Psychological trainings. Theoretical and conceptual foundations of t-groups The main goal of t-groups is to

The T-group movement was initiated by the research of the prominent social psychologist of the 1930s, Kurt Lewin. Lenin came to the firm conviction that most effective changes in personality attitudes take place in a group context, not in an individual context. He argued that in order to identify and change their maladaptive attitudes and develop new forms of behavior, people must learn to see themselves as they see them. other. K. Levin came to the conclusion that people in a group constantly influence each other. Groups quickly gained popularity as an ionically effective method of training, and the main objectives of the Training Groups, or Basic Skills Training Groups, were to teach participants the basic laws of interpersonal communication, the ability to lead and make the right decisions in difficult situations 107 .

The main goals of T-groups include the following: I) the development of self-knowledge by lowering the barriers of psychological defense and eliminating insincerity at the personal level; 2) understanding the conditions that make it difficult or easier for the group to function (such as the size of the Group and membership); 3) comprehension of interpersonal relations in a group, for example, improving communication skills for more effective interaction with others;

4) mastering the skills of diagnosing individual, group and organizational problems, for example, resolving conflict situations in a group and strengthening group cohesion.

Turning to the basic concepts of T-groups, it should be noted that they primarily include the concept "Teaching Lab" At the same time, the emphasis is on experimentation and testing of new forms of behavior. K. Rudestam notes that a member of the group is both a participant who can experiment with behavior changes and an observer who can control the result of these changes. Participants are directly involved in setting group goals, observing behavior, planning actions, and analyzing data 108 .

The difference is that the T-group provides an opportunity for solving problems that are not always solvable in real life. Often laboratory meetings take place in a setting far removed from everyday life. These meetings may occur once every few days or even weeks. Classes in T-groups usually take up only a fraction of the time of laboratory training. The rest of the schedule may include lectures giving information about group skills and group skills! processes, and meetings in a wider circle.

The specificity of T-groups lies in the fact that participants within a limited period of time must create a social organization and support its development. The goals are quite general and vague. Thus, the rejection of a clear structure and plan forces participants to rely on themselves and develop their own capabilities.

The main thing for the T-group is learning about the processes taking place in the group as it develops and changes.

Much attention in T-groups is paid to another concept - "learning how to learn."

Teaching how to learn relies on a learning cycle consisting of representation of oneself- feedback -and experimentation.

Presentation of oneself. Throughout the development of the group, its participants reveal their perception of the action, which is called representation of oneself.

A way of describing the representation of oneself and the complicity of others in this process of perception and cognition is to use a simple disclosure model called the "Jogary Window" after its inventors Joseph Laft and Harry Ingram 109 .

In accordance with this model, one can imagine that each person carries within himself, as it were, four "spaces" of his personality:

1. "Arena" covers general knowledge, those aspects of the content of (one's) "I" that we and others know about (the "space" of the personality, open to me and others).

2. "Appearance" is what we know and others don't, such as a secret love affair or an unspeakable fear of an authority figure, as well as what we have not been able to talk about, say, a good grade. in an exam (open to me, but closed to others).

3. "Blind Spot" consists of what others know about us,
and we don't know, such as bad breath or the habit of interrupting the speaker in the middle of a word (closed to me, but open to others).

4. "Unknown" is what is hidden both from us and from others, including hidden potential development opportunities (hidden and inaccessible neither to me nor to other people).

The Jogari Window shows that openness in relationships helps to solve group and individual problems, and that expanding contacts means expanding the Arena. When the band members first meet, Amnaet's "Arena" is small; with the development of mutual assistance relations, it reveals trust in partners, the ability to be with oneself in contacts with others develops. The degree of disclosure a group can afford depends on the level of trust that exists within the group.

Feedback 110 . The second element of the learning cycle is the effective use of the feedback received from the group.

Those participants who want to expand their self-awareness could ut Get feedback on your behavior. Although feedback is provided in all interpersonal interactions, in the T-group, the ability to provide effective feedback is developed intentionally.

Feedback in an atmosphere of mutual care and trust allows individuals to control and correct inadequate behavior, provides information about "blind spots". Effective feedback requires participants to inform each other about the impact of their behavior, helps participants; better to receive and understand the information received.

In T-groups, the attention of clients is drawn to the development of effective feedback skills.

It is important that the feedback provider do so at the moment of observing the behavior, and not as time passes, when the partner can use psychological self-defense and the information becomes less relevant.

