dynamics, solving specific psychoprophylactic problems through autogenic training. In this type of training, targeted stimulation of group dynamics is used, the activity of the trainees increases and the emotionality of reinforcement of the required behavior patterns increases. The presenter was required to have training in the field of psychotherapy and individual psychodiagnostics. Organized referral to training by decision of the administration was allowed, but voluntary participation was preferred. The requirements for the temporary organization of training have become more stringent, which began to be conducted continuously for 4-5 days. H. Mikkin emphasizes that this type of training was developed by highly qualified practitioners and is relatively less associated with scientific research.

3. The main goals of the training are mental hygiene and psychoprophylaxis; the facilitator is required to have training in clinical psychology and psychotherapy. The groups were formed exclusively voluntarily, taking into account medical indications from among managers with an increased risk of psychogenic and mental illnesses. The time regime was not strictly regulated.

4. The leading goal is the development of social competence in communication, orientation in oneself, a partner and the social situation; professional problems were touched upon only if they were closely related to the personal characteristics of the training participants. Conductor training

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mostly with high-ranking executives.

5. The purpose of the fifth type of training is the development of social competence for working in particularly difficult situations of interpersonal communication and the partial formation of new life goals. The duration of the training takes several cycles of 8-10 days each with an annual interval. This training was used in the GDR only to improve the skills of psychotherapists, doctors, consultant psychologists, and trainers (Mikkin, 1986).

The main trends in the development of socio-psychological training in the GDR were characterized by a gradual transition to solving increasingly complex problems during the training, to achieving changes at increasingly complex levels of mental organization, and in relation to the types considered - by increasing the requirements for the professional training of leaders, expanding it goals from purely professionally significant ones to those related to the achievement of physical, social and moral well-being.

In the early 80s. socio-psychological training is becoming widespread in domestic practice. The first monograph in the country devoted to the theoretical and methodological aspects of socio-psychological training was published by L.A. Petrovskaya in 1982. Socio-psychological training was used for psychological support of the professional activities of managers, teachers and psychologists, as well as people experiencing difficulties in communication . The experience of its use is reflected in the works of L.A. Petrovskaya (1982, 1989), Yu.N. Emelyanov, Kh. Mikkin (1975, 1981, 1986), V.P. Zakharov, N.Yu. Khryashcheva and others.

The general goal of socio-psychological training is to increase competence in communication, which is achieved by solving the following tasks:

1. Acquiring knowledge in the field of psychology of the individual, group, communication;

2. Acquisition of skills and communication skills;

3. Correction, formation and development of attitudes that ensure successful communication;

Psychology of training ________________97

4. Development of the ability to adequately evaluate oneself and other people;

5. Development of a system of personal relationships (Zakharov, Khryashcheva, 1989).

It is noteworthy that socio-psychological training shows a tendency to spread in various professional groups both in directions that are traditional for him, and fundamentally new for our culture. Social and psychological training programs are being developed and conducted for medical workers, mass media workers, commercial agents, and the unemployed.

The group form of delivery is also typical for intellectual training. In professional activity, the importance of intellectual processes themselves is quite obvious; in a number of professions they play a priority role. In this regard, the development of principles, methods and programs of such training remains an urgent task of professional training.

The predecessors of the first theoretically based intellectual training programs can be considered exercises for the development of divergent thinking in schoolchildren, proposed by M. Wertheimer (Wertheimer, 1977) and developments devoted to the “brainstorming” method of A. Osborn (Osborn, 1963). Currently, the following intellectual training programs are mentioned in the psychological literature: training for flexibility of thinking, mental training, training for strategic thinking, training for creativity (Kelasiev, 1989; Basadur, Graen, Scandura, 1986; BUT)

The goal of strategic thinking training, in particular, offered by A.V. Drankov, N.M. Lebedeva, E.A. Mironov, is the development of intellectual abilities that ensure the formation and implementation of effective strategies in the professional activities of management specialists. The specific objectives of the training are formulated as follows:

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Acquaintance of training participants with the basic patterns of the current genesis of effective strategies;

Awareness of the mechanisms underlying typical errors made in the process of putting forward hypotheses;

Improving the reflexive regulation of mental activity in the process of hypothesis verification;

Increasing the efficiency of implementing the formed strategy in the conditions of individual solving mental problems;

Expanding the individual strategic arsenal of participants in relation to specific classes of tasks;

Development of predictive thinking and the ability to put forward a hierarchical system of goals;

Developing a focus on achieving global strategic goals, taking into account long-term forecasts;

Forming tolerance to “tactical losses” in order to achieve overall strategic success;

Awareness of the benefits of joint problem solving and development of skills to use them in the formation and implementation of strategies;

Taking into account specific negative factors in the formation and implementation of strategies in conditions of direct communication (Drankov, Lebedeva, Mironov, 1990).

Effective professional activity related to working with people excludes the use of stereotypical, unchanging strategies by its subject, as well as impulsive-reactive ones that do not take into account the uniqueness of each person and group of people. In this regard, creativity is a professionally important quality of subjects of many, if not most, professions. Development creative potential creativity training in its various modifications is dedicated to the individual. In creativity training, the main attention is paid to the specialist’s ability to generate a variety of ideas, characterized by non-standard and originality, and to embody them in his own way.

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her professional activities. Creativity training is used in the professional training of heads of enterprises and organizations, managers, psychologists, teachers, scientists; creativity is considered as a powerful factor in the development of professionally important qualities and personality of professionals in various fields of activity (Gordon, 1961; Kris, 1965; Dacey, Ripple, 1967; Khryashcheva, 1995).

In many types of professional activities, a significant place belongs to decision-making processes. In some cases - management of a country, region, industry, enterprise, nuclear power plant unit, military unit, etc. - the cost of decisions made is measured in astronomical figures, and the consequences of their implementation (or lack thereof) are irreversible. Therefore, decision-making training is certainly appropriate for the professional training of management specialists, scientists, and operators of various systems. The purpose of this training is the development of cognitive and emotional-volitional components and their integration, allowing for the effective implementation of all stages of individual and joint decision-making. Achieving these goals is carried out as a result of solving the following tasks:

1. Ensuring the adequacy of the subjective reflection of the problem situation.

2. Development of skills in structuring uncertain problems and identifying the information necessary to solve them.

3. Formation of skills for assessing elements of a probabilistic environment, taking into account the multi-criteria significance of events.

4. Development of a multi-alternative subjective forecasting system.

5. Formation of multi-alternative intermediate solutions in order to optimize the terminal one.

6. Improving reflexive regulation in relation to subjective decision-making criteria.

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7. Development of resistance to conditions of uncertainty and risk, formation of an adequate level of subjective confidence in the forecast decisions made.

8. Ensuring both consistency and flexibility in the implementation of decisions made.

9. Individualization of ways to overcome decision-making difficulties at various stages.

10. Formation of ways to organize decision support groups and increase the efficiency of decision making in joint activities(Drankov, Lebedeva, Mironov, 1990).

