Training in primary school as a form of influence on the personality of students

Trainings

A person’s life is closely connected with the use of certain skills, which are often acquired through training. This is especially evident in daily life when using existing professional knowledge and skills in the workplace. As a rule, to acquire them, trainings are often carried out, allowing you to quickly master new knowledge, behavior and skills, reducing the number of mistakes to a minimum. Also, recently, personal training aimed at changing personality traits and facilitating interpersonal interaction has become quite popular.

The word training comes from the English verb “train”, which translates as to train or learn. Thus, training is currently understood as an active process aimed at acquiring or modifying existing skills or knowledge.

Depending on the direction of this process, the following forms of training are distinguished, in which the following is carried out:

• a kind of training aimed at consolidating certain behavior patterns or skills;
• training with direct correction of fixed skills;
• active learning aimed at transferring knowledge or skills under the supervision of a teacher;
• creating certain conditions that allow a person to solve his own problems.

Types and variety of trainings

​​​​​​​The variety of trainings is extremely large. In the simplest classification, trainings differ:

• According to goals, style and topic - personal and business trainings.

Personal trainings are aimed more at changing a person’s personal characteristics, business trainings often do not touch the personality, they are engaged in the transfer of knowledge and the development of specific skills relevant to business. In reality, however, everything is more complicated. Cm.

Sometimes, speaking about the same thing, a distinction is made between training for specific skills and training for personal growth. Specific skills training—they teach extremely specific things. For example, they provide tools to improve business: training in logistics and accounting. Or: courses in speed reading, makeup, cooking, hairdressing, first aid. Personal growth trainings are trainings aimed at personal growth and development.

Personal growth trainings, in turn, are divided into psychological and esoteric.

Psychological training is conducted by a psychologist, and not just a good person, and using psychological, rather than esoteric and mystical concepts and categories.

And most importantly, according to the focus of the work, personal growth trainings are divided into -

• Personal development trainings - teach general things that help in a wide range of situations. For example, learn to see the best and strongest traits in yourself and in people, master confident behavior, develop emotional expressiveness...
• psychotherapeutic trainings - include a variety of processes, specialized procedures and gentle exercises that help people better cope with life and personal difficulties.
• condition trainings. This includes many condition trainings related to overcoming fears and other internal barriers. For example, training in walking on coals or broken glass.
• research trainings. Sometimes they are called “co-being” trainings. Their goal is not so much to learn something as to understand their limitations or gain emotional experience or the experience of realizing something.
• Transformational trainings work with deep (basic) beliefs, values ​​and states. Directly during the training, a person experiences strong internal changes (breakthrough, insight, insight, forgiveness, etc.), which allow a person to discover, understand or realize something new in his life.

Be sure to keep in mind that most strong trainings contain elements of different directions: elements of both psychotherapy and moments of developmental training, training some specific skills and immersing you in certain states necessary for the training tasks.

Naturally, trainings differ in approach (school) and style of work of the presenter...

That is why most people, when choosing a training, focus not so much on WHAT will be in the training, but more on WHO will conduct this training. Because if the training is conducted by a master, a professional, he always gives much more than was stated in the advertisement.

Breakthrough trainings, turnover trainings and fun trainings

Breakthrough trainings usually require a certain amount of tension from participants, going beyond comfort, a willingness not only to acquire specific skills, but to change themselves and set fundamentally new goals. Turnover level trainings are trainings that practice specific skills and do not set the goal of radically changing anything in the activities or lives of the training participants. Entertainment trainings are trainings where the main thing is not the result in business, but the joy of life, good health and pleasant experiences. Cm.

Trainings are soft, balanced and tough

And be sure to pay attention! To avoid getting into a training where you will feel bad, pay attention to the qualification badges next to the name of the training. The presence of the badge indicates that the presenter of this training is a member of the International Association of Personal Development Professionals, so you can be confident in the quality of the training. And the color of the icon tells you the degree of load that awaits you during the training. A green icon indicates that this training is soft. Yellow - the load is average, balanced. The red icon indicates hard training. Cm.

For more information about the types and features of training, see Classification of trainings

Trainings for children

As a rule, after birth, every healthy child has all the skills necessary for life, which are based on unconditioned reflexes. Thus, after birth, children breathe independently, respond to changes in the environment and are able to feed on breast milk practically without outside help.

However, as the child grows up, the life of the child gradually becomes more complicated. This is due not only to the development of consciousness, but also to changes in the social environment. Thus, children have new responsibilities that require certain skills and knowledge.

As a rule, the first trainings for children in their lives are conducted by parents in the family. It is they who instill in the child the norms of behavior in society and have a significant influence on the process of socialization. Also, it is the parents who first try to warn the child from the dangers that await him. So, they forbid them to communicate with strangers and behave inappropriately.

In the future, schools also conduct training for children. As a rule, the main subject aimed at preparing a child for a safe life is life safety, which literally translates as “fundamentals of life safety.” This discipline not only studies the rules of behavior in the process of daily life, but also in emergency situations. This subject is taught from elementary to high school, but it only gives general ideas, although it is very useful for a person’s future life.

Hemorrhoids kill the patient in 79% of cases

Thus, the main sections of life safety studied at school are:

• human behavior in emergency situations;
• basics of medical care;
• the basics of a healthy lifestyle;
• basics of military service.

Also today there are government programs that provide specialized training for children aimed at improving the level of medical training. The range of skills that schoolchildren master at the end of the course includes:

• cardiopulmonary resuscitation measures;
• algorithm of actions in case of emergency;
• application of a tourniquet;
• sequence of actions when providing first aid.

In some cases, parents specifically ensure that their children attend such trainings, but they are often paid.

As a rule, children often require psychological help during puberty, when they undergo stress associated with changes in hormonal levels. The reason for seeking help is a strong change in the child’s behavior. However, attending trainings for teenagers in such situations is not always justified, since each child requires an individual approach. In such situations, preference should be given to the help of a psychiatrist.

Trainings for children can be useful when they develop various hobbies. So, if a child is interested in drawing, modeling or dancing, attending trainings can allow him to develop his potential and understand what he likes.

Training methodology

Training methodology is all possible ways of organizing training. There are quite a lot of them, but in the specialized literature only a few are most often identified - discussion, game and situational exercises. They help to make maximum use of the potential, knowledge and experience of the training team members. Along with the main methodological techniques, there are also many auxiliary ones, aimed primarily at diagnosing the current situation.

When, how, in what sequence to apply all these methods? Each trainer has his own style and training plan, but in most cases, a training session goes through several key stages:

• greeting ritual;
• warm-up;
• main (it in turn consists of information and training);
• final.

Each has its own goals and objectives that require certain methods of work.

At the very beginning of the training program, participants need to get to know each other and warm up a little in order to get ready for fruitful work. Game methods and discussion are suitable for this. The game will help unite the group and create a trusting atmosphere; discussion - find out her expectations from the learning process.

The main stage usually begins with a short lecture, including a presentation, explanation of techniques and theories. This is followed by problem solving (which can involve the whole group through brainstorming followed by group discussion) and the application of new skills through practical simulations and role-playing.

At the final stage, it is necessary to consolidate the material covered, exchange thoughts and impressions about the training completed, and summarize its results. All group discussion techniques are suitable for this.

To meet the needs of the training group and consolidate what has been learned, it is important to pay attention not only to the methods of conducting the training, but also to its forms:

• work by the whole group is expected only at the stages of familiarization with information and exchange of experience, as well as in cases where individual participants do not want to actively participate in the educational process;
• working in small groups (2-8 people) is advisable at the stage of active interaction between participants - solving assigned problems, developing ideas, and creative manifestations. For pair work, tasks must be selected with special care so that the participants do not reach a dead end in the case of a pair that “doesn’t work.” Groups of 3 people are relevant at the stages of practicing techniques/skills. The members of the troika distribute among themselves the roles of speaker (speaks out on a given topic), listener (reacts to what is said) and observer (at the end of the speech gives an assessment of what is happening).

Thus, a first understanding of how to conduct training is formed. Now we move on to a more detailed consideration of existing teaching methods.

Schering

The term comes from the English “to share” and in training work means a special type of conversation, during which group members exchange their feelings and impressions and systematize new experiences. Mostly the participants say - a lot and whatever they think is necessary. The trainer primarily listens and unobtrusively directs the conversation in the right direction, monitors all manifestations of the speakers and brings their individual problems, questions and requests into the general content of the training.

According to their structure, sharings are:

• not promoted - participants express their thoughts and impressions without discussion;
• promoted - a statement with discussion;
• not directed - during the discussion the trainer does not limit the participants to special questions;
• directed - all group members speak on a specific proposed topic.

Sharing is directed and “promoted” with the help of questions - closed (assuming the same type of answers like “yes”, “no”) or open (requiring a detailed answer). According to their semantic meaning, the latter can be:

• ascertainers - based on the main content of the conversation (“What’s new with you?”, “What questions do you have about your previous work?”);
• explanatory - for a better understanding of the situation that the participant is talking about (“Do you live with your parents?”, “What is your profession?”);
• specifying - they transfer the content of the conversation from generalized conclusions to specific examples and experiences (“I always insist on my own and show perseverance, this is the only way to achieve something in life. And in what situations does this happen?”).
• suggestive - aimed at understanding the situation by the person who is asked the question (“Why do you think he did this?”);
• situational - for awareness of sensations “here and now” (“What do you feel?” “What are your tears about?”);
• control tests - they allow you to check your understanding of the previous stages of work (“What else do you think this exercise develops?”).
• returnable – to clarify the correct understanding of the situation by both speakers and listeners (Did I understand correctly that...?”).