Useful feedback should be an expression
emotional reactions to the behavior of the participant, rather than criticism and evaluation of his behavior. In other words, the feedback provided by the participants reveals their own emotional experiences rather than a desire to blame.
another.

Feedback is most useful when it is representative and comes from the majority of participants. When feedback is offered by several members of a group, it is usually more valid and can have a greater impact on the behavior of other members than the response of one member.

Feedback can be best received by the participant who listens carefully and then puts what they hear into their own words (paraphrase). Given the perception of others, he can better learn to see how other members of the group reacted to his message, while at the same time recognizing that he should not change just because someone wants him to.

Experimentation 111 . The third important element of the training cycle is experimentation in the group - based on the active search for new strategies and behaviors. Group members learn not only through feedback, but also learn to use experience, conduct research and analyze experiences in situations where they can receive clear and accurate feedback on the appropriateness and effectiveness of their behavior. The practice of experimentation is very important because

(Training for personal development in interpersonal space)

This type of training owes its appearance to the famous social psychologist Kurt Lewin, who worked on the problems of group dynamics and social action. K. Levin develops his field theory - living space, by which he understands "the totality of coexisting and interrelated factors that determine the behavior of an individual at a given time." This combination of factors covers both the personality and its psychological environment, forming a single psychological field. K. Levin uses the term "group dynamics" for the first time.

Actually T-groups (training groups) originate in 1945 in laboratory training classes under the guidance of K. Levin. In 1947, the National Training Laboratory was created in the USA.

T-groups became the forerunners of most types of psychological work with groups, which we unite under the concept of “social psychological training”. The objectives of laboratory training usually contain the following main aspects:

Development of self-knowledge by lowering the barriers of psychological protection and eliminating insincerity at the personal level;

Understanding conditions that make it difficult or easier for the group to function (such as group size and membership);

Comprehension of interpersonal relations in a group for more effective interaction with others;

Mastering the skills of diagnosing individual, group and organizational problems - for example, resolving conflict situations in a group and strengthening group cohesion.

Different directions of T-groups are related to each other by a common understanding of the principles and elements of group dynamics, the concept of which includes five main elements: group goals and group norms, group structure and leadership problem, group cohesion and phases of its development.

An important role in the work of training groups is played by feedback, which involves obtaining information from others about how they perceive our behavior. Such information often reveals to a person something that eludes his consciousness, but is obvious to the people around him. Reverse

communication allows group members to correct an inadequate course of action and develop a more optimal behavior strategy. In order for the restructuring of ineffective stereotypes to take place in psychologically safe conditions, T-group participants are offered the opportunity to experiment with their own behavior in an artificially created environment, in an atmosphere of support and trust. Subsequently, the experience gained can be used in real life. This possibility is one of the reasons for the great popularity of T-groups. In addition, the participants of the training receive the necessary psychological information from the trainer and acquire such skills of successful communication as description of behavior, communication of feelings, active listening and confrontation.

Currently, there are many varieties of T-groups in the world, sometimes interlocking with other areas of training. Originating from basic skills training groups, T-groups are now divided into three main streams:

General development of the individual (sensitivity groups),

Formation and research of interpersonal relationships,

Organizational development is an approach in which specialists work to improve the performance of entire organizations by optimizing labor relations.

In T-groups, with sufficient qualifications of the trainer, participants acquire valuable communication skills, experience in analyzing interpersonal relationships and group dynamics, begin to better understand their own and others' needs, expand the range of their behavioral capabilities, become more prepared to solve life problems, develop adequate self-esteem and become more receptive to other people's feelings. However, one should correctly correlate the chosen form of training with the goal that one would like to achieve, and use T-groups selectively.

Behaviorally oriented groups (B-groups).(Life Skills Training)

In the Western psychological tradition, the Russian scientist I.P. Pavlov is considered the founder of scientific behaviorism, but domestic psychologists stubbornly put forward the name of John Watson, believing that I.P. Pavlov was not a behaviorist at all and that D. Watson, substantiating his teaching, narrowed and distorted his ideas.

Behaviorism has been repeatedly characterized as a vulgar, mechanistic, inhumane approach, completely devoid of attention to the movements of the subtle human soul. However, experience shows that in their applied part, behaviorist methods work and meet expectations, despite their serious and prolonged criticism. As long as these methods are expected to help in the acquisition of specifically behavioral skills and abilities, the principles of behaviorism often work better than other teaching approaches. If the lead coach is interested, for example, in developing certain stereotypes of behavior that help to cope with

or other life problems, he should turn specifically to behaviorism.

