Increased mental sensitivity. Sensitivity - hypersensitivity, vulnerability, uncertainty

Any of us at certain periods have turning points when life gives a serious heel and interests change, priorities are set differently and new scenarios are played out. Even more than that, a fundamental revision of values ​​is possible.

Well, this is quite natural and even natural, given the evolutionary vector of development in which we go through various life lessons.But at the same time, the identity crisis is often quite painful and hurting us process. It leaves scars and abrasions, making us more or less sensitive to life's trials.

Be that as it may, but from the position of the soul, any personality crisis is just another stage of overcoming, referred to as .How we will use this or that crisis period depends on many factors.

However, any crisis has its own patterns, which are determined by the degree of sensitivity. Moreover, this sensitivity is bodily, emotional and mental or bodily and mental.

In other words, there are rhythmic patterns inherent in a certain part of our nature, the most sensitive for a given period of time, that is, any of our problems - emotional stuck or burnout, difficulty in defining or physical illness - is a catalyst for desired changes. More details in the next article.

PERSONAL LABYRINTH. DEVELOPMENT CRISES

Imagine how our development would be if we initially perceived any crisis and turning points in our lives, traumatic experiences and pain, of any nature, as a period of opportunity? Paradox?

From a personal point of view, no doubt. And if from a broader perspective of the higher or multidimensional "I" - not at all. For any catalysts for growing up are good if the desired goal is achieved. Moreover, “negative” catalysts are more powerful.

In other words, then our life path would not be so inert, without setbacks and doubts that take away our strength and undermine our will.

But even if we, having gone through a series of uncertain choices, still did not break our inner core, and the revision of our own past allowed us to radically look at ourselves from the position of an uninvolved and without a biased observer, then all the previous tragicomic pandemonium of the personality takes on meaning and even the specific role of the teacher .

In view of the fact that our personality is for the most part limited by the experience of one life, any of its next step is fraught with difficulties in defining and finding one's own truth of life. Hence - wandering in the labyrinths of fate until the guidance of the soul is accepted, because it has no linear time limits, which means that both the past and the future are not separate parts of life experience. But in order for this merger to occur, a person often has to walk the paths of ignorance again and again and search for meanings.

By another analogy, for each of us, the path of life, like rings on the tree of life, leaves its marks with a unique pattern, but with a certain sequence and cyclicality.

These distinctive features of individual growth and development correspond to the cycles and phases of life, which I refer to only as

Sometimes periods of sensitivity or sensitivity do not leave their noticeable mark on our tree of life. However, most often, they are associated with periods of crisis.determining our future .

Due to the duality characteristic of all spheres of human life,in psychological consideration it has a positive and negative vector of development.

In many ways, such a division serves as a contrast that allows one to find effective methods and take appropriate measures that ultimately ensure overcoming the crisis with subsequent actualization - active assimilation.

What does it mean? And the fact that no matter how we manage our fate, the words of Griboyedov, put into the mouth of Chatsky, will not sound: “And who are the judges?” For no one will condemn us either here or after life, so everything is a free choice and we follow it according to our desires and preferences.

What matters is how we respond to personal conflict - whether we become hardened or freed from mental or emotional limitations.

But, one way or another, the crisis affects the threshold of sensitivity of the individual, raising or lowering it, thereby determining our perception of what is happening.

In traditional psychology, personality crises are an integral part of growing up and personal development of a person and are socially conditioned.

SOCIALIZATION AND SELF-DETERMINATION OF THE PERSON

So developmental psychology is characterized by distinctive features in which certain stages can be distinguished that affect the formation of personality.

So, A. V. Petrovsky highlights: early childhood(pre-school) age (0-3 years), kindergarten childhood o (3-7 years old), primary school age(11-15 years old), senior school age(15-18 years old). There are other characteristics that are generally similar.

For each such stage of development, phases are characteristic: adaptation(devices), individualization and integration/disintegration.