The fundamental importance of regulatory potential in human life is reflected in the history of training. The first group forms of training that can be classified as regulatory programs include self-confidence training and motivational training. Both of these programs are widely used and cannot be considered strictly professional. At the same time, such personal deficits as self-doubt and insufficient development of motivational structures significantly complicate the passage of any stage of becoming a professional, which explains the relevance of these training programs for any professional group.

The theoretical foundations of self-confidence training in its different versions are behavioral and psychoanalytic concepts. The behaviorist approach is based on the position that people who lack self-confidence were unable, for a number of reasons, to master the social skills of confident behavior, or received predominantly negative reinforcements during the learning process. Psychoanalysts viewed self-doubt as external manifestations of a deep unconscious conflict. What these approaches have in common is the consideration of uncertainty as a consequence of the microsocial situation of development. One of the first known self-confidence training programs was published by R. Alberti and M. Emmons in 1970 (Alberti, Emmons, 1970). When developing the program they used

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standing, as well as conditioned reflex therapy by E. Salter (Salter, 1973).

Priority in the development of motivational training belongs to D. McClelland, who established in a longitudinal study that highly motivated students at Harvard University after graduation occupy leading positions in the country's economy, and who implemented the first motivational training programs in 1967 (McClelland, 1965). Motivation training was based on attribution theory, as well as McClelland’s ideas, according to which ideas and mental actions make it possible to change the motives of the subject of activity. The motivation training developed by McClelland pursued the following four goals:

Expanding, strengthening and improving the network of associations;

A clear vision and awareness of all its parts;

Connection of elements of this network;

Developing and organizing connections between new associations and existing ones, with reality and cultural values.

In accordance with these goals, D. McClelland developed 12 training elements, combined into groups: studying and practicing the achievement syndrome, self-analysis, goal setting, social support. The training tools included analyzing the content of one’s own stories using TAT using key categories to identify the need for achievement, analyzing specific cases of achievement-oriented behavior of entrepreneurs, practicing realistic goal setting in game conditions, monitoring the compatibility of achievement activities with one’s own lifestyle and with various circumstances.

One of the most valuable results of motivation training should be the ability of a professional in any field to master skills, self-motivation mechanisms, and voluntary retention of motive on a goal. This training program has not lost its relevance, and nowadays it is one of the tools used by UNIDO (Organization for

102 Makshanov SI.

Industrial Development at the UN), and is also used when working with schoolchildren.

The groups known as Synanon can also be considered regulatory in nature. The main content of work in synanon groups is related to the manifestation and perception of negative emotions, anger, and aggressive behavior. All group members have the opportunity to confront negative emotions and aggression. The main results of this type of group work include increased tolerance to negative psychological influences. Programs of this orientation used specific techniques of gradual and enhanced confrontation in real situations, and enhanced confrontation in the imagination (Casriel, 1963). The effectiveness of synanon groups, especially the techniques used in them, is recognized as very high.

The special skills training group includes programs for low-impact interactions, negotiations, sales management, effective telephone communication, team building, organizational philosophy and strategy.

History of socio-psychological training

Abstract author: Petr Kholyavchuk

I. Introduction

II. History of SPT

— Group therapy

— Professional training and AT

— K. Levin

— National Training Laboratories

— SPT in the GDR

— Development of SPT in domestic psychology

III. conclusions

IV. List of used literature

I Introduction

The history of the emergence and development of socio-psychological training in social literature is covered very superficially. Therefore, the purpose of the abstract work is to track the chronology of events and highlight the main driving forces in the development of SPT.

Before moving on to the actual history of SPT, one should define the concepts that will be discussed.T-groups are defined as a collection of heterogeneous individuals who meet for the purpose of exploring interpersonal relationships and the group dynamics that their interactions generate. A distinctive feature of T-groups, undoubtedly influenced by Rogers' ideas, is the desire for maximum independence of participants in the formation and functioning of the group. Participants, finding themselves in a social vacuum, are forced to organize their relationships within the group and develop communication procedures. Learning in this case results from trial and error among group members rather than from the acquisition of objective principles that explain interpersonal behavior (4).

The tasks of T-groups are formulated by Campbell:

1. To achieve an understanding by training participants of their behavior in relation to other people, as well as how their behavior affects other people.

2. Learn to understand the behavior of other people.

3. Master active listening skills.

4. Creating relationships to understand how a group operates and what types of group processes occur under certain conditions.

5. Promote increased tolerance for the behavior of other people.

6. Creating conditions in which a person can test new ways of interacting with people and receive feedback on how these new ways affect them.

II History of socio-psychological training

Group therapy

Group psychotherapy is much older than psychological training - researchers attribute its origins in the proper sense of the word to 1904-1905, linking this moment with medical activity I.V. Vyazemsky (Russia) and J. Pratt (USA). One of the first to use a group approach in treating patients was Boston physician Joseph Pratt. He treated tuberculosis patients who could not afford hospital treatment. Pratt gathered such patients into groups and talked to them about behavioral hygiene, the healing effects of fresh air and good nutrition. In turn, the patients talked about their life situations, experiences, and discussed the problems and behavior of individual members of their group.

At first, such a group approach to treating patients made purely economic sense, but later Pratt drew attention to the fact that the group itself, the influence of its members on each other, is a fairly powerful psychotherapeutic factor that has a positive effect on the course of the underlying disease. Pratt believed so much in the healing properties of the group that he developed a group therapy technique for people who do not have physical illnesses. (3).

Most schools of group psychotherapy and training arose in line with the main trends of the world psychological science- psychoanalysis, behaviorism, Gestalt psychology, humanistic psychology - or as a result of a bizarre combination of various theoretical approaches (such as Fritz Perls's Gestalt therapy, etc.) (2).

Thus, Freud’s works concerning the study of the psychology of the masses, the relationship between the masses and the leader, etc. had a great influence on the formation of group psychotherapy. His students Alfred Adler, Louis Wender, and Paul Schilder were among the first to try to use psychoanalytic treatment in a group setting.

So A. Adler, unlike his teacher, gave great importance the social context of the development of the individual and the formation of his values ​​and life goals: it is the group, in his opinion, that influences the goals and values ​​and helps to modify them. Adler created centers for group classes, focused not on elite psychoanalytic work (as was the case in Europe), but on the treatment of representatives of the proletariat - patients with alcoholism, neuroses, people with sexual disorders. He also organized children's therapeutic groups, which used methods of general discussion and discussion of problems with the participation of parents (2).

American psychoanalysts actively used group methods in private medical practice, unlike their European colleagues, who were forced to turn to group psychotherapy only during the Second World War due to the need to treat a large number of patients with mental disorders.

However, Jacob Moreno is considered the founder of group psychotherapy, and he also owns the term “group psychotherapy” (Moreno, 1932). In 1931, Moreno founded the first professional journal, Impromptu, which was later renamed Group Psychoterapy (3).