In its most elementary form, the essence of behavioral therapy is as follows: if a person acquires his experience through learning, then in order to correct inappropriate behavior, it is necessary to wean him from ineffective reactions and retrain him, having developed more adaptive reactions (everything is strictly according to the theory of I. P. Pavlov).

B-groups have a certain similarity with T-groups in that classes in these groups are directly related to the development of certain social interaction skills that manifest themselves at the level of behavior, since a change in reactions can only be carried out in the presence and with the help of people around, that is, the training groups.

The work in these groups is aimed at making each individual aware of the ineffective ways of communication that he used or still uses, and trying out new types of behavior in a safe environment. But if in T-groups great importance is attached to the processes of group dynamics, then in B-groups group dynamics is in principle not considered as something essential, or its purely pragmatic aspects are taken into account, that is, from the point of view of direct assistance to each member of the group.

Classes in behavioral training in B-groups do not set themselves global tasks for the development and growth of a person or the realization of human potential. They formulate their goals much more modestly and specifically. These sessions are usually referred to as life skills (or simply skills) training. Their task is to train participants to cope with certain problems,

develop the ability to adapt to certain life circumstances. So, for example, there are trainings to overcome the fear of flying or to solve life problems associated with career changes. These are examples of highly specific types of group work. Other behavioral training groups may focus on more general skills such as coping with anxiety or improving relationships (anxiety management, career planning, decision making, parenting, communication skills, and self-confidence training).

At present, according to studies by various authors, group behavioral therapy is not inferior to individual therapy in its effectiveness and often surpasses some other psychotherapeutic areas, such as, for example, individual psychoanalysis.

One of the typical methods of conducting B-groups is behavior rehearsal.

1.- Participants are shown a model of optimal behavior in any situation (simulation can take place both with the help of video equipment and in the form of an episode of a role-playing game in a group).

2. Then comes the rehearsal phase, when the participant tries out a new type of behavior or its fragment. At the same time, the manager helps him, prompts him if necessary, or provides feedback, i.e., gives instructions.

3. Finally, the reinforcement phase begins, i.e., rewards for successful actions, in the form of positive reactions from the group and the leader, or any rewards. There is also the possibility of negative reinforcement of unsuccessful actions (punishment), but it should

remember that in this case, disapproving reactions in the group or simply the absence of positive feedback can serve as a strong negative reinforcement.

In order to more successfully transfer the skill acquired in the group into real life, training participants often receive homework assignments.

(T-groups) permeate essentially all types of group learning. In a certain sense, the T-group is the soul of the entire system of active socio-psychological training in the United States. In the domestic literature, this experience is well reflected in the publications of N. N. Bogomolova, Yu. N. Emelyanov, L. A. Petrovskaya and others. , can be reduced to - 4 main ones:

1) emphasis on the relationship between group members, developing and analyzing in the situation “here and now”;

2) objectification of subjective feelings and emotions of group members in relation to each other, acting as material for analysis;

3) an atmosphere of looseness and freedom of communication between the participants, which is created in order to be able to sincerely and truthfully express their feelings and feelings towards each other, as well as to receive “return connection" in response to this from other members of the group;

4) a climate of psychological safety, in which an individual choice was provided both for the degree of inclusion in the group process and for the changes occurring in the course of this process. However, it would be a mistake to assume that the group is the only model of group learning. There are other forms of group experience.

First of all, the T-group is a learning laboratory. This is not the usual laboratory that we are used to seeing. Rather, such a laboratory can be defined as "a community temporarily located in one place, created to meet the learning needs of all its members." From this definition, it becomes clear that a T-group can function in more than one room and still be a "learning lab." In this context, in the term laboratory, the emphasis is on experimentation and trying out new forms of behavior. This assumes that a member of the group is both a participant who can experiment with changes in behavior and an observer who can control the outcome of these changes. Participants are directly involved in setting group goals, observing behavior, planning actions, and analyzing data. The group is the real world in miniature, with the same kinds of tasks and interpersonal conflicts that we encounter along the way. The difference is that the T-group provides an opportunity for solving problems that are not always solvable in real life. Often laboratory meetings take place in a setting far removed from everyday life. These meetings may occur once every few days or even weeks. Classes in T-groups usually take up only a fraction of the time of laboratory training. The rest of the schedule may include lectures giving information about group skills and group processes, and meetings in a wider circle.