In other words, a developing personality goes through identification and/or assimilation to parental and social norms/rules and, accordingly, disidentification with them as a result of internal contradictions and their inconsistency with one's own views and ideas.

It is in the process of individualization and then integration that the reflection, as self-examination, self-awareness, introspection and as a consequence, rethinking yourself, your thoughts,and action in the context of prevailing living conditions and circumstances.

That is, the entire period of individual development of a person, to one degree or another, is a sequence of steps or phases, which are characterized by “subjectivity”, as it is called in anthropological psychology. In this subjectivity, according to V. I. Slobodchikov, 5 steps that underlie human ontogeny:

• stage of "revival" - from birth to 1 year - a holistic awareness of one's own body;
• stage of "animation" - from 1 year to 6 years - the first independence and personal isolation - "I myself";
• stage of "personalization" - from 7 to 18 years - the development of self-esteem and the formation of personality;
• stage of "universalization" - 20 to 40 years old – development of true responsibility, spiritual self-development;
• stage of "universalization" - from 45 to 65 years and more - a crisis of selfhood, a period of spiritual maturity, general eventfulness.

In fact, all systems of categories that consider a person not only as a developing personality, but also spiritually oriented individual see certain trends corresponding to age periods.

In this article, I will try to give such a characteristic that would reveal a person as a soul manifesting through, even if this disclosure is unconscious. And I will do this based on, as well as its features characteristic of different age periods.

SENSITIVITY. SOUL SENSITIVITY

The ambiguous interpretation of sensitivity in psychology is understandable, because considering the personality in isolation from the soul, as a control structure of individuality, deprives a holistic view.

Here are some interpretations sensitivity:

• Sensitivity, sensitivity or sensitivity(from Latin sensus - feeling, sensation) - a characterological feature of a person, his ability to feel, distinguish and respond to external stimuli.
• Hypersensitivity / anxiety with a pronounced fear of the new (situations, tests, etc.).
• Timidity, shyness, a tendency to a long experience of past or upcoming events, increased moral demands on oneself.
• Sensitivity as an accentuation of character (K. Leonhard, P. B. Gannushkin) - increased impressionability, fearfulness, a heightened sense of one's own inferiority.

All this so-called sensitivity, which is based on emotional and mental reactions, is the forerunner for a more thorough and in-depth consideration of the spiritual nature of man. In other words, exist three types of sensitivity, which underlie all psychological systems that consider a person. This is:

• Physical (bodily) sensitivity- most often seen in psychosomatic medicine and psychiatry - is associated with the center at the base of the spine (muladhara) and the activity of the etheric body.
• Emotional sensitivity- along with psychosomatics and psychiatry, is the subject of study of practical psychology and psychotherapy - the sacral center and the center of the solar plexus are "responsible".
• mental sensitivity- a characteristic from the category of pathopsychology and psychopathology - in its extreme manifestations - overactivity of the solar plexus center and the throat center (vishuddha).

All these types of sensitivity are nothing but the reaction of the astral, physical and less often mental bodies to excessive activity and overexcitation of the above designated centers. The main one is the solar plexus - a cesspool of selfish desires and ambitions,, anger and irritation, as well as the sacral center (navel) - the crucible of untransformed and untransformed sexual impulses.

Hypersensitivity bodily or kinesthetic is not a violation, but the result of the thinning of physical conductors under conditions.

Sensitivity is a feature of a person’s character, in psychology this term is understood as a certain behavior and personality characteristics: a person is often shy in an unfamiliar situation, feels embarrassed, anxious, afraid of a new situation of communication with other people. In general, this phenomenon characterizes the excessive sensitivity of the individual to various events and phenomena surrounding him.

Such increased sensitivity to circumstances may correspond to a certain age or persist as a characterological feature throughout life. It can be smoothed out in the process of life, and sometimes its manifestation increases. It is related to the events that a person is experiencing.