Professional training

For many operator and management specialties and some others, it is typical to achieve activity goals in extreme situations, when a specialist needs to solve problems of predicting the development of events, make management and other decisions in conditions of lack of information and time. In this regard, there was a need to train relevant specialists to perform these functions, by teaching the skills of self-regulation of states in order to maintain higher mental functions at the required level of activity.

As a means of overcoming the limitations imposed on learning outcomes by theoretical knowledge and the “safe” acquisition of labor skills, scientifically based individual forms of vocational training appeared at the beginning of the twentieth century. Similar forms of training were widely developed in the 30s in our country and abroad in a number of scientific centers, psychotechnical and psychological laboratories. Individual forms are especially widely used in the professional training of camera specialists using simulators, programmed instructions and individual generative games. The simulators contributed to the mastery of a specific final set of skills at the operational level and their recovery after long breaks in work (4).

Group forms of professional training are intended primarily to develop skills, as well as attitudes and attitudes of specialists in the field of communication and people management (4).

Effective professional activity of a manager, teacher, psychologist, doctor, officer involves overcoming impulsive and stereotypical elements of interaction with people. This task can be especially productively solved in a group context. Because of this, the main place in the professional training of leaders, managers, teachers, etc. occupy group forms that increase the cognitive activity and performance of all group members. These circumstances largely explain the constantly growing interest in group types of training among socionomic group specialists (4).

AT (autogenic training)

One of the tasks in training specialists, whose work often takes place in extreme situations or under conditions of prolonged stress, was to teach skills to relieve neuropsychic stress and self-control. Largely thanks to the solution of this problem, autogenic training arose.

In 1922, American psychophysiologist R.D. Jacobson developed a system of progressive relaxation to relieve mental stress. However, autogenic training in its classical version was developed only in 1932 by I.G. Schultz, who noted the effect of relieving internal tension by instilled relaxation. Today, AT is commonly understood as a set of methods for regulating the emotional and activation components of human states (4).

In general, the use of AT in various professional groups can be divided into two classes:

1. Modification of general action. It has a predominantly psychological effect and pursues the goal of a general increase in performance. They are little differentiated according to various professions; the content uses sets of calming and mobilizing exercises.

2. Narrower, professionally oriented techniques of mental self-influence, for solving narrowly professional problems. Such techniques are used in the training of flight crews, actors, operators of chemical plants, etc. (4).

The use of AT helps specialists develop the habit of self-control, self-control, maintaining high performance, self-observation of external manifestations of emotions and states, and the ability to independently overcome various types of stress. In the broadest sense, the effective use of methods of psychological self-regulation leads to increased susceptibility to self-referral and self-command.

K. Levin

The history of the creation of training groups is closely connected with the name of the famous social psychologist Kurt Lewin. Having emigrated from Germany in 1933, he began working in the United States on problems of group dynamics and social action. (1). Working first in the laboratory and then in the field, Lewin came to the conclusion that people in a group constantly influence each other. He argued, “To identify their maladaptive attitudes and develop new forms of behavior, people must learn to see themselves as others see them” (Levin, 1951). His "field theory" laid the foundations for "group dynamics" and became cornerstone in the creation of group psychotherapy. (3).

The theories of field, group dynamics and client-centered therapy developed by K. Levin and K. Rogers were the direct sources of group training practice. K. Lewin argued that most lasting changes in an individual's attitudes and behavior occur in a group rather than an individual context. In this regard, in order to discover and change one’s attitudes and develop new forms of behavior, a person must learn to see himself as others see him (4). He said: “It is easier to change individuals gathered in a group than each of them individually” (3).

In 1939, in the article “Experiments in Social Space,” Lewin first used the term “group dynamics,” which very soon became commonly used. (1).

In 1945, the Center for the Study of Group Dynamics was created in the United States, where specialists in the field of social sciences worked, including Lewin (3).

The first T-Group, the precursor group to the Experimental Group, met in 1946. The State of Connecticut passed the Fair Employment Practices Act and asked the eminent social psychologist Kurt Lewin to train leaders to deal effectively with with friction between groups. The overall goal of the project was to change racial attitudes in society. Levin organized training for small groups of 10 people each. The groups were led in a manner traditional for that time. These were “discussion” groups, the meetings of which were devoted to the analysis of the “home” problems of the participants (7).

Levin, guided by the principle of no research without action, no action without research, “assigned” researcher-observers to each of the small groups to record behavioral manifestations in the groups. In the evenings, group leaders and research observers gathered and shared their observations about the behavior of the leaders, participants, and groups as a whole. Some group members, having learned about these meetings, asked to be allowed to attend them. The research staff reluctantly agreed—they feared that their own shortcomings would come to the surface. In addition, they did not know what impact such open discussion of behavior would have on the participants.

As a result, group members were allowed to attend the evening meetings and observe their progress as a test. Researchers who recorded these meetings reported that the experiment had an “electrifying” effect on both participants and staff (7).

The format of the evening meetings soon expanded to allow group members to respond to the observations of the facilitators and researchers, and soon the meetings were devoted to analyzing and interpreting their interactions. It didn't take long before all the group members started attending evening meetings, which often lasted three hours. Many agreed that these meetings gave participants a new, much richer understanding of their behavior (7).

The researchers immediately realized that they had accidentally stumbled upon effective method teaching human relations: the method of learning through experience, experience (experimental). And here the roots of the use of the “here and now” characteristic of modern group psychotherapy are recognized. Participants benefit greatly from being presented with objective, fresh observations about their own behavior and the impact of their own behavior on others: they gain the opportunity to learn something new about their interpersonal style, reactions to other people, and group behavior. behavior in general (7).

National Training Laboratories

The successful work of K. Levin and his employees in the intergroup relations workshop (Bethel), which provided assistance to businessmen and managers, led to the creation of the National Training Laboratory in the USA in 1947 (4). The experiment that was so successful in Connecticut was repeated in similar laboratories in subsequent years. The small discussion groups were called "basic skills training groups," and in 1949 this was shortened to "T-groups." By 1950, the National Training Laboratories, NTL, was established as a permanent funding organization within the National Educational Association (7). In the 1950s Several regional branches were opened within the NTL. Gradually, the T-groups of each branch acquired their own “specialization.” T-groups, according to their intended purpose, began to be divided into 1) groups of skills (training managers, business people) - born from the depths of behaviorism - focused on behavioral models of learning (2), 2) groups of interpersonal relationships (problems of family, sex) and 3 ) “sensitivity” groups, groups focused on personal growth and self-improvement, overcoming indecision, etc.). However, the accent in T-groups is still for a long time was focused on training healthy people in such role functions as communication with superiors and subordinates, developing optimal solutions in difficult situations, searching for methods to improve organizational activities, etc. (3). NTL is still a thriving organization today, and in the 1960s, its peak period, its network included several hundred trained facilitators who provided human relations training to thousands of participants (7).

The T-Group was only one component of these one- to two-week human relations skills workshops. There were also intergroup exercises and large group exercises, as well educational seminars on group theory and transfer of what has been learned - i.e. applying what participants learned in the group to situations in their out-group lives (7).