Training groups (Study- groups, S-groups).

Study groups were formed as a direct alternative to the experience of T-groups, although the main goals of both of them are common - the study and understanding of the determinants and models of group and individual behavior in the "here and now" situation. However, there are also fundamental differences. T-groups are an American product, and the basis of their ideology lies in the relationships that exist in American culture. So, in T-groups, the emphasis is on the equality and interdependence of its participants. This position is recognized as decisive and helps the group members to come to self-awareness, to become skillful, aware of the driving forces of group and individual life. A similar orientation is also seen in the requirements for the head of the T-group. For example, he must act in a democratic manner - as a model of the behavior of a “good member” of the group, directly realizing the main goals of the group (in particular, reducing defensive forms of behavioral reactions); it gives direct but not evaluative feedback; he is open to expressing and accepting both his own feelings and the feelings of others. Although different leaders draw on their own theories of group and individual development, the leading conceptual framework is Lewin's psychological theory, with its emphasis on interdependence. Since its inception, T-groups have been effectively used in the preparation of managers of various ranks, to educate a democratic leader and leader. The training group is British in its source and reflects other conceptual and structure-forming provisions. So, unlike T-groups, in S-groups one of the central problems is authority, power. Questions of individual attitude to authority here turn out to be more significant and complex than questions of interdependence. The style and goals of T-group trainers change depending on the circumstances, their theoretical positions are more diverse. The consultants at the Tavistock Institute, where the S-groups originated, adhere to a single theoretical framework; the goals, style and methods of their practical work are more conservative, like many other things in the cultural traditions of England. At the same time, it is impossible not to note some common points in these two types of socio-psychological education. People who studied in both groups noted similar subjective consequences after graduation. It would be wrong to say that the influence of S-groups is limited only to England, and T-groups are popular only in America; they are widely represented in almost all Western countries and influence each other.

Groupsmeetings(Encounter-groups, E-groups).

Meeting groups(encounter-groups) are most often associated with T-groups. The available literature is not conducive to pinpointing any significant differences, and practical experience is even more mixed. The term “encounter” was originally introduced TO.Rogers E-groups have gone through a certain path of development, which is reflected in the names of various “historically” developing directions of this species. In the early 60s. The E-groups were often referred to as "sensitivity training groups". Somewhat later, Rogers gave them a new name - basic encounter. However, the term “basic” didn’t stay, only “encounter” remained. Although clear boundaries have not been defined and many researchers confuse T and E groups with each other, some differences still exist. Thus, E-groups are recognized as more emotional, they are more personally oriented and aimed at solving issues related to human existence (how to live more fully and experience deeper feelings), their concept is more existentially directed. Often, E-groups are understood rather as a complex technology of active social learning, which includes several group methods of work, including the T-group method. Although some authors tend to identify E-groups only with the theory of humanistic psychology, M. Lieberman, I. Yalom and others distinguish up to 10 known areas of active socio-psychological training, united under the general name of “encounter groups”. These are T-groups, gestalt therapy, transactional analysis groups , esalen eclectic, personal growth groups, synanon groups, psychodrama , marathon, psychoanalytically oriented groups, encounterer-tapes.

- Gestalt therapy.

Gestalt therapy is a fairly common and popular scientific and practical movement in the United States with main centers in New York, California and Cleveland. Gestalt emphasizes the integrity of the mental organization of the individual. Changes are seen as determined by sub-intellectual, subconscious processes that are the link between consciousness and the “primitive wisdom” of the human body. When the founder of Gestalt Therapy, Fritz (Frederick) Perls (h) transferred the principles of his theory to group settings, the group itself and its dynamics were little used. There was an empty chair (“hot spot”) that the group members took in turns to work individually with the therapist. In the gestalt-oriented encounter group, the main emphasis is on creating an atmosphere of increased emotionality, on understanding what our body tells us with its movements, postures and gestures, numerous autonomous skeletal-muscular changes as signals of our mental states. The leader of the group most often helps the other members of the group to resolve their internal conflicts by establishing the relationship and maintaining this “dialogue” between the parts of the integral mental organization of a person. Participation and involvement of other group members in the process is minimal; often their main function and main contribution to the process is the simple confirmation of these representations established by the interaction of therapist and client, similar to the chorus in an ancient Greek tragedy.