There are a number of reasons for the appearance of sensitivity:

• heredity;
• organic brain damage;
• features of education;
• age periods.

By heredity, one must understand the temperament that is transmitted to the child from the parents. The strength and speed of the nervous system (this is temperament) affects a person's susceptibility to various life situations.

People with a melancholic type of temperament are most prone to the manifestation of sensitivity. They are highly impressionable, suspicious and anxious. It is hard for them to experience resentment and failure, they are prone to blaming themselves for all troubles, first of all. Phlegmatic and sanguine people, on the contrary, react less to life's ups and downs.

There is the concept of "family anxiety", when hypersensitivity is characteristic not only for one person, but for the whole family. Here fears and fears concern health, conflicts, long absence of family members.

People with organic brain lesions are also characterized by increased sensitivity in various situations. Sensitivity is one of the symptoms of their underlying disease. It manifests itself along with irritability, fatigue, dizziness, nausea and other symptoms.

The peculiarities of upbringing should be understood as the emotional rejection of the child by parents, excessive severity, various kinds of moral violence in the family and other incorrect methods of upbringing.

The psyche of the child is too susceptible to such situations. They can be a psychological trauma for him, which, being fixed in the subconscious, leads to the development of increased sensitivity to certain life problems. When too many demands are placed on a child, he experiences a fear of not meeting them. Such experiences can be fixed in the character of a little man, manifesting themselves through increased sensitivity.

Many scientists (Vygotsky, Ananiev, Zaporozhets and others) spoke about sensitive age periods when a person is susceptible to the influences around him. Here, this phenomenon is characterized on the positive side, as it means a period of increased perception of the child and adult to the development of certain qualities and skills.

For example, at 2-3 years old, a child actively forms new words, he learns to speak and form sentences. If you use such periods in the life of a child correctly, he will be able to fully cognize the reality around him with the help of an adult who is significant for him.

Manifestations of hypersensitivity

Among the main symptoms of hypersensitivity are:

A receptive person can manifest this character trait in different ways. He evaluates speech, behavior, can draw the right conclusions about the mood of the interlocutor. A sensitive person from the first minutes of communication pays attention to the appearance, speech, behavior of other people. Such people are able to predict the feelings and thoughts of others. They accept the idiosyncrasies of those around them.

Such moderate manifestations of sensitivity are not deviations of human behavior. But if hypersensitivity is observed, a person cannot sleep before an exciting event, cannot fully rest after it or any difficult conversation, this has a bad effect on his mental and physical well-being. In this case, it is necessary to consult a specialist psychologist, psychotherapist or psychiatrist.

The feeling of one's own inadequacy, inferiority, minimal social activity, anxiety, prolonged painful experience of life changes are the first alarming bells that indicate the need to consult a specialist.

Increased sensitivity, impressionability can prevent a person from obtaining a profession, self-realization, establishing a happy personal life, and adapting to society. Therefore, sensitivity is a pathology with which it is better to fight.

Methods of correction and treatment

If you do not attempt to support the nervous system, do not work with feelings of anxiety, resentment, do not live through difficult life situations correctly, sensitivity can be transformed into character accentuation and psychopathy.

To prevent this, you need to properly deal with hypersensitivity.

Medical therapy

Sensitivity is not a separate nosological unit (mental illness), but refers to one of the symptoms of complex mental illnesses, as well as a pathology of personality development, if you do not work on this characterological feature.

When are medical devices used? Doctors prescribe drugs for severe manifestations of hypersensitivity. If a person has severe anxiety, a tendency to depressive behavior, a psychiatrist (psychotherapist) prescribes antidepressants, sedatives. In the case when a person is worried about an upcoming event, sleeping pills may be prescribed to help the person relax and have a good rest.

Psychotherapeutic methods

To overcome the consequences of improper upbringing, to reduce the manifestations of the melancholic type of temperament, to correct organic brain damage, not only medications are used.