At first, the presenters insisted that the T-group was an educational enterprise, not a psychotherapeutic one; it was intended only to help participants learn the skills of interpersonal relationships. However, gradually, in the 1950s and 1960s, the emphasis shifted from sociological and educational to clinical. Clinicians who followed Rogers and Freud began to take an increasingly active part in human relations training.

Carl Rogers had a significant influence on the development of SPT. In the 60s Based on his ideas, the life skills training movement emerges. Life skills training has been used in the professional training of teachers, consultants, managers, and military personnel. It used three main models that determined the unique approach to the training participants.

The first model is based on seven categories of life skills: problem solving, communication, persistence, self-confidence, critical thinking, self-management and self-concept development.

The second model is based on four categories of skills: interpersonal communication and relationships, health maintenance, identity development, problem solving and decision making.

The third model includes training in emotional self-control, interpersonal relationships, self-understanding, financial self-protection, self-support and conceptualization of experience.

Group training of special skills also includes programs focused on the professional training of specialists to work in special conditions, for example, psychological training developed after the nuclear power plant accident in the USA. The training pursued the goals of preparing nuclear power plant specialists to act in extreme situations, developing decision-making skills, analyzing decisions made, achieving mutual understanding, identifying potential critical management problems and stimulating creative initiative when performing tasks (4).

Along with the approaches considered, which developed mainly in the USA, it is worth noting the experience of group work in the UK, accumulated mainly at the Tevistock Institute and formed as an alternative to T-groups. Created in the UK, 5-Group practice focused on participants' exploration and understanding of the determinants and patterns of individual and group behavior, with considerable attention paid to the issue of power and authority (4).

Step by step, the T-Group moved toward an even greater emphasis on interpersonal interaction. Discussion of external material (there-and-then), including current domestic problems or past personal history, was inhibited, while work on here-and-now material was strongly encouraged. The T-group is responsible for some major technical innovations, such as feedback, that have had a major impact on the psychotherapeutic group (7).

In 1962, an article by leading groups in the Southern California branch of NTL, which described the T-group model as a tool for “group therapy for the healthy,” clearly signaled a shift in emphasis from group dynamics to personal dynamics, from the development of interpersonal skills to a greater concern for personal growth (7 ).

1967 The results of a longitudinal study by D. McClelland, which established that highly motivated students at Harvard University after graduation, occupy leading positions in the country's economy, are used in the development of a motivational training program. Motivation training was based on attribution theory, as well as McClelland’s ideas, according to which ideas and mental actions make it possible to change the motives of the subject of activity. This training program has not lost its relevance, and in our time it is one of the tools used by the UN Industrial Development Organization (Industrial Development Organization), and is also used in work with schoolchildren (4).

In the late 60s - early 70s. — T-groups and sensitivity groups have become widespread in organizational settings. The main purpose of their use was to resolve conflict situations in work groups, as well as to optimize relations between workers and employees. In 1964, a collection was published summarizing the experience of 17 years of development of T-groups. It summarized four major issues: 1) professionalization of trainers, 2) modification of the T-group method, 3) expanded use of the laboratory method in non-laboratory settings, 4) growth in research and theory development (4).

SPT in the GDR

In the 70s At the Universities of Leipzig and Jena, under the leadership of M. Forverg, socio-psychological training was developed and scientifically substantiated, the basis of which was role-playing games with elements of dramatization and which was called socio-psychological training - SPT. The theoretical basis of the mechanisms of change in the socio-psychological training of M. Forverg was the theory of attitude of D. Uznadze, according to which the attitude was considered as the most accessible form of connection between the acting subject and the environment. The main means of training were role-playing games with elements of dramatization, creating conditions for the formation of effective communication skills. The practical area of ​​application of the methods developed by M. Forverg was the socio-psychological training of industrial production managers.

The significant experience of socio-psychological training accumulated by M. Forverg and his students is presented in five main types of training, which included:

1. Groups aimed at mastering the models of social behavior necessary for a particular profession. The personal problems of the participants were not dealt with unless they were directly related to professional difficulties or the adoption of a new model of behavior. The basis of the changes was the correction of cognitive structures responsible for the regulation of behavior. The facilitator was required to specialize in the field of occupational and social psychology, to have good knowledge of the profession of the trainees, and only voluntary participation in the work of the group was allowed. In terms of work organization, this type of training was the most flexible; the effect could not be fully controlled, although it created the prerequisites for effective professional communication and better orientation in the socio-psychological aspects of professional activity. SPT of this type was practiced at industrial enterprises of the GDR, at the Center for Advanced Training of Managers in the Chemical Industry in Warsaw (4).

2. Groups aimed at developing individual psychological qualities of the individual necessary in professional activity, preparing for managing group dynamics, solving specific psychoprophylactic problems through autogenic training. In this type of training, targeted stimulation of group dynamics is used, the activity of the trainees increases and the emotionality of reinforcement of the required behavior patterns increases. The presenter was required to have training in the field of psychotherapy and individual psychological diagnostics. Organized referral to training by decision of the administration was allowed, but voluntary participation was preferred. The requirements for the temporary organization of training have become more stringent, which began to be carried out continuously for 4-5 days.

3. The main goals of the training are psychohygiene and psychoprophylaxis; the facilitator is required to have training in clinical psychology and psychotherapy. The groups were formed exclusively voluntarily, taking into account medical indications from among managers with a high risk of psychogenic and mental illnesses. The time regime was not strictly regulated (4).

4. The leading goal is the development of social competence in communication, orientation in oneself, a partner and a social situation. Professional problems were touched upon only if they were closely related to the personal characteristics of the training participants. The training was conducted primarily with senior managers (4).

5. The purpose of the fifth type of training is the development of social competence for working in particularly difficult situations of interpersonal communication and the partial formation of new life goals. The duration of the training takes several cycles of 8–10 days each with an annual interval. This training was used in the GDR only to improve the qualifications of psychotherapists, doctors, consultant psychologists, and trainers (4).

Based on a large experimental study, Forverg concluded that SPT has an effective effect on increasing interpersonal competence through the internalization of altered personality attitudes and their transfer to professional activities (2).

The main trends in the development of socio-psychological training in the GDR were characterized by a gradual transition to solving increasingly complex problems during the training, to achieving changes at increasingly complex levels of mental organization, and in relation to the types considered - by increasing the requirements for the professional training of leaders, expanding the goals from purely professionally significant to those related to the achievement of physical, social and moral well-being.

Currently, there are many types of T-groups in the world, sometimes combined with other areas of training. Originating from the basic skills training groups, the T-groups are now mainly divided into three streams. This general development individual 1) sensitivity groups, 2) the formation and study of interpersonal relationships and the so-called 3) organizational development - an approach in which specialists in training methods work to improve the activities of entire organizations by organizing labor relations.

The training direction is now represented by an amazing variety of specific methodological approaches, determined by different theoretical orientations. The principles put forward as the cornerstone by representatives of various directions of the group movement are sometimes fundamentally contradictory to each other. Some “group leaders” are guilty of outright eclecticism, proclaiming practical efficiency as their only principle (2).