Sharing is important at all stages of training, and each trainer has his own methodology for conducting it. But it should not turn into a spontaneous discussion of sensations. Thoughtful sharing connects all parts of the training and helps group members consolidate acquired knowledge and skills.

Unpromoted (directed or not directed) sharing is relevant at the very beginning of the training program (the group and the trainer get to know each other, express thoughts, moods, experiences and goals with which they came), before each new lesson (participants express their thoughts, conclusions, ideas about what happened in the last lesson, describe situations in which they have already managed to apply new experience), and at the end of each lesson (the participants talked a lot, were tired and had not yet digested the experience gained).

It is advisable to “promote” sharing only after completing key exercises - so that the group realizes the experience gained. The more questions the coach asks each participant about the experience, the better the group members “inventory” their feelings and the more clearly they formulate the final conclusion.

In addition to questions for promoting sharing, the trainer’s arsenal should include examples from life (a story about yourself is a good idea - it promotes greater openness of participants), as well as metaphors, parables and anecdotes - for situations when someone from the group asks for help or expresses a desire to figure it out .

Psycho-gymnastics

This is a loose term that refers to a very wide range of exercises in which group members express emotions and communicate without words. They are used at all stages of training and can be written, oral, verbal and non-verbal, drawing, dance, etc.

Psycho-gymnastics is of a playful nature, which is why it is often perceived by the group as a waste of time. Therefore, it is very important for the trainer to select exercises that meet the meaningful purpose and atmosphere of the training, appropriate in a given situation. On the one hand, they should contribute to “switching” attention, restoring a cheerful, efficient state (very important if the lesson lasts 6-8 hours) and the active involvement of all participants in the learning process. On the other hand, to create conditions for gaining experience and causing corresponding changes in group members.

After completing the exercises, you should discuss them.

Games

Game methods are one of the key ones in training at the stage of consolidating acquired knowledge and skills. Today there are many types of games, but we will give only two main ones.

In programs for studying the sphere of human relations (interpersonal interaction, mutual understanding, etc.), role-playing games are most often used, which involve participants “playing out” roles and situations that are significant to them in real life. The main goal of role-playing games is to develop skills related to communication and interaction between people. They usually take place in 2 stages.

The first - the game itself - is an action in which participants play various roles. It is limited in time and takes place in conditions close to real life. The training group is involved in it all at the same time or is divided into players and observers.

In games with division into players, roles are distributed between active players (solving the problem discussed in the training) and passive ones (partners playing along), while all other group members observe. Active players can be reassigned multiple times. When the whole group plays simultaneously, all participants play active roles (for example, in negotiation training).

The role-playing game scenario is planned in advance, but only in cases where it is known exactly at what point it will be held. The coach sets a game task, which is discussed by the group. But it often happens that the training does not go according to plan (especially when working on individual requests), then a game scenario is created on the spot, during a dialogue with the participants. This game demonstrates creative abilities to solve current problems and improvise behavior.

The second stage of the role-playing game is its group discussion, evaluation by the trainer and observers. The degree of activity of the group in providing feedback may vary, but you should not shift the entire “center of gravity” to the coach; it is very important to interview observers as well. Role-playing has the great advantage of learning through action, through which skill develops, but only in the active player - the one who acts. In order to include participants and observers in the educational process, they should be faced with the need to speak out - this will force them to closely monitor what is happening and compare what they see with the material they have covered.

In trainings on solving professional issues, a special form of role-playing games is often used - business games that have a clearly defined scenario and simulate the work process. Their plot is based on a specific professional situation, often problematic, with an element of uncertainty and ambiguous decisions. The roles introduced into the business game reflect the functions of real officials involved in solving specific problems (“factory director”, “president, etc.”). During the game, members of the training group act as they would act at work - they make efforts, use existing skills, find optimal solutions to specific problems similar to those they face every day in a work environment (for example, introducing a brand to a new market, opening regional branches, implementation of an individual sales plan, etc.). Most business games are developed for a specific customer organization, mainly for the purpose of training management and engineering personnel.

Game methods solve many applied problems. In a safe gaming atmosphere, the effect of protective psychological mechanisms is weakened, and participants more boldly test different models of behavior, are more creative in responding to the emotions of partners in various situations, and better master skills.

Projective drawing

This is one of the auxiliary methods of group work, aimed at identifying and understanding difficult-to-verbalize problems and experiences among training participants. Psychologists have long confirmed that when drawing something, we unconsciously “transfer” ourselves or our inner state (thoughts, feelings, hopes, experiences), and most often, both, and the essence of drawing tests is to “decipher” that , which the authors report in their figures.

Projective drawing can be:

• free - everyone draws what they want;
• thematic - all participants draw on a topic proposed by the trainer or group;
• communicative – pair drawing on a specific topic;
• joint - several participants or the whole group draw on one sheet of paper;
• additional - one participant begins the drawing and passes it on to the others in a circle to continue it;
• conversational - the group is divided into pairs in which the partners “communicate” with each other using lines, colors and images.

Subjects suggested for drawings usually cover:

• problems of the past and present (for example, “My biggest problem is communicating with children,” “My typical day”);
• future (“Who Would I Like to Be”, “Three Wishes”);
• abstract concepts (“Island of Happiness”, “Love”, “Envy”);
• relationships in the group (“What the group gave me, and I gave it,” “What or who I don’t like in the group”).

The completed drawings are collected, hung for public viewing or passed around - their discussion begins. When drawing together, everyone’s participation in group work, the nature of their contribution to the overall activity, and the characteristics of relationships in the group in the process of teamwork are discussed. When discussing the author's drawings, all group members express their vision of what the author of each image wanted to show and say, and share the feelings that his drawing evoked. Next, the author reveals his own plan and passes the drawing to the coach. The latter’s task is to carefully study the general content, methods of expression, color, shape, composition and size, the presence of unconscious elements and make a “verdict” about the internal state of the artist, his experiences and emotions.

Meditation

In the system of modern psychological trainings, meditation means special practices associated with focusing on various images:

• visualization – creating a mental image (picture) of a goal and ways to achieve it;
• controlled (guided) imagination - the same visualization, but with the “connection” of all five senses - sight, hearing, taste, smell and touch;
• Implosion is a technique of immersing oneself in traumatic memories in order to suppress emotions in a real situation.

Such techniques are, in essence, controlled fantasies aimed at changing negative internal attitudes to positive ones. They are used in many training programs, but most often in training for creativity, confidence, and ideation training (mentally replaying one’s behavior in different situations).

Group discussion

This is one of the most important, and in some trainings (K. Rogers meeting groups, group analysis) the only method of group work. Its essence is a joint discussion of a specific issue or problem in order to clarify (possibly change) the opinions, positions and attitudes of group members. The discussion method has a fairly wide scope, but is most often used when analyzing various situations from the life or professional practice of participants and analyzing complex situations of interpersonal interaction.

The form of a group discussion is:

• structured - with a given topic and a clearly regulated procedure;
• unstructured - participants themselves choose the topic for discussion, the time of discussion is not formally limited;
• thematic – topics that are significant to the whole group are discussed;
• biographical – focused on past experience (personal or professional);
• interactional - it is based on the structure and content of relationships in the group, based on the “here and now” principle.

Usually, a discussion is planned at one or another stage of the training, but sometimes, when a “thorny” question arises, when participants want to get an answer to it or solve a problem, it arises spontaneously. In both cases, the trainer’s task is to involve the entire group in the discussion and achieve a well-founded (reasoned) judgment.

There are several ways to conduct a discussion in training:

• free discussion - the role of the leader is minimized, he only sets the topic and watches as the group searches for a solution;
• programmed discussion - presupposes that the presenter has a clear plan of action. Important: decide on the topic (clarify concepts, develop a general concept, define the situation) and the desired result;
• identify key points through which the discussion must pass;
• prepare questions for discussion;
• plan the closure of the discussion - build an overall picture based on what the participants said;

Group discussions give participants the opportunity to speak up and hear others. The result should be coming to a common opinion or at least understanding each other’s positions.

Case

A case is an example of a situation, incident or event, taken from real practice and containing a certain problem or contradiction. The training participants (individually or as part of a group) analyze them and discuss what they would do in such a situation and propose a solution. As a rule, it is not unambiguous and the only correct one, but the task of the group is to choose the optimal one. Based on the results of the participants’ actions, the trainer gives feedback. Analysis of situations occurs under limited time conditions.

The case method is appropriate in almost any training, but it is especially popular in business education, where the main purpose of its use is to teach and/or test specific skills. There are many classifications of cases, but the following types are often used in business training:

• problematic - they are based on a certain difficult situation in the organization, the resolution of which requires an analytical approach;
• situational – describe situations of business interaction; aimed at developing behavioral competencies.

A simplified version of the case method is also popular - situational tasks. They contain written information for analysis, discussion and decision making. For example, the group is offered 3 options for filling out reports and asked to discuss the correctness of its preparation, find errors and suggest ways to correct them.

Brainstorm

Brainstorming is one of the best ways to generate new ideas. Its participants are presented with a specific problem and asked to put forward all possible ideas (even absurd and fantastic ones) to solve it. Then, from all the proposed options, the most interesting and daring ones are chosen, but only those that can be applied in practice.

The main purpose of brainstorming as a training method is to encourage the group to think creatively and critically. It can be carried out at any stage of training - preparation for it does not require much time and effort. But in order for the participants’ thoughts to “flow like a river,” the trainer should remove possible obstacles to creative activity and ensure that certain rules are followed.