- Transactional analysis.

Transactional analysis - the first to introduce this term and a specific style of leadership based on this method, Eric Berne. Like Gestalt groups, the work here is also carried out by the leader with each member of the group in turn. Berne is more likely to talk about therapy in a group rather than with a group. The concept of "transactive analysis" involves the study of the transaction, the relationship between states of "I" (Ego), as in psychoanalysis, rather than a transaction between individuals. Three states of this “I” are singled out and analyzed as internalized consequences of individual social experience, designated by Berne as “parent” - “child” - “adult”. The parent represents a person's authoritarian tendencies towards himself and other people. A person in the “child” position, as a rule, occupies a dependent, subordinate position relative to others. The most optimal and healthy mental state is the position of an adult who knows how to hold and defend his own opinion, who organizes his relationships with others on the basis of relations of equal partnership. The process of transactional analysis is devoted to the discussion and study of the dominant tendencies within the framework of the indicated three subjective positions.

- "Ezalen eclectic" groups.

The Esalen Eclectic method was developed by W. Schutz and is based on the use of non-verbal behavior and non-verbal communication to ensure both group and personal growth. The theoretical basis of this work is the conceptual model of the three-component structure of human interpersonal needs, consisting of the need for inclusion, the need for control (power), and the need for intimacy and love. These needs, from the point of view of W. Schutz, are at the same time stages, stages of both personal and group development. To facilitate the passage of these stages, a number of special procedures and techniques for non-verbal interaction have been developed, educating freedom from socially regulated restrictions, often manifested in the organization of bodily postures and movements; people learn to experience various, more complete sensations of their body, to correctly and comprehensively perceive other people. The leader of the group focuses on the individual problems of the participants, and on interpersonal relationships within the group. He is active and often constructively intervenes in the process in order to help one of the members of the group free himself from the inner mental brakes holding him back, expressed in his bodily organization. The emphasis in this method is on action and experimentation. Questions about the reasons for these limitations and resistance to change are less important.

- Groups of personal growth.

Personal growth groups first arose on the basis of the National Training Laboratory Institute (NTL). Leaders of personal growth groups are based on an approach in line with group sensitivity training in the context of the conceptual positions of the NTL, but with a shift in emphasis from group analysis to Roger's concept of personality. The greatest attention of the group leader is concentrated on interpersonal and intrapersonal dynamics, he rarely focuses on the problems of the group. He uses the model of a freely developing, self-actualizing personality. K. Rogers does not object to the application of the concept of group psychotherapy to work not only in the clinic, but also with normal people. Thus, most leaders who adhere to the views of this school see little difference between the method of "personal growth" and psychotherapy.

- Synanon.

Synanon. This type of group differs significantly from all other groups. In synanon groups, attention is focused on the expression of negative emotions, anger, and aggression. The training takes place in a playful way, where each member is alternately “taken to pieces” by other members of the group, often “hitting” the most painful and significant subjective problems, thereby educating tolerance to negative psychological influences. This technique can sometimes create more opportunity for individual and group change than psychological support.

- Psychodrama or role-playing game.

Jacob Moreno is credited with the emergence of psychodrama. The essence of the method consists in staging performances by members of the group under the guidance of a leader, who is at the same time a director, a therapist, and an analyst. On the stage, not a scenario alien to the participants is played out, but his own life experience, his personal problems (psychodrama) or specific social roles (sociodrama). Great importance is attached to spontaneity and sincerity, acting skills do not play a role. The main stages of grouping psychodrama sessions are:

warm-up (warm-up phase);

phase of psychodramatic action;

the integration phase, when participants share their feelings and impressions.

At the moment of the culmination of the psychodramatic action, the emotional charge of the group reaches its peak and catharsis sets in - internal purification, the moment of emotional response, which contributes to insight - "enlightenment" necessary to resolve intra- and interpersonal problems. The director, the protagonist (the person whose experience underlies the staging), the "auxiliary I" (or EGO) - the partners of the protagonist in the staging and the audience (spectators - members of the group who do not have roles in this action) participate in the psychodramatic action. Moreno called his method deep emotional surgery. Psychodrama participants are able to experience an emotional shock on stage, which has a strong therapeutic effect and allows them to get rid of anxiety, overcome ineffective behavior patterns and actualize their creative and human potential. The spectators also experience strong emotional experiences: in the group, there is an exchange of feelings, as it were, “feeling people into each other”. During the role-playing game, participants get the opportunity not only to “feel” their experience again, but also to analyze response feelings and reactions, to try out new models of behavior.