Hypersensitivity decreases in its intensity in a complex solution to the problem.

Specialists actively use several methods of psychotherapy:

• gestalt therapy;
• psychoanalysis;
• hypnosis;
• individual therapy.

Gestalt therapy is used in working through the situation "here and now". In working with a specialist, the patient has the opportunity to show all his emotionality and feelings. Emotions can be both positive and negative. But only acting out of emotions does not give a therapeutic effect. A specially trained Gestalt therapist helps a person to analyze and evaluate their feelings, images and experiences. For elaboration, the current state of the patient is important, since the picture of ongoing events and emotions is formed in the process of work.

Methods of psychoanalysis are aimed at working out the past experience of a person. Especially often, such methods are used for hypersensitivity, which arose due to improper upbringing and emotional rejection by the parents of their child. In this case, a positive image of the past is formed, traumatic situations that led to this sensitivity are worked out.

Specialists use hypnosis to fix a specific message in the psyche. This works with a pronounced sense of inferiority, a focus on failure and a reduced level of claims.

Methods of individual psychotherapy Adler. In this direction, the task of a psychologist, psychotherapist or psychiatrist is to form a positive picture of the future in a person with increased anxiety, complex adaptation in society with social hypersensitivity.

Increased sensitivity to surrounding events, experiences and anxiety significantly impair the process of self-realization and adaptation in the human environment.

To solve this problem, it is important to contact a specialist in time, who will help physiologically and psychologically support the patient.

SENSITIVITY TRAINING

Plan

General concept of sensitivity training.

Sensitivity training as an integral part of partner communication training.

Exercises for the development of sensitivity.

The concept of "sensitivity training" is used very widely and ambiguously. Sensitivity training (or interpersonal sensitivity training) in the practice of foreign social psychology was formed by the end of the 50s. 20th century The roots of the training lie in the practice of T-groups. Many foreign experts use these two concepts as equivalent. K. Rogers, offering one of the well-known classifications of group forms of work, identifies two of their main categories, or two main types: “sensitivity training” groups and “organizational development groups”. The term "sensitivity training" is usually used to refer to both Roger's "encounter groups" and the so-called T-groups, or human relations training groups that arose in line with the school of group dynamics by K. Lewin. T-groups are defined as a collection of heterogeneous individuals who meet to explore interpersonal relationships and the group dynamics they themselves generate through their interactions. A distinctive feature of this method is the desire for maximum independence of participants in the organization and functioning of the T-group. The main means of stimulating group interaction is the lack of structure. Participants, finding themselves in a social vacuum, are forced to organize their own relationships within the group and develop procedures for communicative activity. Learning is more the result of the trial and error of group members than the assimilation of objective principles that explain interpersonal behavior. In addition, T-groups, by developing interpersonal sensitivity, improve their perception of themselves, awareness of group processes and the ability to constructively engage in group activities.

G. Smith was interested in whether the T-group develops the accuracy of predicting the behavior of other people. Referring to the results of four studies that used objective measurements in T-group participants of the accuracy of predicting the behavior of 1) the leader, 2) individual members of the group, 3) the group as a whole, 4) individuals outside the group, G. Smith notes the lack of improvement in accuracy predictions. Although he notes that, subjectively, the participants perceived their experience in T-groups as very developing.

There are at least two approaches to the definition of the concept of “sensitivity”. Many authors consider it as a holistic, general property, as the ability to predict (predict) the feelings, thoughts and behavior of another person. Other authors prefer the multicomponent theory. The American psychologist G. Smith believes that the answer to the question of which point of view should be taken depends on what we want: to select sensitive people or to train them. When selecting, preference should be given to the view of sensitivity as a general ability, multi-component theory is more suitable for training, since it is it that gives the key to where to start training, why to train, how to do it, and, let's add for ourselves - what to train.

In particular, G. Smith distinguishes four components of sensitivity: observational, theoretical, nomothetic and ideographic.