Brainstorming is carried out in several stages.

The first stage - preparatory - consists of stating the problem and choosing an option for organizing the work. In one option, participants are divided into 2 groups - idea generators and critics (they analyze ideas), respectively, they work in turns; with the other, everyone participates in the process at the same time, acting first as generators and then as critics.

At the second stage - idea generation - it is important to accumulate many answers/hypotheses/ideas/solutions on a given problem in a very short time (15-25 minutes, depending on the complexity of the goal). The following principles are expected to be observed:

• free imagination - participants must submit any ideas that come to them, even those that at first glance are completely unrealistic - later they may turn out to be the best;
• delayed evaluation - it is strictly forbidden to criticize ideas presented by team members;
• converting quantity into quality - the more ideas, the easier it is to find a solution among them that optimally meets expectations.

The third stage is processing the results. The realism of all proposals presented is assessed, the best ideas from the group’s point of view are developed (possibly combined), and means of their implementation are thought through.

A lot of interesting things happen during the brainstorming process. Participants express well-thought-out solutions, and everything that comes to mind - different sides of the problem situation are revealed. Solutions are being found that no one has thought about before. Along with the satisfaction from the solution found comes the drive of joint creativity.

Facilitation

The term comes from the English facilitate - “help”, “make easier” and in training practice means a process aimed at supporting the group in achieving the best results. It can only be managed by a trainer trained in communication technologies - a facilitator. His job is to support the team as they move from point A to point B: from problem to solution, from conflict to understanding, from lack of clarity to a clear plan, from disagreement to consensus. That is, to lead the group to specific agreements and results in the discussion.

The process of becoming a facilitator capable of handling any group under any conditions is a long one, and requires constant acquisition of knowledge and experience. Beginning trainers are also recommended to take their first steps in this direction and adhere to the basic principles of effective facilitation when conducting training:

• maintain impartiality, do not take on the role of “first fiddle”, but take a neutral position in the group process - be a mediator between the parties;
• be able to listen to others;
• respect and value the opinion of each team member;
• focus on a common team goal;
• ask the right questions at the right time,
• strive for a common, jointly developed and holistic solution.

The most important facilitation tool is questions. They are relevant at every stage of group work and help to obtain information, find mutual understanding and find solutions. First of all, you should ask open questions starting with the words “what,” “when,” and why.” Their use is comparable to fishing - you use nets to catch more fish. Thanks to open-ended questions, you can not only collect information, but also force your interlocutors to think. Closed questions are only appropriate to clarify information or close a topic. Using a fishing metaphor, asking closed questions is like fishing for something. Use them to catch one “fish”, that is, to get a very precise answer to a specific question.

Trainings for adults

Adults quite often encounter training when applying for a new job, especially in jobs where they have to deal with physical labor. As a rule, these are employees of fire services, law enforcement agencies and many other specialties, where there is a strict algorithm of actions in the development of a particular situation.

Also, adults often decide to take part in training for parents, where they are taught the basics of behavior with children. In most cases, these trainings are paid, but they provide important skills that will help young parents avoid troubles when their children are born.

Recently, business trainings have also become quite widespread, the main goal of which is to provide the individual with the maximum number of skills useful for conducting independent business activities. As a rule, these events can consist of several components and include sales training and communication training to provide more favorable conditions for business development.

Also, social trainings are often conducted for adults, which are aimed at changing the behavior of people in society. As a rule, the greatest need for these trainings is experienced by single people facing problems in their personal lives. Social trainings in such situations are carried out with the aim of increasing people's communication abilities.

After the age of 40, due to the onset of a midlife crisis associated with rethinking a person’s life, the need for psychological training often arises. Their main goal in this situation is to change their life priorities, as well as their outlook on life, which often allows them to avoid long-term depression. As a rule, when a midlife crisis develops, you should also think about consulting a psychologist, whose help, in some cases, will be much more effective.

You can often find trainings and seminars that are conducted primarily for housewives. Thus, there are a huge number of trainings that teach embroidery skills, making exotic dishes and drawing. As a rule, conducting these trainings, in most cases, is associated with entertainment for the participants. At the same time, some of these trainings allow women to acquire really useful skills that can later help them in maintaining order in their homes.

Trainings for the elderly

It is no secret that at the age of over 65, a person’s life changes dramatically. This is due, first of all, to significant changes in a person’s social environment, as well as a deterioration in health.

Thus, after retirement, the circle of friends narrows significantly, which especially affects lonely elderly people. As a rule, the attitude towards old age is determined by the personality types of an elderly person, among which the scientist Ferdinand Giese identified:

• negativist - when aging is not recognized by a person;
• extroverted – when awareness of aging is a consequence of an analysis of the environment;
• introverted – when awareness of aging is carried out by analyzing past events.

Due to changing social roles and responsibilities, as well as a decrease in the amount of communication, older people often have a need for social and psychological training that would allow them to adapt to new living conditions in the most painless way.

Older people may also experience health problems. As a rule, this is due to a large number of chronic diseases, often leading to irreversible consequences. As a rule, the leading positions in the morbidity structure are occupied by diseases such as hypertension, coronary heart disease and diabetes mellitus. A feature of these chronic diseases is a significant limitation of life activity. As chronic diseases progress, the likelihood of patient disability also increases significantly. In such situations, patients have a need for functional training, which is aimed at acquiring new skills necessary in daily life. However, older people who become disabled also need social training to reduce the likelihood of developing depression and develop a new outlook on the world.

Training in primary school as a form of influence on the personality of students

Training is a set of group methods used in the process of influencing an individual. Its component is the influence of the team on the individual. Trainings are divided into tool-oriented and personality-oriented. As an educational activity, training for primary schoolchildren involves helping children develop all kinds of skills and personal qualities. For example, if a child is extremely indecisive, shy and wants to be alone, then psychological activities to develop communication skills will help him cope with his shyness and teach him to communicate with other people. Training is a unique form of working with potentials, rules and limitations, as a result of which a person is assigned new skills and capabilities. During this psychological event, the student takes an active position. Such training allows the child to independently develop skills in forming social relationships, as well as learn to analyze current life situations and be able to find ways to solve them.

Trainings for schoolchildren are activity-based learning. The purpose of this event is to master a specific type of activity. It is seen as a form that helps develop basic work with children. However, at school it is sometimes quite difficult to organize such an activity, observing all the rules and laws of psychology. There are several reasons for this, for example, the duration of school training can only take 1-2 lessons, and this is unlikely to give any fruitful results. An important aspect is the composition of the group, which, based on the rules, should not change, but in the conditions of an educational institution this is rarely possible. The main principle of this psychological event is openness, so conditions may be required under which a person is ready to make changes in his own behavior and consciousness, conditions under which he is ready to develop and look for something new in himself.

There are quite a few options for conducting training for primary schoolchildren. Among them, the following methods can be distinguished: group discussion, game methods, psycho-gymnastic exercises. All activities take place in the form of conversations, games, relaxation, art therapy exercises and group work.

Recently, such a training option as fairy tale therapy has been gaining popularity. Such activities help children develop moral values, correct deviations in behavior, and easily assimilate information.

There is also training to correct communication, consisting mainly of conversations and games. Such classes are carried out in a large room where there are many toys that the child can take. The event begins with a welcome part, after which each participant introduces himself, and the rest repeat his name in chorus. Then there are all kinds of collective exercises, then the farewell part. These trainings help schoolchildren to be more relaxed in the communication process.

Trainings in the form of games are the most popular, since for young children gaming activities are the main source of information. Games captivate the child and contribute to better emancipation of his intellect, so this form of training is the highest priority. If such an event is held during a lesson, then it should be done systematically, and then the children will learn more material. As an example, we can consider the elementary game “Sparrow,” which involves the participation of five people. The essence of the game: at the signal from the leader, children, with outstretched fingers, try to grab the fingers of their neighbor and pull them towards them. The one who pulls his neighbor closest the closest wins.

Art therapy classes are very effective. They can be carried out both in a group and with each child separately. The purpose of such trainings is to relieve psychological stress, get rid of fears, and develop communication skills. Classes should be held at least once a week. Their duration should be from 40 to 80 minutes, and the entire course should be from 1 to 3 months. In order to hold such an event, you will need pencils, paints, paper, plasticine, clay, in general, any materials from which you can create. The main essence of the lesson is to provide the child with absolute freedom of expression. One of the types of art therapy is music therapy. At the request of the psychologist, children imagine certain images to the music, dance and sing. For such activities, you only need music recordings and a device for playing them.

Of particular importance are trainings for schoolchildren with the participation of their parents. Thanks to such activities, the child’s communication skills in the family circle are formed and corrected: the baby learns to understand mom and dad, and they, in turn, understand their child.

Thanks to such trainings, it is possible to identify deviations in a child’s behavior, reveal various aspects of his personality, develop those skills and qualities that will help him in everyday life, and correct them. In addition, these events help to unite the school class, develop tolerance towards each other in children, cultivate the correct attitude towards the world, and better adapt to the conditions of the educational institution.

Skill training

The main goal of skills training is to transfer and consolidate certain skills to their participants. The most common of these master classes are:

• physical training;
• sales training;
• communication training.

If these trainings are conducted by experienced, well-versed individuals, then the participants receive not only invaluable experience, but also the skills they need. In addition, due to direct communication (in most cases) with a person who has some experience in applying these skills in practice, training participants have the opportunity to avoid a large number of mistakes and save their time and money during independent practical activities.