Currently, T-groups in organizational settings are used less frequently and more selectively and are one of the areas of the approach called “organizational development.” The basis of organizational development is a model of research-based interventions and a reliance on learning based on the shared experiences of its participants. The traditional T-group is being replaced by the use of training methods referred to as team building training, where the goal is not so much changes in specific professionals, but rather effective changes in social systems and their elements (4).

It is noteworthy that socio-psychological training shows a tendency to spread in various professional groups, both in its traditional directions and in fundamentally new ones for our culture. Social and psychological training programs are being developed and conducted for medical workers, mass media workers, commercial agents, the unemployed, etc.

Development of SPT in Russian psychology

Elements of methods, which later received the name training, were actively used in our country back in the 20s and 30s. (2). We are talking, first of all, about a kind of “psychotechnical boom” of the first post-revolutionary decades, when methods of vocational selection and vocational consultations, psychological rationalization of vocational education were studied and put into practice, special simulators were created and techniques were developed psychological impact per group. The first business games were created, which became much later constituent elements many trainings (2). Elements of sensitivity training have been used in leadership training programs labor collectives and representatives of human-to-human professions.

However, the group movement began to develop intensively in the USSR only in the last twenty years (especially active in the 90s). Almost all domestic training schools are based on theoretical concepts that came to us from the West, and the forms of psychological work themselves in most cases are still modifications of foreign models (2).

In the early 80s. socio-psychological training is becoming widespread in domestic practice. The first monograph in the country devoted to the theoretical and methodological aspects of socio-psychological training was published by L.A. Petrovskaya in 1982. Socio-psychological training was used for psychological support professional activities of managers, teachers and psychologists, as well as people experiencing communication difficulties. The experience of its use is reflected in the works of L.A. Petrovskaya, Yu.N. Emelyanova, H. Mikkina, V.P. Zakharova, N.Yu. Khryascheva et al. (4).

In the 80s domestic psychologists were very skeptical about SPT, in the form in which it was presented in the West. So, for example, in the Psychological Dictionary, among its main shortcomings the following is named:

“The practice of SPT, especially “sensitivity training,” is divorced from the content of real activities that connect people. It pursues mainly “cosmic” goals when it comes to the development of interpersonal relationships. This problem can truly be solved only on the basis of an analysis of significant joint activities, and not “free”, non-activity communication). In this regard, the practice of group occupational therapy and those forms of group occupational education that have found theoretical justification in the works of A.S. Makarenko, V.A. Sukhomlinsky and other Soviet teachers, are more promising and deeper than T-groups.” Quite a funny statement, especially in the context of the fact that communication cannot be non-activity, since it itself is a type of activity according to the same psychologists (5).

Sensitivity training groups have become widespread in group psychotherapy, and organizational development groups have become widespread in organizational and management psychology.

In Ukraine, two trends are observed in the development of SPT:

The first reflects attempts to transplant Western training programs (and methodology) onto domestic soil. Some training companies strive, regardless of costs, to train their trainers abroad (most often this is Germany). Unfortunately, such a policy of training companies is hardly justified, since Western specialists are not familiar with the specifics of the Slavic soul, and accordingly, training abroad, to put it mildly, is somewhat divorced from our realities.

The second trend is the desire to study and develop training, abstracting from the many years of experience of foreign colleagues, in an attempt to rely only on domestic, albeit infant, experience.

A reasonable solution, perhaps, is integration foreign experience- on the one hand, and the development of its own, Slav-oriented SPT school - on the other hand.

As for the further development of SPT in Ukraine and the CIS as a whole, we can assume the following. Since, on the one hand, potential buyers of psychological services have low level income (like society in general), which does not allow paying for individual work with a psychologist; on the other hand, the conditions - social, political and economic - in which our country finds itself stimulate the demand for psychological services, the prospects for group work in general, and SPT in particular, seem very rosy.

III Conclusions 5. Group psychotherapy (Adler - group therapy of the proletariat, Rogers’ client-centered therapy - many principles of the T-group work meet the requirements in client-centered therapy; Gestalt therapy - one of the tasks of sensitivity training is increasing sensitivity to signals emanating from somato-vegetative sources).

In chapter:

The Kiev school of socio-psychological training trainers trains specialists in personnel training. Social-psychological training as a method is most suitable for training in those areas...

The history of the creation and development of training groups is closely connected with the name of psychologist Kurt Lewin and a whole galaxy of his students. While studying experimental and then practical social psychology, he came to the conclusion that people in a group constantly influence each other. His dynamic “field theory” laid the foundation for the study of the processes of “group dynamics” and became the cornerstone in the creation of group psychotherapy.
The first training group (T-group) arose by chance. Several experts in the field of natural sciences, including Kurt Lewin), created a group of business people and businessmen, the purpose of which was to jointly study the basic social laws and “play out” various situations associated with their application. In addition, this group was focused on the experience of self-disclosure and self-awareness through receiving feedback.
The groups quickly gained popularity in the United States (in particular, a national training laboratory (NLT) was even created in Bethel), and the approach itself began to be considered as a new effective teaching method. The main tasks of T-groups (or “basic skills training groups”) were to teach its participants the basic laws of interpersonal communication, the ability to lead and make the right decisions in difficult situations. It is clear that such groups were not initially oriented towards therapy.
Later, T-groups, according to their intended purpose, began to be divided into skill groups (training managers, business people), interpersonal relations groups (family, sex problems) and “sensitivity” groups (groups focused on personal growth and self-improvement, overcoming indecision, etc.). P.). However, for a long time, the emphasis in T-groups was on teaching healthy people such role functions as communication with superiors and subordinates, developing optimal solutions in difficult situations, searching for methods to improve organizational activities, etc.
Stages of training
The founders of T-groups believed that a “group” is the real world in miniature, with all its inherent diversity and complexity of social connections. It contains the same problems as “in life”, problems of interpersonal relationships, behavior, decision-making, etc. Nevertheless, the T-group, as an artificially created laboratory of “human relations”, differs from the real world in that:
in it, everyone can be both an experimenter and the subject of an experiment;
it makes it possible to solve problems that are unsolvable in real life;
Classes in a group presuppose “psychological safety,” which ensures the “purity” of the experiment.
The closer the tasks of the T-group are to solving issues of personal growth, interpersonal relationships, and the more successful authoritarian methods of leadership are replaced by non-authoritarian, democratic ones, the more the T-group (especially its sensitive type) approaches the meeting group. Sometimes the boundaries between these groups are completely erased. Yet there is a difference between a T-group and an encounter group.
First of all, T-Group teaches how to learn. Since all group members are involved in a common process of mutual learning, they rely more on each other than on the leader. Thus, learning is the result of the group's own experience rather than the leader's explanations and recommendations.
Learning how to learn involves distinct steps: self-introduction, feedback, experimentation.
Self-introduction is a process of self-disclosure. The most effective model of self-disclosure is the “Jogari window,” named after its inventors Joseph Luft and Harry Ingram (Fig. 1).