The basis for this classification was the analysis of the theories and practices of specialists in the field of sensitive training, as well as the author's own experience.

So, observational sensitivity is the ability to observe (see and hear) another person and at the same time remember how he looked and what he said.

The following are subject to observation:

a) speech acts, their content, sequence, intensity, direction, frequency, duration, expression level, features of vocabulary, grammar, phonetics, intonation and voice qualities of the speaker, speech-motor synchronization, graphic manifestations (handwriting, drawing);

b) expressive movements (face and body);

c) movements and postures of people, distance between them, speed and direction of movements, arrangement in interpersonal space;

d) tactile impact (touches, supporting gestures, pushes), transfer and removal of objects, retention;

e) smells and localization of their sources;

e) a combination of the listed actions, signs and characteristics.

Self-observation (introspection) also refers to observational sensitivity.

G. Smith considers observation not as a passive act of imprinting, while noting that everything that we see and hear passes through the prism of our consciousness and we get what we want to get as a result.

The influence of attitudes, stereotypes, experience leads to subjective distortions of the image of "I" and other people. Desires, assumptions, habitual ways of perceiving can “program” observation, focusing attention on limited fragments of human behavior. Therefore, developing the skills to distinguish what we hear and see from feelings and thoughts about it is one of the important tasks of sensitivity training.

Next view - theoretical senhitativeness- seen as the ability to select and apply theories to more accurately interpret and predict the feelings, thoughts and actions of other people; in other words, studying various theories of personality can improve our understanding of the behavior of others and ourselves.

Orientation in various theoretical concepts of personality, each of which has its own area of ​​adequacy, can certainly enhance sensitive capabilities, in particular, by reducing “invisibility” errors and various options for structuring observed manifestations. However, the presence of only theoretical sensitivity without a well-developed and underlying observational sensitivity leads to errors “out of blindness”, to the fact that people begin to readily apply various theories to explain the actions of others, without fixing those manifestations of an individual or group that are not match their preconceived notions.

Nomothetic senhitativeness defined as the ability to understand a typical member of a particular social group and use this understanding to predict the behavior of other people belonging to this group. This ability to capture patterns and go from the general to the particular is determined by the amount of knowledge a person has about a group and his experience in dealing with it.

Ideographic senhitativeness- the ability to understand the uniqueness of each person.

Commenting on this type of sensitivity, G. Smith draws attention to the fact that its essential difference from observational and theoretical sensitivity is its dependence on the time of observation, the degree of acquaintance of people. Therefore, he defines ideographic sensitivity as the ability to use an ongoing acquaintance and an increasing amount of information about a person to more accurately predict his behavior. In our opinion, the opposition of ideographic sensitivity to its other types is unreasonable, for example, the opposition of ideographic and nomothetic sensitivity can lead to extreme forms of development of the ideas of the uniqueness of each person, to the refusal to create statistically generalized models. It seems more expedient, apparently, to proceed from the fact that ideographic sensitivity allows one to deepen, expand and give originality to those ideas about another person that have developed on the basis of observational, theoretical and nomothetic sensitivity.

G. V. Allport described eight personality traits needed to be good at reading people:

"one. Experience. In order to understand people well, first of all, maturity is needed. This implies not only reaching a certain age (30 years or so), but also a rich store of experience in dealing with human nature in its most diverse and intricate manifestations. Adolescence sees people in the narrow perspective of their limited experience, and when young people are forced to judge those whose lives are vastly different from their own, they often resort to immature and incongruent clichés such as "the old man is behind the times", "the normal guy" or "eccentric".

The experienced person already has a rich apperceptive chain of carefully tested interpretations for each of the myriad human manifestations. Even if associations and inferences are not the only mental processes that help to understand other people, even if - which is possible - we need to pay tribute to theories of intuitive understanding, then strong empirical foundations are needed for intuitive understanding.