Physical training

Physical training is based on performing certain movements and consolidating them. As a rule, this is one of the most common types of training, although it is much more often characterized as physical training or training.

Functional training

Functional training is carried out to improve the physical characteristics of the human body. Currently, this type of training has become widespread not only in professional sports, but also in a number of areas of fitness.

Functional training has a number of differences from conventional strength training, in which the greatest importance is given to the development of muscle strength of certain muscle groups. At the same time, when practicing functional training, the greatest attention is paid to an integrated approach aimed at improving not only strength characteristics, but balance, coordination of movements, endurance, flexibility and speed of movement.

If functional training exercises are effective, a person feels different in everyday life, since uniform muscle development and improved control of movements reduces the load on the musculoskeletal system due to the formation of a muscular corset. As a rule, due to the uniform development of muscles, it is also significantly easier to endure certain physical activities in the process of daily life.

At first, functional training is carried out under the supervision of a specially trained person, which allows not only to avoid mistakes, but also to increase the effectiveness of training. In addition, under the control of an experienced trainer, the likelihood of developing overtraining and, accordingly, wasting time for further recovery of strength is greatly reduced.

When conducting functional training, they try to give preference to exercise machines with a free trajectory, which allows muscle groups to work in a natural mode. So, widely used:

• traction machines;
• rubber shock absorbers;
• balls;
• free weights (barbells, kettlebells and dumbbells).

The functional training program includes 5 basic principles:

• performing exercises in a vertical position;
• use of free weights;
• performing basic exercises;
• performing speed exercises;
• performing balance and coordination exercises.

Other types of physical training

Persons in the army regularly undergo physical training. Thus, during service in the armed forces of the Russian Federation, not only the improvement of a person’s physical characteristics is carried out, but also the acquisition of various skills necessary for survival in wartime conditions. These skills include the use of various types of weapons and the principles of close combat.

Also, individuals whose practical activities often involve the use of physical force are subject to physical training. As a rule, these are fire department workers who are directly involved in extinguishing the source of fire, as well as various law enforcement agencies.

Sales training

Sales training is becoming increasingly common these days. As you know, many sales companies have a slogan: “train and develop.” The meaning of this expression is that the most successful employees are constantly improving and, by honing their professional skills, show better results in relation to their colleagues.

Against this background, many people whose professional activities are closely related to the field of trade attend sales training. Particularly frequent clients who come to these trainings and seminars are young people who want to earn a large amount of money in an honest way in a short time.

In this regard, there are quite often scammers who successfully exploit the enthusiasm of young people. As a rule, scammers play the role of successful people, after which they collect fairly large sums from training participants. However, in most cases, the information that participants receive is publicly available. In such situations, it is much more advisable to attend professional courses at specialized institutions.

Communication training

It is no secret that communication is one of the main ways of interaction between people. In addition, during a conversation, one participant in the conversation is able to convey a fairly large amount of accurate information in a short time.

Factors such as:

• lexicon;
• speech literacy;
• self confidence;
• presence of speech defects (stuttering, incorrect pronunciation, strong accent).

All these factors together form the first impression of a person, influencing further joint activities. Moreover, this is relevant both for professional activities and for the personal lives of most people.

In this regard, for many people, communication training is one of the ways to improve their communication abilities. As a rule, the training program in such situations is designed in such a way as to correct behavior patterns during practical training, as well as change some characteristics of speech. A person learns to listen to his interlocutor, not to interrupt him, and to answer questions posed competently.

It is generally accepted that the need for such training arises among introverts who, due to a combination of life circumstances, have to actively communicate with a large number of people. This also applies to shy people. In such situations, communication training can be useful and can significantly impact the quality of life of participants by reducing the daily discomfort of difficulties when talking with other people.

However, even though this training helps many people improve their interaction when talking with other people, if communication problems arise, a visit to a psychologist should be preferred. This is due, first of all, to an individual approach to each individual and, quite often, to a higher qualification of a specialist.

Variety of psychological trainings

Psychological trainings are characterized by great diversity and can be classified on various grounds. If we classify psychological trainings depending on their goals, they can be divided into trainings of specific skills (their goal is to develop behavioral skills) and personal growth trainings (they are based on creating conditions for the self-development of participants, the development of reflexive abilities, and increasing openness to new experiences). In the first case, the reliance is placed on an external, behavioral effect, which can subsequently cause personality changes. In the second case, the main effect is observed in the internal plane - first, intrapersonal changes occur (self-esteem, motivation, value orientations, etc.), and then, as a consequence, behavior may change. Accordingly, the criteria for the effectiveness of trainings differ - in the first case they are predominantly objective (the level of development of the skills being trained), in the second they are subjective, obtained through self-reports from participants about what the training gave them personally.

Rice. 1

Communication training is approximately in the middle between these types of trainings. On the one hand, it stimulates the social development of participants, creates conditions for self-knowledge, and helps to increase the level of reflexivity. On the other hand, with its help, behavioral models are taught, but it concerns not so much behavior in any specific situations, but rather the development of constructive communication skills in general. Internal personality changes and external behavioral changes occur in parallel, mutually reinforcing each other. Thanks to this “intermediate” position in communication training, the use of a very wide range of technologies belonging to different areas of psychology is allowed. Their choice in many cases is determined not only by the tasks being solved and the characteristics of the training group, but also by the personal preferences and breadth of the professional horizons of the leader. Trainings can also be classified according to which system of personal relationships is the subject of work. In particular, the following groups of trainings can be distinguished on this basis.

♦ “I – ​​I”: personal growth trainings, focused primarily on the intrapersonal context of the participants’ work, the system of relationships to oneself, and the development of reflexive abilities. In this work, the group acts as a means of support and a source of feedback.

♦ “I am other people”: training in communication skills and various social skills. The group serves as a kind of “testing ground” for practicing relevant skills and abilities. This aspect of work is most typical for communication training.

♦ “I am a social group”: training for team building, socio-psychological adaptation in a specific team. The main subject of the work is a certain social community, specific training participants are considered as its members.

♦ “I am a profession”: trainings for professional self-determination. The subject of the work is the system of a person’s relationship to professional activity, as well as the communication skills necessary for becoming a professional.

Another important criterion that allows you to navigate the variety of trainings is belonging to the psychological direction within which a specific training is being developed.

One of the most common types of psychological training is the so-called T-groups ( Human-relation training group -

human relations training groups;
their name comes from the abbreviated word training
), which first emerged in 1947 on the basis of the doctrine of group dynamics by K. Lewin using some ideas from psychoanalysis and humanistic psychology. Sometimes the terms “sensitivity training” or “sensitivity training” are used to refer to such groups. Their participants increase their competence in communication “through the production and analysis of their own interactions” (Petrovskaya, 1982, p. 59).

The goals of T-groups are self-knowledge of participants, increasing sensitivity to the state of communication partners and developing other skills necessary for productive communication. More specific tasks related to the development of social skills can also be solved. Thus, the first T-groups, headed in the USA by K. Levin himself, were aimed at training leaders who could effectively cope with intergroup conflicts on racial grounds. The term “social-psychological training” is most often applied to such groups. They are characterized by a relatively high technological level of work (although this should not interfere with spontaneity), an active position of the leader, and the presence of a more or less clear lesson plan.

Another common area of ​​group training work and non-medical psychotherapy is meeting groups formed within the framework of the humanistic psychology of C. Rogers. Compared to T-groups, they are more focused on internal changes in the personality, leading to its growth and more complete realization of potentials. For the leader of such groups, the most important thing is to be able to create an atmosphere of trust, be sincere in expressing feelings and follow the “here and now” principle. He takes a non-directive position in this case. In the most radical version, the leader, at the beginning of the work, generally limits himself to one or two general phrases about the responsibility of the participants for what is happening, after which he leaves the group to its own devices and only much later joins in its work as an ordinary participant.

In contrast to T-groups, in meeting groups the content of classes is determined not so much by a pre-drawn plan, but by the material that the participants themselves provide. In the United States, such activities were very popular in the 1960s and 1970s, but by now interest in them has sharply declined, “the meeting group movement has dried up” (Yalom, 2000, p. 534). In our opinion, when working with teenagers, it is more productive to follow the principles of T-groups, since teenagers interact more effectively in structured communication situations.

Trainings can be based on other psychological areas, such as behaviorism

(behavioral psychology),
gestalt approach, psychodrama, transactional analysis, body-oriented approach, neurolinguistic programming.

Art therapy
is widely used , which is not so much an independent branch of psychology as a system of psychological influence techniques, united by the use of means of visual and plastic expression. Often, trainings are eclectic, that is, they combine technologies characteristic of different approaches.

The choice of the psychological direction within which the training should be carried out depends on the goals that the leader sets for himself, and this, in turn, predetermines the technology of his work. At the same time, to achieve a specific goal, various training technologies can be used, but not all of them are equally appropriate for achieving the goals. If, for example, sales training is being conducted, the purpose of which is obvious, then it is necessary to develop in the participants specific skills related to the effective sale of goods. This can be done within the framework of behavioral psychology, and the humanistic aspirations of the leader may be unclaimed in such training. If the main goal of the work is to stimulate the process of personal growth of the participants, it is unlikely that its achievement will be productive only within the framework of the behavioral approach.