-Marathon or "group concentrated in time".

The marathon, or "concentrated in time" group, first introduced into the practice of group training by George Bach, has become a commonplace concept in the technology of encounter groups. Participants in marathon groups continuously interact for quite a long period of time: twelve, twenty-four and even forty-eight hours in a row. Individual group members may have a short sleep break, but in general group training will continue. Prolonged “face to face” mental contact, combined with complete physical exhaustion, will work to intensify the pace of interaction and the spontaneity of mutual reactions to each other between group members. Adherents of this method argue that the forces generated by this exaggerated spatio-temporal continuity have the ability to bring about greater personal and interpersonal changes during a single “weekend” than months or even years of “diluted” in time, less intense meetings.

-Psychoanalytically oriented groups.

psychoanalytically oriented groups. Training here is carried out, as a rule, by representatives of orthodox psychoanalysis. The subject of the study is the driving forces of the development of an individual in a group in the context of the prospects for his personal genetic development. This kind of group is less emotionally charged, more rationally organized, with a strong emphasis on intellectual awareness of the underlying mechanisms of group dynamics, as well as an understanding of both interpersonal and intrapersonal forces at work in the group. In most cases, students participate in this type of group training in order to better master the profession of a psychologist or psychotherapist. Unlike S-groups, this type of group learning is conceptually and institutionally more eclectic.

- Encounter tapes.

Encounter-teips (encounter-types) (Encounter-tupes). A distinctive feature of this type of group is the absence of an official leader in the classroom, they are self-governing; leaders (informal) are nominated from among the members of the group themselves. The program of such training is presented in the form of structured tape recordings, known as Encounter Tapes. Elizabeth Burson, the founder of this method, specifically studied some techniques for increasing the effectiveness of unguided groups through the use of artificial means. To do this, she first attempted to establish the exact principles and nature of the leaders' contributions to group organization and to model them through tape-recorded structured exercises. These programs instruct participants to reproduce various situations of interaction (group and couples), as well as occasionally separate reflections and interpretations of one person in order to establish a connection between group members, an atmosphere of warmth and safety. Group members learn through the performance of certain actions, as well as through the interpretation of these actions, aimed at emphasizing the specific specifics of the relationship, providing feedback and interpersonal mutual knowledge.

All of these approaches to organizing group social learning are by no means mutually exclusive. Common to them is a predominantly personal (rather than group or organizational) orientation. At the same time, they can also have significant differences both in formal and substantive features. For example, the Gestalt therapy model is built on different principles than the T-group, although the problems analyzed in these and other types of groups can be very similar. However, they are solved in various ways and methods. Transactional analysis groups seem to take different paths for diagnosing and analyzing interpersonal conflicts than do synanon groups. The role of a leader varies widely - from a significant one, for example, in a gestalt group to a leaderless organization of group learning in an encounter tape. Many researchers of group learning believe that more important is the general and applied concept of the personality of the one who provides and directs the group process, i.e. group leader. It is his implicit professional personality theory that guides the entire process of working with the group. Therefore, if some people are able to take part in several different types of group experience, as many do, they can observe and experience an overlap of individual elements of learning in different types of groups. And participants in the same type of training can gain different experiences from trainers with different styles. From the very beginning of the group movement, the question has been raised: Is the learning that takes place in the group a disguised form of group psychotherapy? And further, if this is still therapy, then who are the persons who lead the training - medical practitioners without qualifications or subjects posing as healers? An important argument in favor of distinguishing and explaining the problems of training and therapy is the peculiarity of their historical development as active methods of psychological influence. So, the initial foundations for the initial formation of the technology of sensitive training lay in the field of social psychology and the problem of adult education. The interest of the supporters of this movement initially focused on group dynamics and the development of behavioral skills, potentials for self-penetration and self-awareness. However, due to the fact that the group approach to social learning has received a fairly wide acceptance, it has also become interested in professionals whose sphere of interest extended either to the field of clinical psychology or to the field of psychiatry.