2. Similarity. This is the requirement that the person who tries to judge people should be similar in nature to the person he wants to understand. Experimental studies have shown that those who more accurately assess some trait in another person have that trait themselves to a high degree. But the correlation here is not absolute, and things are not so simple: the mobility of the imagination of one evaluator may be more valuable than the vast reserves of untapped experience of another.

It should be noted that "similarity" is a special case of "experience". The more another person is like me, the more experience I have with him. It is for this reason that members of the same national, religious, or occupational group tend to be more accurate than others in judging each other.

3. Intelligence. Experimental research confirms again and again the fact that there is some connection between high intelligence and the ability to accurately judge other people. Vernon found that high intelligence is especially characteristic of those who accurately evaluate themselves and strangers, but if the raters are well acquainted with those they are assessing, then experience can to a certain extent replace exceptional intelligence. In general, however, a good intellect is necessary, and the reason for this is quite simple. Understanding people is largely a task of understanding the connections between past and present actions, between expressive behavior and internal properties, between cause and effect, and intelligence is the ability to establish such relationships.

4. Deep understanding of yourself. A correct understanding of our own anti-social tendencies, our pretense and inconsistency, our own complex motives usually keeps us from making too superficial and simple judgments about people. Blindness and error in understanding our own nature will be automatically transferred to our judgments of others. A compulsive neurosis or any other quirk that we ourselves do not understand will necessarily be superimposed as a projection or value judgment on our assessments of other people. In the practice of psychoanalysis, the need for preliminary knowledge of oneself has long been recognized. Before the analyst can untie other people's knots, he must unravel his own.

5. Complexity. As a rule, people cannot deeply understand those who are more complex and subtle than themselves. A straightforward mind does not sympathize with the disturbances of a cultured and diversified mind... Two souls lived in Faust's chest, and only one in his assistant Vanger; and it was Faust who finally proved able to comprehend the meaning of human life.

It follows that if a psychiatrist has a complex nature, he can derive certain advantages from this, since he has to deal with exceptionally complex mental states, and even if he has his own neurotic difficulties with which he copes well, then this will only improve his qualifications.

6. Detachment. Experiments have shown that those who are good with others are less sociable. They tend to be more introverted than extraverted, and the best raters tend to be cryptic and difficult to evaluate. On average, they do not place very high social values. Those who are preoccupied with social values ​​do not have enough time for an impartial study of other people. They experience empathy, pity, love, or admiration and cannot withdraw from these emotional relationships enough to gain an open mind. A person who does not try to be a participant in some events all the time, but remains on the sidelines and observes them without missing anything, is most likely to be able to make more valuable judgments. It often happens that a good connoisseur of people (for example, a writer) devotes himself almost entirely to participating in certain events for some time, but then comes out of them and begins to retrospectively examine people and the removal that happened to him.

7. Aesthetic inclinations. Often associated with less sociability are aesthetic inclinations. This quality stands above all others, especially if we take the most gifted connoisseurs of people ... The aesthetic mind is always trying to penetrate the inherent harmony of the object, whether it be something as trivial as some kind of ornament, or something as significant as a human being. The uniqueness and balance of the structure is what interests the aesthetic personality in all cases. Such a mindset is necessary for a novelist or biographer. When highly developed, the aesthetic mindset can, to a certain extent, compensate for the limitations of "experience", "intelligence", "deep understanding of oneself", "similarity" and "complexity". If the aesthetic mindset is combined with these qualities, then it raises extremely high the art of judging...

8. Social intelligence. This quality is optional. Novelists or artists often do not have it. On the other hand, let's say the interviewer should have such a "solid gift", since his function is more complex: he should listen quietly and at the same time explore, encourage frankness, but never seem shocked, be friendly but restrained. , patient and at the same time stimulating - and yet never show boredom. Such a delicate balance in behavior requires a high level of development of various qualities that ensure smoothness in relations with people.