In this regard, it seems appropriate to classify trainings according to the paradigms that underlie them, that is, according to the most general models that reflect the positions of the psychologist and clients, as well as the nature of the interaction between them. I. V. Bachkov and S. D. Deryabo (2004) identify four training paradigms:

1. Training as training. The presenter, working in this paradigm, takes the position of the bearer of the “correct” knowledge about who and how should behave in certain situations, and sees his task as using reinforcements and punishments to form appropriate behavioral models in the participants. It is characterized by a clear focus on the final result, and the participants are assigned the role of objects whose task is to follow the instructions of the presenter.

2. Training as tutoring. An orientation towards the final result is characteristic, but it is seen not so much as the development and demonstration of certain behavioral models, but rather as learning how to apply them flexibly in later life, taking into account the context of the situation. The facilitator’s task is to give the participants the necessary knowledge and form effective ways of behavior based on it.

3. Training as mentoring. In the process of work, conditions are created so that “clients can “get the hang of it” themselves in the process of directly performing various tasks in which the activity mastered in the training is specially modeled, one way or another recreated, or constructed. His motto could well be the phrase: “The truth cannot be memorized, the truth must be suffered”” (Bachkov, Deryabo, 2004, p. 142).

4. Training as the development of subjectivity. The main task of such training is not the formation of a system of ideas, attitudes and skills (although this is not excluded), but the development of the ability to be a subject: a distributor of one’s own mental and physical forces. This training is focused not so much on the final result, but on the dynamics of the self-development process. It should become an event for the participant that changes his worldview and expands his life opportunities.

It should be taken into account that the training techniques themselves (games, exercises, discussions, etc.) in most cases can be successfully used within the framework of various training paradigms.

I would like to warn readers against perceiving the above classification on an evaluative basis: they say, training is bad, the development of subjectivity is wonderful (or vice versa). The applicability of a particular paradigm depends both on the goals of the training and on the personal needs of the participants, their requests and degree of readiness for change, as well as on the conditions in which the training takes place. It is difficult to imagine successful training in the paradigm of the development of subjectivity if it is carried out in a situation where the participants attend it involuntarily (for example, the training is included in the school schedule as a mandatory lesson), the class time is very limited, and the customer of the training (for example, the school administration) requires the formation of The participants have very specific knowledge and skills, and besides, they insist on their formalized assessment. In addition, some leaders, due to their personal qualities, are more prone to an authoritarian style of group leadership (which is combined with the paradigm of training or tutoring), and some are more inclined to a democratic style (mentoring, development of subjectivity). Both can be effective, provided that they stick to their role and do not try to play a professional role that is alien to them.

In general, trainings are most appropriate where participants need to develop certain social skills. Their specificity, in comparison with other teaching methods, is that they are aimed “not only at solving current problems of the participants, but also at preventing their occurrence in the future, in particular, due to the opportunity provided to them “to learn how to solve problems.”

"(Bachkov, 2007, p. 15).

Psychotherapeutic training

Psychotherapeutic trainings are carried out, as a rule, with the goal of changing a person’s consciousness. For this purpose, entire groups are created, classes in which are held on a regular basis and allow you to change a person’s attitude towards life and, accordingly, his behavior. Most often, people who experience guilt, mental pain, suspiciousness, and also those experiencing stress due to an inferiority complex resort to participation in psychotherapeutic trainings.

These trainings, in most cases, are based on a group of people performing actions (drawing, dancing, singing) that are not related to their problems. This allows a person to find peace of mind and look at the world from a less radical side.

Social-psychological training

Social and psychological training is represented by a combination of two areas – social and psychological training. The main goal of this training is to help a person in self-determination, which subsequently helps him when interacting with other people in society.

Social training

Social training is aimed at increasing the efficiency of a person’s analysis of various situations that arise when interacting with people in society. This allows a person to more effectively use the resources available to him to realize his capabilities.

The basis of this social training is the close interaction of people in the group, due to which changes in the behavior of each of the training participants will certainly affect the others. It is also worth noting that at the same time, communication skills are improved.

Psychological trainings

Psychological trainings are often carried out in combination with social ones, which often allows one to achieve good results. As a rule, a person’s self-analysis in such situations is potentiated by a group of training participants. As a result, if the training is successful, a person begins to adequately perceive himself and other people, and is also able to determine his goals and desires depending on the situation, which is certainly reflected in his behavior in various life situations.

Also, psychological trainings often allow you to acquire new knowledge and experience in the field of communication, which is the result of active interaction with other people during group classes.

Types of trainings: organization, content, forms, methods of work in training

Lecture No. 4 (2 hours)

Types of trainings: organization, content, forms, methods of work in training

Training

– a system of exercises to master the technique of organizing interaction. Pedagogical training is aimed at developing predictive, informational, communicative, analytical, constructive, organizational and other skills and abilities necessary for a teacher-educator to successfully carry out teaching activities.

Pedagogical training is carried out, as a rule, depending on the need and complexity of the problems being solved. Mastering the basics of communicative culture requires pedagogical skill and compliance with a number of conditions:

· serious attitude towards performing the proposed exercises;

· constant critical self-analysis of your skills;

· systematic, consistent, individual work on oneself.

Group training forms of working with teachers

Observations of the work of more experienced colleagues, analysis of lessons and educational activities are used in organizing socio-psychological trainings, role-playing and business games, group discussions to develop the psychological competence of teachers.

Interesting socio-psychological training

(SPT) as a group method that provides: “integration”, development of socio-psychological competence, polishing behavioral skills, development of “social warmth”, regulation of intra-group relations and self-actualization.

The formation of SPT goals is influenced by:

1) concept of man; 2) personal needs of the trainees; 3) theoretical and methodological means of training;

4) the trainer's qualification level.

When working with teachers, it is preferable to focus on the semantic rather than the technical (formal) side of communication, which can lead to increased manipulative abilities. The main results of the training can be the formation of sustainable motivation for development and the formation of the ability to design and construct effective means of communication.

Conducting SPT requires not only knowledge and mastery of sets of psychotechnical procedures, but also an understanding of what is happening in the group with each of its participants.

Each action of the SPT group leader must be comprehended and correlated with the general context of his work. This is what distinguishes a leader from a group member: at any moment he is aware of what, how and why he is doing. We will describe two main areas of activity of a consultant in a group: work with the individual and work with the group.

Deep self-awareness, comprehension of one’s characteristics, manifested in communication, is both the essence and effect of SPT.

Understanding your
“I”
can occur at several levels:

awareness of how it is perceived by others, how it appears in interpersonal situations (how do others see me?);

awareness of one’s own strategies and tactics used in communication for a long time (how do I perceive myself?);

awareness of the motives underlying a particular style of behavior (why do I communicate this way?);

awareness of how his behavior patterns have developed over the course of his life (what are the underlying reasons for my behavior?).

Such gradualism in understanding one’s “I”,

forms the basis for constructing a training program.
Work with the “I”
of the participants is carried out throughout the training. Almost all procedures in one way or another are aimed at understanding their characteristics. First, teachers present factual information about themselves, their strengths and weaknesses. Next, participants can be frank, touching on topics such as internal positions, relationships, and plans for the future. By speaking these internal contents out loud, the participant looks at them as if through the eyes of others and receives feedback.

Three phases of group development:

Orientation and dependence phase.

Participants navigate the situation. At the first lessons, the mood of most participants was interested, while some were skeptical. At this phase, the group is dependent on the leader, from whom they expect advice and instructions. They are determined to receive ready-made information and direct recommendations, and often unimportant issues are discussed.

Conflict phase.

There is a tendency towards rivalry, and roles are crystallizing. The predominant emotions are hostility, tension, anxiety. Open confrontation with the consultant is common. Sometimes a group chooses one of the participants (deviant) as the object of aggression and takes out aggression on him. The stronger the confrontation between the leader and the group, the deeper the work will be in the next stages.

The phase of cooperation and goal-oriented activity.

A sense of belonging to a group, awareness of the universal “we,” and sincerity in expressing feelings are formed. Participants openly talk about their problems.

Situation analysis

- stimulates turning to the experience of others, the desire to acquire theoretical knowledge to obtain answers to the questions discussed. Two types of situations are used: “here and now” - what and why happened in the group or with its individual participants; "there and then"

Role-playing game -

method, the essence of which is “role playing”. Participants play roles that allow them to fully express their real feelings and thoughts. Awareness leads to action, and taking action leads to increased awareness of oneself.

Psychodrama

- a method of group work in which participants play roles that model life situations with personal meaning for the participants. The goals are the elimination of inadequate emotional reactions, the development of social perception skills, and in-depth self-knowledge.

Psychodramatic techniques:

monologue

- expression by the main character of his true attitude to what is happening;
playing one's own role; double or second “I”;
role exchange; mirroring technique.

Informing (instructing) -

an intervention in which the facilitator prompts and helps participants when they encounter difficulties, provides them with feedback, and supports them in the interaction process. Instruction can be carried out through the disclosure of psychological concepts in an accessible form and their discussion, through the description of cases from one’s own practice and the analysis of material that arises “here and now”.

Projective drawing

- a method of group work that provides a basis for diagnosing and interpreting difficulties in communication, working with thoughts and feelings that the participant is not aware of for one reason or another. Drawing develops and enhances feelings, cultivates artistic taste.

Psycho-gymnastics -

an auxiliary method of working in a group, in which participants express themselves and communicate without the help of words and can provide the following goals: diagnostic, corrective, sociometric, activating and/or relaxation.

Music therapy

— mutual understanding and trust arise between participants, group dynamics intensify. Using music in any form (recordings on a tape recorder, listening to records, singing) can relieve stress and fatigue.

