Psychological support - Handbook of practical psychologist

7. Psychological support

Scenario training on the adoption and provision of psychological support, which was developed by the famous Smolensk scholar Valery A. Sonin.

Activity 1

The lesson begins with the questions of the facilitator:

- What is psychological support?

- Do I always have to provide it?

- How to render it and not become a slave?

- How to provide psychological support to yourself? and others

1. Acquaintance with the group. All form a circle and in turn are represented, it is better by name. This immediately sets an equal starting emotional level. Then each participant of the group asks any other participant the question: "What price did he pay for this seminar (material, emotional, family-household or other foam)?"

2. Pulse play "Piano" (psycho-energy charging). Each participant in the game puts his hands on his knees to other members of the group to his left and right of him, then rhythmically strikes his knees.

3. Choosing a partner (pairing, you can choose.) Participants become in a circle, close their eyes and palms palpate another member of the group.

4. & quot; Tell us about yourself. & quot; Within 20 minutes (10 minutes each), partners talk about themselves to each other.

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5. "Verbalization of feelings." A sheet of paper with two or three words describes the feeling, the sensation that everyone experienced when communicating with a partner.

6. Exchange sheets of paper with records.

7. If someone in the group finds the same or synonymous words (by feature, language), these participants are once again & quot; explained & quot ;, already under a single word-concept.

8. & Quot; Mime & quot;. Each group is at the level of the pantomime its name, while others guess what it means

.

9. Of the three or four (and more) group pantomimes, one is formed, and the master discovers it (when it is cooked, it is absent).

10. The name of the common pantomime becomes the name of the group, its motto, which has a positive emotional impact on the group.

11. All sit down, and each represents their interlocutors.

12. Each of the participants draws images of their experiences and feelings on feltman paper with felt-tip pens. You can supplement the drawings with verses, comments.

13. Each participant explains what he wanted to express with his drawing.

Lesson 2

1. & "Remember your experience." Each member of the group talks about their experiences, feelings, condition. Warm up, the game "Piano".

2. Develop group rules . If the group accepts general rules, then one of them says, and all repeat.

Example of group rules

1. Refer to each other on & quot; you & quot; and by name.

2. Treat without status.

3. Be always responsible for your words and deeds.

4. All that is happening here and now.

5. Everything that happens in the group must be done on a voluntary basis.

6. Accept yourself and others as they are.

7. Observe privacy.

8. Be sincere, speak only from the first linden.

9. Avoid each other's ratings.

The leader warns the group members against hasty unreasonable conclusions, recommends them to avoid evaluative judgments using moral and social criteria, suggests always maximizing their own emotional states, not making internal criticism in the "bad - good" categories. The head himself tries not to use scientific and psychological terms that complicate the process of mutual understanding (however, there may be situations when something needs to be explained). There is a demand not to explain, not to discuss group events outside the group meetings, so that there is no leakage of important material. The reasoning of the political, philosophical and purely theoretical plan is excluded, as well as criticism, although confrontation may be allowed. Actions are more valued than words.

No one is punished, convicted for failure to fulfill someone's orders.

3. Exercise in a circle . Everyone talks about the neighbor's condition on the right.

4. Exercise in pairs . The group is again divided into pairs. Within 10 minutes everyone talks about the state in which he was when he received psychological support.

5. Discuss this psychological support in pairs.

6. "Materialization." On the sheet of Whatman, the board displays signs of concepts that constitute psychological support.

7. "Accepting". Psychological support is accepted as it is, for example empathy, good nature, honesty, etc.

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8. Energy discharge . Relaxation: all participants, joining hands, form a circle (left hand - palm up - receiving, right - palm down - giving), close your eyes and imagine that energy goes around the circle (1-2 minutes).

Lesson 3

1. Energy warm-up . Each participant is given the name of a particular animal or bird. The host starts: "Falcon, Falcon!" (if someone received such a & quot; name & quot;). Sokol replies: "Falcon!" and pronounces another name for the bird, the beast. The one whose & quot; name & quot; called, pronounces his & quot; name & quot; and the other arbitrarily, and so on the circle} '. The rest of the participants at this moment chant the name of the named beast, birds, clap on their knees for one or two (the tempo can be increased, the rhythm can be set any).

2. Exercise in pairs . Two chairs in a circle. The first couple sits down, and each tells what he felt in the past lesson. The host stops one of the speakers and invites another to take his place.

3. Exercise in a group . Three people leave the room, after which the group is given a task: two participants believe that they urgently need psychological support, and call themselves. The incoming team leader must determine who is in need of such support, i.e. to find these two participants. So does each of the three participants withdrawn from the room.

4. The group discusses why the person who left the room chose them, not others. Then they are called those who were "hidden".

5. & quot; Five Questions & quot;. Each participant is asked five questions, the answers to which he writes down:

- Three of your best features?

- Three of your weaknesses, leading to failure?

- Three of your abilities to help achieve the goal?

- Are your three most vulnerable features that allow you to be controlled or hurt?

- Three of your hopes or joyful expectations of the future? This takes 7-10 minutes.

6. Exercise in pairs. The group is divided into pairs (preferably if they are newly created pairs) and within 10 minutes discusses written by each other. Specifically, the features themselves are not mentioned, but they are spoken of indirectly. Then each of the groups tries to describe their reaction.

This exercise is recommended to be done every day. The conclusion to which everyone should come and remember it: psychological support is necessary for a person not only in sorrow, but in joy.

7. Exercise in a group . All sit down in a circle, close their eyes and pass a bowl of water in a circle (two cycles).

8. & quot; Aquarium & quot;. The circle is divided in half, and two circles are formed - one inside the other. Participants who find themselves in the inner circle transmit each other a plate of water, and the group members from the outer circle observe without any comments and emotional reactions. It is forbidden to help, correct. Then the analysis of the received impressions, state of health, is carried out. Each describes what he felt when transmitting and receiving a plate of water, trying to explain his feelings of presence behind the back of the "third hand", the one who mentally helped in the distance. The interpretation takes approximately 45 minutes. This exercise allows you to some extent evaluate a person.

9. Additional exercises (assignments can be varied):

I. & "Discussing situations." For example: "Imagine that you are sleeping." At three o'clock in the morning the doorbell rang. You open the door, and there's an ambulance you did not call. Conclusion - no need to help, or rather, to impose it when it is not needed. One way to support yourself is not to accept the approval of other people. "

II. & quot; Role Playing & quot ;. Groups of three people are formed. Each group represents a role-playing game, where participants perform alternately the roles of a psychologist, an observer, a client. They work for 20 minutes. Then the participants evaluate each other's work and their own.

III. Transactional analysis by Eric Bern (usually offered to educators).

IV. "The Guide and the Blind." One participant closes his eyes and the other one leads. Then & quot; blind & quot; evaluates their feelings and feelings.

10. Assignment to the house: in the evening remember what was joyful in the lesson.

11. & quot; Working with postcards & quot ;. On the postcard, which gives the head of the lesson, you write your own name and the continuation of the phrase addressed to each participant: & quot; I like you ... & quot; Postcards are sent in a circle; when the postcard returns to the sender, he sends a smile in a circle - from everyone to each ...

The leader says: "The lesson is over."

At the end of each lesson, the facilitator should analyze the changes that have occurred according to the following plan:

1. Formal communication.

2. Maintain contact (household theme).

3. Deep feelings and critical situations.

4. An intimate level, full confidence in everyone, the dynamics of the individual's behavior.

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