In order to speak and act tactfully, it is necessary to predict the most likely reactions of the other person. Therefore, social intelligence is associated with the ability to make quick, almost automatic, judgments about people. At the same time, social intelligence has more to do with behavior than with the operation of concepts: its product is social adaptation, and not the depth of understanding.

Close in content to the concept of sensitivity is the concept of social-perceptual ability used by V. A. Labunskaya, which is understood as an ability that is formed in communication and provides the ability to adequately reflect the mental states of a person, his properties and qualities, the ability to foresee his impact on this person.

According to the author, this ability is a complex system, a set of abilities. At the same time, V.A. Labunskaya distinguishes between the social-perceptual abilities of an individual and their functional side, which includes the ability to predict the behavior of another person, to foresee their impact on him. She considers the ability to adequately understand the properties and qualities of a person, as well as evaluate the relationships of other people, as “supporting” social-perceptual abilities. The level of development of these abilities determines the level of development of other abilities and generally organizes the functional links between them.

Thus, sensitivity can be considered as an ability that provides reflection and understanding, memorization and structuring of the socio-psychological characteristics of a person and a group and predicting their behavior and activities.

The development of sensitivity can be carried out in the process of a person's awareness of its structure and individual characteristics of the course of social and perceptual processes by including it in problem situations that require its actualization.

Sensitivity training is a private form (component) of socio-psychological training of communication, based on the training of interpersonal sensitivity in the process of social interaction and aimed at developing the abilities of adequate and complete knowledge of oneself, other people and relationships that develop in the course of communication.

According to G. Smith, the developing influence of T-groups on sensitivity depends on the goals of sensitivity. In particular, the goal may be the development of a speculative understanding based on achieving a subjective impression of closeness, sympathy for another person. This is exactly what happens, according to G. Smith, in T-groups. At the same time, the development of an empirical understanding of the other, which is manifested in the extent to which a person can predict his feelings, thoughts and behavior, does not occur. One of the significant reasons for this is the lack of feedback adequate to the task of developing sensitivity. Starting the training of his sensitive abilities, a person must know their state at the time of the start of training, which determines the goal and readiness to achieve it. Conscious progress towards the goal requires intensive and immediate feedback on the results of the training received through various channels.

The main goals of sensitivity training:

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

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

Formation and development of the ability to predict the behavior of another, to anticipate its impact on him.

Psychotechnical exercises aimed at developing observational sensitivity.

These exercises develop the ability to capture and remember a wide range of signals that come from other people, which allows you to get a holistic and at the same time detailed image of a person and a group.

To train observation in relation to non-verbal aspects of communication, tasks are used, the implementation of which requires fixing the features of appearance, facial expressions, gestures, postures, vegetative changes, eye microexpression, paralinguistic components of sounding speech, etc.

Exercises aimed at fixing the verbal aspects of the behavior of another include tasks related to memorizing the content, changing it, establishing the “authorship” of a thought, idea, originality of the composition of statements and argumentation.

To develop sensitivity to the spatio-temporal characteristics of human interaction, tasks are proposed that require fixing the distance of interaction, spatial arrangement, movements, rhythm of movements.

Sensitivity training refers mainly to group forms of work, although some of its elements can be used individually.

There are many different goals that can be achieved in sensitivity training groups.

Yu. N. Emelyanov, summing up the data of a number of sources, lists the following tasks of sensitive training:

1. Increasing self-understanding and understanding of others.

2. Sensual understanding of group processes, knowledge of the local structure.

3. Development of a range of behavioral skills.

L. A. Petrovskaya, with reference to foreign literature, distinguishes two levels of goals: immediate and so-called meta goals, or goals of a higher level of generality. Among the immediate goals, the sharpening of sensitivity to the group process, the behavior of others, associated primarily with the perception of a more complete range of communicative stimuli received from partners (voice intonation, facial expression, body posture and other contextual factors that complement words) is most consistent with our idea of ​​sensitivity training. .