It is not always possible for a psychologist to organize and conduct socio-psychological training in accordance with the requirements that are placed on it as a method of teaching communication. At the same time, the participation of a psychologist in the preparation and conduct of pedagogical councils, psychological and pedagogical councils, and seminars on psychological issues allows him to use various methods that enhance the work of teachers.

Methods for replaying and analyzing specific situations

(using video equipment),
micro-teaching,
in which the teacher conducts a mini-lesson (10-15 minutes) for specially trained teachers or students. These methods are based on behavioral learning principles.

The goal of a psychologist’s work is to create conditions for changing a teacher’s behavior so that it is more effective. To achieve this, specific and achievable goals are set for each mini-lesson.

Training can take place in various forms, including games.

Business (pedagogical) game

– is a simulation model that reproduces real pedagogical objects and phenomena for solving problems, serves as an effective means of acquiring pedagogical knowledge and developing communication skills in direct practical activities.

Organizing a business game involves a number of stages:

Preparatory stage:

· understanding the objectives of the business game and the problem under consideration;

· formation of an expert group and distribution of roles;

· familiarization with given roles and “getting used to” them;

· mastering the rules, regulations and tools of the game;

· checking readiness for the game, final clarification of all its elements and participants.

Rules of the business game:

· clearly understand the objectives of the business game, the problem, the age group;

· choose a “role” according to your capabilities;

· clearly define your position according to the chosen role;

· speak and act as you would under appropriate conditions;

· you cannot take on “roles” throughout the game;

· allowed to aggravate the situation by taking an extreme point of view;

· the presenter directs the course of the game (clarifies, sets a new turn in solving the problem);

· everyone’s participation is assessed by experts in a specially prepared table according to pre-communicated criteria;

· after the business game, there is a discussion and collective reflection.

Conducting a business game

carried out by the presenter (coach). Experts monitor the correct performance of role functions, give game participants appropriate ratings on the expert sheet based on selected criteria, and analyze ways to solve the problem.

Expert sheet (approximate version)

The host (director) of the game monitors compliance with the rules of the game, the sequence of operations, compliance with the regulations, and sets the game in the desired direction.

The game is considered completed if the situation being played out is resolved in one way or another.

Summing up the game

(reflection) involves discussion, analysis and evaluation of its results and actions of the participants. The game director expresses his opinion on the fulfillment of organizational requirements, observed violations of the rules, incorrect actions in a given situation, job descriptions and rules of the game. Experts report their opinion on the substance of decisions made in a game task, evaluate their effectiveness and compliance with the real powers of the roles played. The game participants discuss the results and express their opinions.

Business game analysis scheme (for all participants):

Ø fulfillment of the role: the degree of truthfulness and reliability with which the participants in the game fulfilled their “responsibilities”, the correctness of actions in a given situation;

Ø mastery of the situation, accuracy of situation analysis, flexibility of adapted behavior and correct implementation of given game conditions, the ability to choose the most correct strategic and tactical decision;

Ø communicative actions: the ability to adapt to the reactions of partners, empathy for their feelings in communication situations, the ability to maintain the pace of the game, put forward a new idea, using a suitable reason and the degree of argumentation of the interlocutor;

Ø contribution to solving the problem posed: the level of competence and role behavior from the point of view of the “player’s” orientation towards the general task (the degree of his contribution to solving the situational problem).

"Brainstorm"

can also be used in training for group discussion and proposing an optimal solution to a problem situation. It is carried out in several stages.

1. Preparatory stage:

Ø formation of a problem that needs to be solved;

Ø determining the conditions for collective work (familiarity with the rules of “brainstorming”);

Ø creation of working (creative) groups (3-5 people each) and an expert group;

Ø warm-up: exercises in quickly finding answers to specially selected training questions, completing tasks.

2. Brainstorming:

Ø “storming” the problem posed (generating ideas in each working group);

Ø selection and evaluation of the best ideas for solving the problem by experts.

3. Final stage.

Ø public defense of a solution to the problem and its argumentation;

Ø discussion of the results of the groups’ work, reflection, assessment of the best option;

Ø making a collective correct decision.

Rules and conditions for brainstorming:

v no one can claim a special role and privileges; even brilliant authorship of a solution to a problem does not provide an advantage;

v mutual criticism and intermediate assessments are prohibited, as they interfere with the emergence of new solution options;

v additions, improvements, development of ideas proposed by other participants are approved;

v it is allowed to ask clarifying questions, but they should not contain assessments;

v it is necessary to formulate your idea briefly, not to be upset if they do not understand, but to make an attempt to once again offer your solution;

v you can contact the leader-trainer before the end of the “assault”;

v if the problem cannot be solved in a given form, you need to try to identify its component parts and think about them;

v it is necessary to remember that optimism and confidence enhance a person’s mental activity.

Analysis of pedagogical situations

– this is a form of training that involves the direct use of psychological and pedagogical knowledge to predict the methods of action of participants in the pedagogical process in solving a specific practical and communicative problem.

We can highlight some pedagogical situations that reveal the content side of the teacher-educator’s activity.

1. Situations related to the awareness of the need to study children, children's teams, mastery of knowledge and the formation of skills to study the problems of the teaching staff, the level of development of communication, personal qualities and the ability to interact.

2. Situations for awareness of the need to solve the problems of educational work, mastering the knowledge and skills of pedagogical goal setting.

3. Situations related to the awareness of the need to take into account psychological conditions and pedagogical patterns in the organization of the educational process with practical skills in working with parents, children, and teaching staff.

Training on studying and summarizing teaching experience

- this is a form of work that allows us to identify pedagogical finds in the experience of educators in resolving difficulties that reflect the real contradictions of the pedagogical process.
The study and generalization of pedagogical experience requires the use of methods such as observation, conversation, interviewing, studying written, graphic, creative works of students, and pedagogical documentation.
The description of the experience learned provides the following procedure:

n clear formulation of the problem being studied;

n goals and objectives, methods for studying teaching experience;

n general characteristics of the teacher, work results, their stability;

n analysis of the education of children and children's collectives in connection with the problem being studied;

n assessment of the studied experience from the standpoint of modern requirements and personal attitude towards it, highlighting those points that will be taken for use in personal practice.

"Round table"

– a form of training work that involves a discussion of specially formulated questions on a specific problem. Participation in a round table meeting requires an in-depth study of the problem, a clear definition of one’s position on a number of issues, and a specific contribution to solving practical problems.

Business training

Business trainings, like sales trainings, are aimed primarily at young, ambitious people who want to achieve success in one or another commercial field. In most cases, the training program includes a monologue by the trainer, which is accompanied by a visual display of his words (using graphs, diagrams), after which the participants ask questions that interest them.

As a rule, business trainings are motivating group sessions that describe the initial actions of an entrepreneur. Moreover, if the training is conducted by a competent trainer who has a real operating business, its participants can receive truly useful information. However, a fairly large number of trainings are conducted by people who are not directly related to entrepreneurship. In such situations, the benefit of the training will be minimal.

Psychological component of business trainings

Such events cannot be considered outside of psychology. After all, the process of realizing practical achievements is continuously associated with overcoming psychological barriers. Participants may be characterized by complexities, anxiety, uncertainty, manifestations of mistrust and selfishness. These and other features can become psychological barriers to achieving the goal.

Therefore, the trainer must be able to optimize the psychological mood of each participant and the group as a whole, and use favorable personal characteristics. Without this, achieving your goal will become much more difficult.

The psychological attitude is also important for further work with clients, the formation of contact and speech communication practice. Business trainings contribute to the acquisition of successful business skills and provide an incentive to solve assigned problems.

Of course, they cannot solve every problem or reveal the secret to creating a successful business. But they help you become more organized, purposeful, develop a flexible strategy of behavior, master modern techniques of doing business and interacting in a team to achieve your goal.

In the short period of time used to organize the training, it is impossible to change dramatically and break established stereotypes. However, it is possible and useful to receive attitudes and a certain impetus for future development.

Conducting trainings and seminars

Conducting trainings and seminars can be carried out both by large organizations and by individuals who have a high level of fame in the target audience. As a rule, in most cases, the main purpose of conducting trainings is to receive money from their participants.

The exception is free training, the payment for which is not made directly by the participants, but by the state or a commercial structure interested in obtaining more qualified employees.

Who prepares the training program?

The training program determines its implementation and, of course, its success. In this regard, how the plan for organizing the event will be drawn up is of great importance. As a rule, in most cases, you can find ready-made training schemes on the Internet. They are usually used as a basis, subject to minor changes (depending on the specific situation).

It is of great importance who conducts the training. If the base for conducting the training is a commercial organization that regularly conducts various trainings, then the programs are compiled to order from persons with experience in the required field.

Situations are also possible when training is conducted on an irregular basis by a person who is a professional in a certain type of activity. Such trainings can also be called master classes. The training program is drawn up, in such situations, by the trainer.

Training for future parents

In most cases, the birth of a child in a family is not only a happy event, but also a great stress for parents. As a rule, this is due to the fact that new mothers and fathers are faced with something new, previously unknown to them. In addition, the lifestyle of parents changes significantly.

From the first days after birth, a special attitude towards the child is required - he needs to be held correctly, fed, understand what he wants and change clothes on time. In addition, the daily routine of a newborn differs significantly from that of adults. In this regard, as a rule, before birth, training is conducted for parents, aimed at acquiring the necessary knowledge and skills for caring for a child.

In most cases, these classes are paid, but there are also free trainings for future parents. As a rule, they are located on the basis of psychological assistance centers in large cities of Russia. An alternative to completing the training is a consultation with a pediatrician, which will also help parents understand the rules of caring for small children.