Rice. 1. Jogari window
In accordance with the Jogari model, we can imagine that each person contains four zones of personality: the arena, the visible, the blind spot and the unknown.
The arena is a zone of the human self, the content of which a person knows and others know. This is the “space” of the individual, open both to himself and to other people.
The visible is what a person knows about himself, but others do not (love affair, fear of the boss, etc.).
A blind spot is something that others know about a person, but he himself does not (the habit of interrupting the speaker, etc.).
The unknown is what is hidden both from the person himself and from others. This also includes the hidden potentials of any personality. Conventionally, this zone coincides with the zone of the unconscious.
The Joghari Window clearly shows that the expansion social contacts occurs primarily due to an increase in the “arena” area. When members of any group meet for the first time, the “arena” is usually small. As mutual understanding in the group grows, trust in partners increases, the degree of self-disclosure increases, and the “arena” of each of its participants expands.
If it is not possible to create an atmosphere of mutual understanding in a group, and the level of trust in each other is quite low, then the effect of such a group on its participants is low.
At the same time, the process of expanding the “arena” is quite manageable. To do this, it is necessary to solve the following learning tasks: talk about yourself; listen to others about themselves; talk to yourself, listen to yourself, understand yourself.
Feedback occurs when some group members report their reactions to the behavior of others in order to correct their behavior patterns. In turn, participants who have received such a “signal” from others have the opportunity to independently correct their behavior.
Feedback in an atmosphere of sincerity and mutual trust gives individual group members information about their “blind spots” and ensures a better understanding of the essence of the group process by all participants.
It is better when feedback is manifested as an emotional reaction to the partner’s behavior, rather than criticism and assessment of the partner himself and his behavior. As V.T. quite rightly notes. Kondrashenko (1997), it is better to say: “When you interrupted me, I got angry” than “You are an ill-mannered person,” etc.
The more unanimous the group members are in their assessment of the behavior of one of the partners, the more effective the corrective effect of feedback is.
Experimentation in a group is based on an active search for different behavior options in the same (or different) situations.
Such a search can only be successful if the experimenting participants can receive clear and accurate feedback from the group without fear of the consequences of their behavior in a particular situation.
An important condition for group work is to focus on the here and now principle. This principle is relevant for all types of educational and treatment groups. All reactions should come from a specific situation, and not be in the nature of a narrative or edifying. The main outcome of the group process is attention to direct experience and concrete sensations.
The ultimate goal of the T-group is to teach its participants to apply the knowledge and skills acquired in class in real life (at work, in family, etc.).
Functions of a group leader
An effective group leader is one who believes in the wisdom of the group and the ability of the members to independently get out of difficult situations that they create for themselves. The role of the leader is to engage participants in collaborative work to explore their relationships and behavior, organize the group process, and then quietly withdraw from directive leadership.
As noted by V.T. Kondrashenko (1997), the common mistake of all T-group leaders is the desire to actively engage in the group process, to “pull” the group out of a deadlock situation. In reality, such actions by the leader only prevent the group from realizing its reserve capabilities.
However, removing yourself from leadership does not mean losing control over the situation. An experienced leader, while avoiding the obvious leadership of a group, always nevertheless remains central figure, subtly and unobtrusively directing the process in the right direction.
In cases where work in a T-group is limited in time, the role of the leader changes. The leader of such a “short-term” group should be more active, enter into confrontation with participants more often, and provide feedback.
A short-term T-group should be conducted in a more “rigid” (structured) mode. In such a group, the leader sets the tone for the classes (gives a specific task, shapes the situation), and the group develops its own version of the solution. “Planning of actions” has proven itself well in resolving various types of conflict situations.
An example of an “unstructured” group is the so-called Tavistock model of a group (we have already written about the features of these groups earlier - author).
Let us only recall that the main attention in these groups is focused on the individual development and uniqueness of each person. In a Tavistock group, it is assumed that the statements of one participant and his behavior, reflected in the group mirror, are shared by other participants, and the group itself behaves as an interconnected system in which the whole is more than the sum of its parts. The leader in the Tavistock group is assigned a passive role. While group members explore their own behavior, the group leader remains in the shadows.
Acquisition of communication skills.
The purpose of the T-group in psychocorrectional terms is twofold: 1) personal self-improvement and 2) training in interpersonal communication skills (communication skills).
Communication skills, in turn, include: description of behavior (your own and your partner’s); communication of feelings; active listening; feedback; confrontation.
Description of behavior is the ability to speak about the behavior of another without analyzing his motives and without any type of criticism, either constructive or even destructive (accusations, insults, etc.). For example, you can say: “Sergey, you are a slob” (insult) or “Sergey, you spilled the tea and didn’t wipe it up” (description of behavior). The ability to speak in a descriptive manner, and not in the form of an assessment, is the foundation for the ability to correctly build interpersonal relationships.
Communication of feelings is the ability to speak clearly and clearly about your feelings. Appearance and gestures do not always adequately reflect a partner’s feelings. The blush on the cheeks can indicate and be an expression of both pleasure and anger. Group members must learn to convey the essence of their feelings in such a way that they are correctly understood by others. It is best to learn to convey your feelings in adequate words, without resorting to incomprehensible and complex metaphors. For example, you can recall the scene of the Colonel’s declaration of love to Aunt Charlie. Instead of saying “I love you!”, he began his speech with the words “Madam! I'm an old soldier and I don't know the words of love. . . "
Listening skills. Interlocutors gathered by chance rarely know how to listen to each other. Talking is always better than listening. Carl Rogers believed that learning to listen is much more difficult than learning to speak.
There is a concept of active listening, which includes responsibility for what a person hears. You can pretend that you are listening, or you can actively, through confirmations and clarifications, delve into the essence of what you heard. Another concept associated with active listening is empathic understanding, which combines the ability to listen and the ability to convey what is heard to another. Empathic understanding means the ability not just to listen, but to correctly understand the meaning and meaning of what is heard, to grasp the inner state and true feelings of the speaker.
Without the ability to actively listen and understand what is heard, sincere and productive dialogue is impossible.
Confrontation is one of the active forms of communication in which the actions of one person are aimed at making another realize, analyze or change their interpersonal relationships.
Skillful confrontation requires sensitivity to your opponent's mental state and conviction in your counterarguments. According to V.T. Kondrashenko (1997), it will be more productive if its initiator complies with the following conditions of the dialogue:
establishes positive relationships and empathic understanding with the opponent;
expresses confrontation in the form of an assumption or questioning, and not in the form of a categorical demand;
speaks about the characteristics of the partner’s behavior, and not about his personality;
provides counter-arguments that contain constructive and positive principles;
enters into confrontation directly, honestly, without distorting the facts, intentions and feelings of the opponent.
In turn, the opponent can only benefit from confrontation if he is open to feedback and views the argument as an opportunity to explore himself.
Often the T-group, in addition to the function of learning, also performs the function of mental health. This means that classes in the T-group make its participants more receptive to other people’s feelings and needs, allow them to become more aware of themselves and their own behavior, help to establish adequate interpersonal relationships, increase their sociability, openness, strengthen respect for others and self-esteem.