These goals can be achieved through individual and group sensitive training programs of varying duration. It should be noted that in comparison with other programs, for example, partner communication training or negotiation training, the main methodological means of sensitive training are psycho-gymnastic exercises that allow you to get extensive and at the same time detailed material necessary for understanding the process and results of social-perceptual activity, as well as form an environment that enables each participant to develop their sensitive abilities.

Psychotechnical exercises and role-playing games in the training of interpersonal communication are divided into three sections.

1. Exercises and games that mainly affect the state of the group as a whole and / or each of its members individually (exercises to create working capacity at the beginning of the training group, at the beginning of the day, to maintain and restore working capacity).

2. Exercises and games aimed primarily at the content side of the work (exercises of a meaningful plan for establishing contact, perceiving and understanding the emotional states of partners, for receiving and transmitting information, developing observational intuitiveness, developing the ability to understand the states, properties, qualities and relationships of people and groups and etc.).

3. Exercises and games to get feedback. Regardless of the type of training, work in a group begins with the stage of working capacity formation, the main purpose of which is to create such a group atmosphere, such relationships that allow you to move on to the content of the work. This stage corresponds to the stage of establishing contact at the beginning of any interaction, communication. The main characteristics of the "climate of relations" necessary for the work of the training group are the emotional freedom of the participants, openness, friendliness, trust in each other and the leader.

Along with the fairly traditional actions that are performed at this stage of the work of the training group (introducing the participants or introducing them to the group if they are already familiar with each other, expressing expectations in connection with the upcoming work, doubts and fears that may be people who came to class, discussion of the form of address), various psychotechnical exercises can be used.

The task of creating the efficiency of a group is specific to the beginning of classes and a certain amount of time is spent on its solution. However, this task is not removed at the subsequent stages of work: at the beginning of the day and after long breaks in work, exercises are performed to restore lost working capacity, inclusion in the group, increase the level of attention, emotional discharge, reduce fatigue, etc.

Conducted at the beginning of classes psychotechnical exercises allow you to create such a level of openness, trust, emotional freedom, cohesion in the group and such a state of each participant that allow them to work successfully and advance in a meaningful way. In addition, the exercises carried out at this stage can provide material, the discussion of which will serve as a "bridge" for the transition to the meaningful stages of the work of the training group.

Psychotechnical exercises can also be successfully used to create an atmosphere of trust and openness in the group, psychotechnical exercises of a meaningful plan to establish contact, perception and understanding of the emotional state. These exercises allow the members of the training group to realize a variety of verbal and non-verbal means of establishing contact, to test them in a safe environment, to test their ability to establish contact in various situations, to understand that there are no universal means and rules, but first of all, it is necessary to focus on a person, with which you interact, on the state in which it is located.

Psychotechnical exercises that form a feedback personal relationship. The nature and forms of feedback depend on the state, the level of maturity of the group. In the early stages of the development of group dynamics, the very first, initial phases of training, it is appropriate to offer exercises where feedback is formalized, anonymous and indirect. In other words, the group's impressions of a particular participant are formalized, for example, in the form of a ten-point rating scale for some particular parameter. The participant receives these points from the members of the group, for example, on sheets of paper without a signature. This is how anonymity and mediation are maintained.

At the next stages of group development, feedback should be modified. It is better to start the change with a gradual complication, and then the rejection of formalization, regulation and other restrictions that narrow the freedom of expression. For example, refusing mutual assessments in points, you can first replace them with an associative form of feedback, and then refuse associations and use the form of feedback in the form of expressing opinions.

It would be more correct to implement the rejection of feedback anonymity not totally, but situationally, periodically returning to it, remembering that each participant has the right to refuse.

Positive feedback is a good means of stabilizing and even increasing the self-esteem of class participants, updating their personal resources, as well as creating a positive emotional background in the group.