Often, training for parents is psychological in nature and is aimed at developing the right attitude towards the arrival of a new family member. Also, these trainings can be conducted for situations where school-age or teenage children cannot find a common language with their parents, which becomes the cause of conflicts in the family. In such situations, training for teenagers may be relevant, allowing them to change their attitude towards others, as well as adjust their behavior.

Are there free trainings?

Free training is periodically conducted by various organizations in the form of courses, seminars and conferences. Thus, at Employment Centers you can undergo free training to acquire new skills and, thus, get the opportunity to work in a new specialty.

Also, free trainings are often conducted as part of cultural exchange. Thus, some embassies, as well as a number of foreign organizations, periodically conduct trainings that are educational in nature. On them you can learn more about the culture of the country and its customs.

Trainings that are part of a larger course can be free. As a rule, their goal is to interest people and, thus, gain an audience for paid trainings. This is most often found in personal growth trainings.

Personal growth trainings and their feasibility

Personal growth trainings are one of the most common types of social events in this field of activity. As a rule, in most cases, their implementation is a source of large income, and therefore quite often their organization is carried out by low-skilled people.

In such situations, personal growth trainings can not only be useless, but also cause harm to their participants. As a rule, at best, people lose money and time with such personal training. However, the consequences can be more unfavorable.

If you follow the original concept of their creation, personal growth trainings are aimed at forming and strengthening the individual’s inner core, as well as improving control over one’s life. As a rule, with the right approach, personality growth training can change a person’s life for the better, both through changing attitudes towards it and through more conscious behavior when certain stressful situations arise.

Unlike other trainings, exercises for personal growth training are aimed at working with the spiritual experiences and fears of participants. The main goal pursued by personal training is the formation of a different attitude towards the situations that have developed in a person’s life.

So, if personal training is effective, its participants become more confident and see not only problems, but also new opportunities. They also learn to take responsibility and endure difficult situations with far fewer negative consequences.

Growth training is most often attended by people who are unsure of themselves, who are looking for psychological help and outside support, but for some reason avoid visiting a psychologist (for example, they are embarrassed). As a rule, in most cases, personal training is short-term in nature and rarely leads to a radical transformation of personality in a positive direction for the participant.

Video trainings – pros and cons

Video trainings became widespread after the advent of the Internet and the possibility of remote payment for services, which became possible with the development of modern monetary systems. This form of training has both significant advantages and disadvantages.

The most common form of business training is video. As a rule, most often their authors are famous personalities, often with a serious condition. However, quite often there are people whose goal is to make money by learning how to make money. In the video, they often show what they were able to achieve thanks to their communication skills, as well as their ability to do business. Unfortunately, the viewer does not always know for sure that this is not a performance in which the successful coach is just an ordinary actor.

Video trainings have the following advantages:

• accessibility for most people, regardless of the geographic location of the training location;
• the ability to re-view and, accordingly, repeat and improve the assimilation of the material;
• reduction of financial costs for travel, food and living conditions when conducting training in another city.

However, video trainings also have significant disadvantages, the most significant of which is the lack of an interactive component, that is, participants cannot directly interact with the trainer.

Thematic training

Thematic training refers to the skill types of these events. As a rule, the main purpose of it is to master new material in the process of solving similar tasks. That is, this type of training is associated with the study of a large amount of theory and allows you to successfully pass the control of the acquired knowledge.

Thus, thematic training is based on the accumulation of individual experience not only when working with a certain type of task, but also in the process of repeating learned information. As a rule, this type of training is highly effective and does not require the regular presence of a mentor.

However, thematic training also has significant disadvantages. So, if a person is not capable of self-organization, then he will not always be able to use this type of training. In addition, changing the type of tasks, even on a well-studied topic, can confuse the training participant and, thus, negatively affect the result of his work.

As a rule, thematic training became most widespread in educational institutions after the introduction of the Unified State Exam, the basic parts of which consist mainly of test tasks. In this regard, thematic training formed the basis of a large number of manuals on the disciplines studied at school.

Often, thematic trainings for teenagers who are about to take the Unified State Exam are conducted with the help of tutors. In this case, tutors can be both adults (usually teachers) and students with high academic performance and good results obtained on the Unified State Exam. Typically, such training is structured as follows:

• the tutor reviews new material with the student;
• assignments are taken on the discussed topic, after which the student solves them, simultaneously sorting out errors and questions with the tutor.

Also, thematic trainings can be conducted by schoolchildren independently. In such cases, the child’s motivation and perseverance are of great importance, which is not very common.

Types of trainings

Business training is the most popular area of ​​training in our country, which, in my deep conviction, is too often used for other purposes. What am I talking about? I'll explain now. Business training is a training where people are taught business. What does it mean to teach business? If by the word “business” we mean the activity that is carried out daily by businessmen to make a profit, then everyone’s business is different, but it is still a craft. And learning a craft requires craft training. That is, trainings in which students must learn how to correctly perform a particular action, procedure or process. And here training in the correct construction of a business process is necessary and irreplaceable. But we must not forget that we are talking about processes and procedures. If you want to train an employee how to manage business processes, then business training is what you need. However, do not forget that, for example, sales, negotiations, management, etc. If business training can teach, it is only in the descriptive – theoretical area. Business training cannot teach an employee to effectively sell, negotiate or manage people, since it requires effective communication skills. And communication is not a business area. Naturally, we all communicate with each other all day long in the office, transport, etc. But business is, first of all, a system of processes and procedures that allow you to make money. And communication is a means used by businessmen and their representatives to implement the mechanism of influence of processes on other members of society. So it turns out that business training is necessary when you want to train employees to manage processes and procedures, their own activities and the activities of the enterprise, projects, sales, distribution, territory. When you need to equip your people with the theory of sales, negotiations, presentations, etc. But if you want to train employees in effective interpersonal interaction - communication, then you need social and psychological training.

Unlike business trainings, socio-psychological trainings do not set themselves the task of teaching how to run a business. Their specialty is social skills, that is, communication skills between people. Such trainings are aimed at acquiring the skill of effective interpersonal interaction. This applies to most areas of human social activity. Learning to communicate without conflict with another person is not so easy, because all people are different and as many people as there are so many opinions. This is precisely what socio-psychological trainings teach about respect for the opinion of another person. Even the format of these trainings is very different from business trainings. There is very little theory here. There is a lot of practice here. Moreover, the practice is alive. If this is conflict resolution training, then conflicts are created alive. If this is negotiation training, then the situations for conducting them are not emulated, but live, from life. If this is management training, then you have to manage people from the group not in theory, but in reality. And this is oh how difficult. Therefore, if you need to train employees in communication, negotiations, managing people or conflicts, making decisions, teaching responsibility or team interaction, you need to choose socio-psychological training. By the way, communication plays a leading role in sales. And it is socio-psychological training that is most suitable for sales training, in contrast to business training. After all, the main thing in sales is not theory, but practice. And practice and skill are acquired through socio-psychological trainings.

Another important aspect of sales. Few people think about what sales is and what the difference is between different sales. So, there are objective sales, when a product is sold and the emphasis is on its properties. This is how you can “catch” the buyer. And there are subjective sales, when a service is sold and the emphasis is on its quality. It's more difficult here. A service can only be sold by establishing a trusting relationship with the client. After all, the same service is often offered by a large number of sellers. And here, if you manage to “catch” it, it will only be once. And then they won’t want to deal with you. There are mixed sales.

NLP trainings can be classified as technological trainings. NLP - neuro-linguistic programming - is currently very popular. And this is no coincidence. In the 70s of the twentieth century, at the time of the emergence of this direction of psychological counseling in the United States (in recent years it has claimed the status of psychotherapeutic), NLP absorbed a whole layer of models for effectively solving many life and business problems. Since the main models of NLP come from Gestalt therapy and Ericksonian hypnosis, these techniques are effective and applicable in various contexts of life. But we must not forget that these are just techniques and models. And the effectiveness of using various techniques and models can be different and depends, not least of all, on a person’s personal readiness to apply them in real life.

Often the techniques and skills acquired in NLP trainings do not take root in real life. Why? Very simple. All people are different. And NLP models were taken from different people. If one person was able to do something, then another can do it if he is trained correctly, says NLP. But in practice it turns out that this or that model does not take root well in humans. He tries once, twice, three times, and then simply refuses further use, as he is demotivated by the bad result. In other words, NLP models are a hat that you can easily put on yourself and use for their intended purpose. But! This hat is of a certain size and shape. And if your head happens to be the wrong size or shape, you'll have a hard time keeping it on your head. True, not everything is so sad here - with the help of various technologies, both from NLP and from other areas of psychotherapy, your head can be brought to the size that is required. But this is already from the personal growth training section. And we will talk about them further. As for NLP, it seems appropriate to me to recommend using either proven NLP training companies that have tested the training procedure in practice more than a dozen times, or, as is more often done, using NLP models to achieve specific goals as part of a more extensive training. By the way, we must also give credit to NLP trainings for the fact that they are one of the most advanced in the field of skill acquisition. NLP training is essentially a simulator: if you want such a skill, we take such and such a model and polish it until it starts to work out well...