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1. Concept, purpose and scope of socio-psychological training

In modern psychology, the concept of “training” has many interpretations, which leads to this word designating a variety of forms, techniques, as well as methods and means used in psychology. The word “training” itself (from the English training) means teaching, education, training or training. Yu.N. Emelyanov defines this term as a group of methods for developing the ability to learn and master any complex look activities. Thus, training is a systematic training or improvement of certain skills and behavior of training participants.

Training methods are at the intersection of psychotherapy, education and psychocorrection. As a result, the goals of training work can be very diverse, reflecting the versatility of the ongoing processes. In domestic psychology, there has been a tradition to designate those types of training, the object of influence in which are qualities, properties, skills, abilities and attitudes that manifest themselves in communication, as socio-psychological training.

The term “social-psychological training” was introduced into psychology by the German scientist M. Forwerg. The name “socio-psychological training” (SPT) was given to the practice of psychological influence, based on group work methods, focused on the development of socio-psychological competence through active learning methods.

In this concept, 4 important fundamental points should be highlighted:

1. SPT is a group form of work.

2. SPT is an active form of learning.

3. SPT is focused on the development of socio-psychological competence, therefore, the impact is on the abilities, qualities and attitudes that influence communication.

4. Learning in SPT is achieved through the influence of the group on the individual.

In the literature, SPT is often given other names: open communication groups, active social communication, intensive communication groups, etc. In Russian psychology, it is discussed in detail in the works of G.A. Andreeva, N.N. Bogomolova, Yu.N. Emelyanova, L.A. Petrovskaya, A.I. Harasha et al.

The main goal of socio-psychological training is to improve communication competence. According to this goal, the following tasks are formed:

- acquiring knowledge in the field of personality psychology, group psychology, communication psychology;

- development of the ability to adequately perceive oneself and others;

- development of reflexive abilities (for example, the ability to analyze the situation and one’s own behavior), improving social intelligence;

- correction and development of the system of personal relationships;

- changing the stereotypes that group members have and preventing them from coping with unusual circumstances in a communication situation;

- formation of skills and abilities in the field of communication, interpersonal interaction;

- group cohesion, development of abilities for cooperation and mutual understanding.

Socio-psychological training has a constructive impact on personality development in three directions: cognitive, since receiving new information occurs through setting research tasks aimed at increasing the informativeness of communication; emotional, since all information is interpreted through personal significance; behavioral, which involves expanding his repertoire due to the awareness of the ineffectiveness of habitual methods of behavior.

The main goal of socio-psychological training, according to V.P. Zakharov, is the mastery of socio-psychological knowledge in an active form. From his point of view, the specificity of the work of training groups is the awareness in the process of the group’s work of the behavioral characteristics of each participant; development of business communication skills; cohesion of the group based on common goals and objectives of training, norms and rules of interaction.

Recently, socio-psychological training has been used in various areas of human practice, including working with professionals. This is explained by the fact that it allows, in a relatively short time, to solve the problem of intensive formation and development of professionally significant skills and abilities, as well as to correct inadequate professional behavior.

The main contingent of participants in socio-psychological training are representatives of professions that involve intensive communication and people who experience difficulties in the sphere of human contacts.

2. History of socio-psychological training

The first training groups aimed at improving communication competence were conducted by K. Lewin's students in Bethel (USA) and were called T-groups. They were based on the following idea: most people live and work in groups, but most often they are not aware of how they participate in them, how other people see them, and what reactions their behavior causes in other people. K. Lewin argued that most effective changes in people’s attitudes and behavior occur in a group rather than in an individual context, therefore, in order to discover and change one’s attitudes and develop new forms of behavior, a person must overcome his authenticity and learn to see himself as others see him.

A T-group was defined as a collection of heterogeneous individuals meeting for the purpose of exploring interpersonal relationships and the group dynamics that they themselves create through their interactions.

The successful work of K. Lewin's students in the intergroup relations workshop led to the founding of the National Training Laboratory in the USA. A basic skills training group was created in this laboratory. Subsequently, the results of her work were taken into account in the practice of T-groups. In T-groups, administrative personnel, managers, and political leaders were trained in effective interpersonal interaction, the ability to lead, resolve conflicts in organizations, and strengthen group cohesion. Some T-groups were focused on clarifying a person’s life values ​​and strengthening his sense of self-identity. They emerged in 1954 and were called sensitivity groups.

In the 60s a movement for training social and life skills (social/life skills training) arose, based on the traditions of humanistic psychology of C. Rogers. This training was used for professional training of teachers, consultants, and managers for the purpose of psychological support and development.

In the 70s at the Universities of Leipzig and Jena under the leadership
M. Forverga developed a method called socio-psychological training. The means of training were role-playing games with elements of dramatization, creating conditions for the formation of effective communication skills. The practical area of ​​application of the methods developed by M. Forverg was the socio-psychological training of industrial managers.

Active social-psychological learning is a relatively new direction in social psychology, which has been intensively developing recently in our country. Increased interest in methods of active socio-psychological training, which includes socio-psychological training, is due to the realities of modern reality. TO at this moment socio-psychological training has become widespread in domestic practice. Today, this method is actively used in working with children, parents, professionals in the socionomic (working with people) group, and managers of enterprises and organizations.

The first socio-psychological training in Russia was conducted in 1978 at the Faculty of Psychology of Moscow State University by Polish psychotherapist Pavel Bosch for faculty employees. First, a week-long group was held, then Bosch told the participants “on the record” how SPT is organized and conducted. Among the participants who later continued this work we can name Larisa Andreevna Petrovskaya, Vladimir Stolin, Adolf Kharash.

The first psychotherapeutic groups (groups personal growth) was conducted by Vladimir Murzenko, an employee of the Leningrad Bekhterev Research Institute in 75-77. with students of the evening faculty of psychology of Leningrad State University.

The first groups of socio-psychological training according to Bosch’s scheme in 78-79. Larisa Petrovskaya began to lead. In 1982, she published the first monograph in the country devoted to the theoretical and methodological aspects of socio-psychological training.

The first scientific and practical conference on SPT was held in Novosibirsk in the spring of 1980 at the Novosibirsk branch of the Institute for Advanced Studies of the Ministry of Energy. About 50 people gathered for it, among them 10-15 had some experience and practiced personal psychotherapy and SPT (during the indicated period, the trainings were not yet separated from personal growth groups, but were separated from clinical psychotherapy). Among them were:

Psychotherapist Alexander Efimovich Alekseichik from Vilnius. He studied abroad, practiced for several years and turned out to be the most experienced in the country in the field of group training. He introduced those present to the technology of conducting “large groups”, unknown back in the USSR, and showed other trainers how important it is to be not only “understanding”, but also firm when managing group dynamics.