Psychocorrectional/psychotherapeutic training. This category of training is the most diverse. Here, each area of ​​psychological or psychotherapeutic counseling has its own methodology, form and format of training. Often these trainings are not even called trainings, but are called “groups”: personal growth group, group therapy, group analysis or group psychoanalysis, etc. As a rule, these trainings are conducted by psychotherapists and are aimed at the personal development of participants, eliminating conflict, nervousness, anxiety, infantilism. For the most part, regardless of the therapeutic theory within the framework of which the group is conducted, these trainings relate mainly to the inner world of the participant and his personal, family, childhood experience, pressing problems that are bothering the person at the moment. These may be work issues or business tasks, but in therapeutic groups this context is only a background for deeper internal work with a person’s personality. Such trainings are often conducted in an open mode, when participants enroll in the group themselves, individually, and are rarely ordered by corporations. In practice, not all managers are ready to cope with the fairly intensive personal growth of their employees if they themselves are not mature enough in all meanings of the word. Such groups are either ordered for the top management of companies, or, what happens more often, they are staffed with people from different companies or at the expense of employees who are paid by management to participate individually in such groups, or on a completely individual basis. Sometimes it happens that the head of a company himself develops quite intensively and leads his company and employees. Then the company’s management is trained purposefully following the leader, but such programs are more often found in proprietary trainings.

Author's trainings are quite widespread both in our country and abroad. And I would say, deservedly widespread. This category of trainings stands out from the rest due to the bright personalities of the trainers. As a rule, these are 2-3-day trainings, and more often seminars of people who carefully develop a specific narrow topic, for example, public speaking or leadership, completing it with models and techniques from various areas. Such trainings, naturally, pay full attention to only one stated topic, therefore they give more chances to learn well at least one, but significant, skill. Quite often, such trainings are ordered by companies for their employees as motivational trainings, where participants are taught skills that are more useful in an applied context than in a purely business context. There are also complex multi-stage training programs that include both a business context and the personal development of participants. Such programs, as a rule, are a compilation of approaches, techniques and theories of many therapeutic, philosophical and spiritual directions and allow growth not only individually for each employee, but also for the organization as a whole. But only the wisest of managers, who deeply understand the essence of managing an organization, a team of employees, their motivation and development, can afford this.

Team building training. This category of training is undeservedly underutilized in our country. Abroad, it is precisely such trainings that are usually ordered at motivational events. A motivational event in this context is usually a 3-5 day event (event; in fact, this is the direct meaning of the word event in English), in the form of which internal corporate training is conducted, there is an evening program, and time is allocated for a separate 1-2 daytime plain air training (from English - in the open air). Its goal is to increase the level of group, or as we usually call it, team cohesion. Here I would advise not to confuse group and team, cohesion and team interaction. Because a team, contrary to very common misconceptions on this topic, is not a team in which everyone supports each other and is ready to help at any moment, but one in which everyone professionally performs their functions in their own place within a coherent, united systems. I will translate: if in the first option the emphasis is on mutual assistance, then in the second - on responsibility and professionalism. The second one is quite difficult to teach, and this is done in socio-psychological trainings. And the first is bread for companies that own technologies such as rope training, on-site group interactive and experiential (from the English experience - experience, skill) games and special custom events. These trainings, despite their apparent simplicity (if you do not pay attention to the equipment used), bring very real results that are not so easy to achieve with other methods. Any group of people, even complete strangers, gets to know each other well and within a short period of time becomes a cohesive team, ready to work. Moreover, in this team all roles have already been distributed, and all participants are familiar with the rules of the game in the group. True, there is clearly expressed competition, but this is already the topic of another recently mentioned group of trainings. Ideally, such trainings can and should be ordered at least once every year or six months for each organization, during a congress to sum up the results, as a tool for achieving team, and I would say, collective cohesion.

Other trainings. The market is now flooded with a huge number of training technologies. There are so many areas of psychological assistance, therapy, counseling, and so many areas of training. If today the European Association of Psychotherapy has registered more than 400 separate areas of psychotherapy alone, then you can imagine how many areas of training can now be presented on the market. One part of them are author’s developments, the second are programs certified in a specific psychological direction, the third are seminars, which are nothing more than a demo version of revised books, the fourth is outright profanity and window dressing, and some are simply amateurishness. But it’s not for me and not here to judge this. There are a lot of different other trainings. There are open trainings and closed ones. There are daytime trainings and evening ones. There are psychological ones, there are psychotherapeutic ones.

And there are such concepts as intuition and faith. Here, besides these wonderful words, nothing else will help you in your choice. It is impossible to describe and evaluate all types, types, classes and groups of trainings. Some of them are good, others not so much. If you believe in the theory that underlies the training, order, attend, and it will be given to you. If you feel that the logic is somehow broken, that something is not right here, do not take risks.

Concluding this part of the story, I again invite both specialist trainers and those wishing to participate in trainings to an informed discussion of all issues related to this topic.
Next time we will talk about typical and ideal trainings, as well as who conducts and can conduct trainings. Trainings - courses speed reading super memory creativity in Kharkov

How to evaluate whether training exercises are effective

Exercises for training do not always ensure success from its implementation. The trainer who conducts the training also plays a significant role. His actions should be determined by the type and form of the event being conducted. In addition, there is no doubt about the level of competence of the organizers, as well as their ability to work with the public.

As a rule, if the trainer is sufficiently qualified and experienced, then the training exercises are the second important factor on which the effectiveness of their implementation depends.

Thus, in most cases, it is quite difficult to separately assess the effectiveness of the exercises that are used during training, since their presentation significantly depends on the trainer.

Features of using business trainings

Such events are practiced in business companies. Their main goals:

• customer interaction training;
• mastering corporate ethics;
• skills to ensure a high company reputation;
• increasing the efficiency and profitability of work.

Trainings can be collective or individual. They improve the psychological and functional skills of businessmen.

Some skills needed to run a business

During the training process, participants:

• learn techniques for interacting with business partners;
• develop teamwork and negotiation skills;
• develop their own work style;
• improve sales techniques;
• train in establishing verbal and non-verbal relationships with partners;
• increase literacy and professionalism.

The skills developed during training in an artificially created space help to overcome obstacles in real life.

The role of the leader

The training organizers are enterprise specialists and freelance experts in various fields: marketing, psychology, management, etc. During the training process, a lot depends on the presenter. It should be:

• charismatic personality;
• a practitioner who has achieved stable results;
• a teacher who knows how to interest the audience.

A business coach provides a systematic approach to planning training to develop the business skills of employees. He plans the final result of training and consistently moves towards it.

Forms of events

Their classification is also conditional. Market needs and changes in society stimulate the emergence of new ways of organizing training using elements of classical methods. Among the methodological technologies, the most popular ones can be noted.

Use of video materials

The use of visual techniques is welcomed by most students. Watching videos promotes interest. Behavior is formed based on a detailed analysis of what is seen on the screen.

Discussion club

A separate business problem is proposed for resolution based on the results of the discussion. A discussion is being created. Its comprehensive analysis leads to the development of a common opinion. In such a club, the skills of interaction, the ability to listen, intelligently object, and defend one’s own point of view are developed.

Role-playing games

As in a children's game, roles are assigned here and situations are modeled. This form of organization contributes to:

• team problem solving;
• overcoming psychological barriers;
• development of communication abilities;
• development of behavioral competencies.

In a business game, adults, like children, show their best qualities thanks to the relaxed atmosphere.

Brainstorm

This technique is known all over the world. It is based on stimulating creative activity. A problem is proposed. Participants quickly offer a variety of options for overcoming it. At the same time, concentration, efficiency of thinking, and determination develop. The result is the selection of the most original and effective solution.

Warm-up games

Helps create a trusting atmosphere. The assigned tasks are solved in a relaxed, relaxed atmosphere. This method is used at the initial stage of training to activate the group, interest and gradual transition to more complex stages.

Case method

This technology is similar to brainstorming. There is also a problem and different ways to solve it, proposed by the training participants, are considered. However, this problem is real, and not artificially simulated. The method fosters responsibility and develops business qualities. A case is a specific task-situation.

Facilitation

The basis of the method is to collect different opinions on a specific issue to activate each participant and form a common summary. This form helps to increase group and individual activity. The coach plays an important role. He is required to be kind and attentive to each participant. Interconnection and trust between participants are also placed at the forefront.

Innovative trends in organizing business trainings

Instead of traditional business training, new technologies are becoming increasingly popular. Mentoring and coaching facilitates the transfer of skills and abilities from a more experienced person to a less prepared one. Internet technologies and online trainings are becoming increasingly popular. With a busy work schedule and minimal free time, the remote method is especially effective.

Corporate training is improving, becoming more unique and technologically advanced. Each individual business structure develops its own training technologies, specialized to the needs of a particular company or firm, narrowing the scope of information as much as possible. This happens, for example, in the banking sector, in online stores, and in private entrepreneurship.

Special courses promote competitiveness, education of leaders, development of communication and speech spheres.

Business workshop

Self-training is being popularized in business workshops. At the same time, students partially play the role of organizers. The topic is created by a business coach. And the participant develops a training scheme with separate tasks. The trainer partially adjusts the process when implementing the idea together with the participant.

Important conditions for conducting trainings:

• number of participants in the group – 12 (with a larger number the possibility of improvisation decreases);
• qualitative composition: a combination of new (30%) and experienced (70%) participants in corporate relations.

Since the knowledge and skills acquired during training may fade in memory, post-training (repetition of what has been previously learned) can be useful.

Is personal training necessary for teenagers?

Currently, personal training for teenagers is widespread, the main goal of which is to facilitate children’s entry into adulthood. However, they do not always have a positive effect, which is associated with a high probability of encountering scammers. As a rule, in such situations, the result of personal training will not be an increase in adaptive characteristics, but the entertainment of children and the loss of money for parents.