Yuri Nikolaevich Emelyanov, researcher at the laboratory of social psychology at the Research Institute of Complex Social Research of Leningrad State University. He wrote the first books on SPT: “Theoretical and methodological foundations of socio-psychological training.” L., 1983 (co-author); “Active socio-psychological training” L., 1985.

Elena Vladimirovna Lopukhina, novice trainer, Moscow. Today he is a pioneer in the development and implementation of video training programs in Russia. Has many years of experience in individual consulting and coaching top managers. Lecturer at the Department of Organizational Development and Personnel Management of the Academy of Economy under the Government of the Russian Federation.

Larisa Andreevna Petrovskaya, Moscow State University, subsequently wrote the first work on SPT “Theoretical and methodological problems of socio-psychological training. M., 1982"; defended her first doctorate "Theoretical and methodological foundations of socio-psychological training" in 1986.

The next milestone was the second conference on SPT, held in 1982 in Leningrad, and the organization of a video training laboratory at the Faculty of Psychology of Leningrad State University, headed by Larisa Yuryevna Khryashcheva, head of the now well-known “Training Institute”. Laboratory employees were trained in video training technology for business communication by student Manfred Vorwerg.

The first conferences of practicing psychologists, which took place in Verbilki near Moscow in 87-90, played an important role. These were meetings of leading psychologists, consultants and trainers. Almost all future areas of consulting and training, as well as today’s well-known figures of the training and consulting market, were already represented at them.

3. Specifics and types of socio-psychological trainings

reflexive training psychological interpersonal

1. Features of socio-psychological trainings.

From a methodological point of view, SPT does not represent an original or even an independent phenomenon. However, when conducting SPT, its specifics should be taken into account. Firstly, socio-psychological training has its own strictly defined subject area, its own range of application and certain limitations. Secondly, socio-psychological training is effective only within the framework of systemic socio-psychological training. Thirdly, it cannot be interpreted broadly and replace group psychotherapy.

SPT has a developmental effect. Its goal is not psychotherapy, correction as such. It is focused on facilitating the process of personal development, realizing creative potential, and achieving an optimal level of life satisfaction.

The developmental effect of the training is manifested in qualitative changes in personality. Business qualities individuals improve due to the fact that the training creates conditions for adjusting and improving various professional knowledge and skills. Learning in the training is creative in nature, because a person is not given a certain stereotype, but is asked to find for himself best way solution to the problem that meets his ideas, value orientations, interests, needs. In socio-psychological training, the development of communicative competence does not occur naturally, but with the help of special techniques consisting in creating special situations of influence.

The features of SPT are that:

1. The impact is soft, non-violent. There is no place for manipulation or imperative schemes. There is a subject-subject influence here.

In most cases, direct regulation is excluded. Any change is made through own experience knowledge and experiences.

2. Ready-made algorithms and schemes are not provided. Each group member acts as a researcher. He himself obtains the experience he needs, analyzes it himself and draws conclusions. This specificity presupposes the maximum personal activity of the participant.

3. The influence is carried out in the conditions of a specifically organized group. And therefore, all group processes and the effects of interpersonal interaction are used to the maximum. The SPT group itself contains enormous potential for impact, primarily on self-awareness. SPT enables a person to overcome loneliness in himself and others. This is a special group. In it, everyone gives each other support and understanding.

4. Receiving feedback. Feedback is the main specificity of SPT. The ability to “look” into a whole gallery of “living mirrors” is, apparently, the most important advantage of group psychological work, which is not achievable in any other way. In real life, not all people have the chance to receive sincere, non-judgmental feedback, which allows them to see their reflection in the eyes of other people. There is an effect of silence for fear of offending, of being inadequately understood. Even if a person receives feedback, he is usually inclined to put barriers in its way.

5. SPT provides a person with the opportunity for authorized comparisons and identification of himself with other people. A person can see that he is not alone in his difficulties and experience empathy. For many people, such a discovery in itself is a powerful factor in corrective change. Thus, group experience counteracts alienation, helps solve interpersonal problems, a person avoids unproductive isolation in himself with his difficulties, discovers that his problems are not unique, that others experience similar feelings;

6. SPT stimulates self-disclosure, self-exploration and self-knowledge in conditions of support, mutual participation, and mutual assistance. Otherwise than in a group, otherwise than through other people, these processes are completely impossible. Opening yourself to others and opening yourself to yourself allows you to understand yourself, change yourself and increase self-confidence.

7. SBT provides an opportunity to test new forms of behavior in a fairly safe environment. In a group, a person can learn new skills, experiment with different styles relationships among equal partners. if in real life such experimentation is always associated with the risk of misunderstanding, rejection and even punishment, then training groups act as a kind of “psychological testing ground” where you can try to behave differently than usual, “try on” new models of behavior, learn in new ways treat yourself and people - and all this in an atmosphere of benevolence, acceptance and support;

8. The socio-psychological group reflects society in miniature, making obvious hidden factors such as pressure from partners, social influence and conformity; in fact, in the group, a system of relationships and interconnections characteristic of the real life of the participants is modeled - brightly, convexly, this gives them the opportunity to see and analyze, under conditions of psychological safety, the psychological patterns of communication and behavior of other people and themselves, which are not obvious in everyday situations;

9. In a socio-psychological group, participants can identify themselves with others, “play” the role of another person to better understand him and themselves and to become familiar with new effective ways of behavior used by someone; the resulting emotional connection, compassion, and empathy contribute to personal growth.

The specificity of SPT lies in the fact that the achievement of its goals is ensured by solving a number of problems. I. Vachkov identified the following tasks of socio-psychological training:

· study psychological problems participants of the training group and assistance in solving them (problems are stated at the beginning of the work of the training group - “expectations from the training” and during the training - any participant can offer to discuss their problem);

Improvement of subjective well-being and strengthening psychological health training participants (during the entire training, skills in using autogenic training are developed);

· study by training participants of psychological patterns, mechanisms, effective methods of interpersonal interaction to create the basis for more effective and harmonious communication.

· development of self-awareness and self-research of training participants for the purpose of studying and correcting behavior.

· promoting the process of personal development, realizing creative potential, achieving an optimal level of functioning and a feeling of happiness and success.

The psychological content of training within the framework of socio-psychological training consists of three components:

1. Awareness of habitual response patterns in familiar situations (“shaking” stereotypes);

2. Formation of an attitude towards assimilation of new information, which helps to optimize the communication process;

3. Learning new ways of responding that make behavior more effective.

During the training, the following processes occur among its participants:

1. Reduction of egocentric tendencies in behavior;

2. Increased social sensitivity: accuracy in recognizing feelings, emotions, and experiences of another person increases;

3. Weakening the action of defense mechanisms;

4. Actualization of creative potential;

5. Increasing the adequacy of self-esteem, mutual assessment, reducing the categoricalness of statements;

6. Development of group self-sufficiency: the emergence of mutual support, orientation towards cooperation, group cohesion;

7. Increased efficiency of group work due to good mutual understanding in the group, which allows effective action within the framework of joint activities.

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