T-groups The T-group, or training group, arose in the summer of 1946 as a result of a fortunate event at a seminar on intra-group relations. The research team was led by Kurt Lewin. At the end of the workshop, in a debriefing session, the four workshop facilitators concluded that using the group process as a program to study group development and actions was an important discovery that needed further development. These authors made a clear distinction between group therapy focused on the intrapersonal dynamics of the participants and TG focused on the study of group development, leadership/membership dynamics and interpersonal interaction processes. In the 1950s representatives of different professions began to adapt Tg. to your own needs. Clinically oriented, person-centered professionals have developed an "encounter group" with a particular interest in personality development as a result of the individual's involvement in a process of intense group interaction and interpersonal feedback received from other members of the group with the assistance of a professional leader. Dr. specialists have shown interest in creating small face-to-face work groups as a unit that plays a crucial role in increasing organizational productivity. In a number of experiments, attempts were made to adapt the T-g process. to work with natural (full) production groups. In the 1960s-1970s. as part of the personal growth movement, an adaptation of T-g was undertaken. for the purposes of self-exploration, the release of the individual from the blockage in personal and interpersonal functioning. All this represented a very significant departure from T-r's original task. - study of the group and interpersonal dynamics. In the 1980s renewed interest in Levin's thesis that a small primary (face-to-face) group is an important link between a large system and a particular person. With increasing attention to the quality of working life, which is related to both labor productivity and mental health. health, it is becoming increasingly clear that the supportive primary group is an important link between the organizational system and the person, whereby the skills and value orientations that the experience of participation in the T-g. contributes to the formation take on a new meaning. See also Group Dynamics R. Lippitt

T-GROUP

a group of people who come together to improve the culture and communication skills that are achieved in the process of discussing their problems and relationships between them. Such groups are sometimes formed during the training of psychiatric staff (in the UK).

T-group

Word formation. Comes from English. training-group - training group.

Specificity. It is focused on developing sensitivity in relation to one's own motives and emotions, to the motives of other people, to the events of social interaction, to group dynamics. The main psychotherapeutic technique is group analysis, which is carried out by participants (10-15 people) who do not know each other. Topics for discussion are chosen arbitrarily, the main thing is a thorough analysis of their own behavior and the behavior of other group members and free discussion of them.

Literature. (Eds.) Brandford L., Gibb J., Benne K. T-Group Theory and Laboratory Method. N.Y., 1964

T-group

English training group - training group] - a small group created to teach basic interpersonal skills. These include: the ability to recognize and evaluate individual, group, interpersonal problems; communication skills; development of self-knowledge. The emergence of T-g. refers to 1947 and is associated with the classic studies of K. Levin in the field of group dynamics. Psychologists of clinical orientation in such group work usually emphasize the individual problems of the participants, social psychologists - the problems of personal resources for the effective operation of organizations. In any case, it is fundamental to improve the participants' understanding of group processes, the development of sensitivity to them (hence another used term - "sensitivity training"). T-g. belong to a set of methods so-called. experiential learning - i.e. learning through experience. The main components of such a group reality are the open presentation of participants to each other, intensive non-judgmental interpersonal feedback, testing new forms of communication. The role of the facilitator, called a trainer or facilitator, is primarily to create a trusting and, in this sense, psychologically safe, supportive group climate. The latter makes it possible for participants to engage in self-exploration and exploration of the emerging group process. L.A. Petrovskaya

T-GROUP

from English. training group - training group) - a small group created to teach basic interpersonal skills. These include: the ability to recognize and evaluate individual, group, interpersonal problems; communication skills; development of self-knowledge. The emergence of T.-g. refers to 1947 and is associated with the classical studies of K. Levin in the field of group dynamics. Psychologists of clinical orientation in such group work usually emphasize the individual problems of the participants, social psychologists - the problems of personal resources for the effective operation of organizations. In any case, it is fundamental to improve the participants' understanding of group processes, the development of sensitivity to them (hence another term used - "sensitivity training"). T.– g. belong to a set of methods of the so-called. experiential learning - that is, learning through experience. The main components of such a group reality are the open presentation of participants to each other, intensive non-judgmental interpersonal feedback, testing new forms of learning. The role of the leader, called a trainer or facilitator, is primarily to create a trusting and in this sense psychologically safe, supportive group climate. One of the typical personal causes of conflicts is the inability of a person to competently organize his interaction with others. In this case, the conflict arises not because of real and significant contradictions, but because of the mistakes made by a person in communicating with others. Training in T.-G. helps a person to understand the importance of communication, to realize its many difficulties, to master the primary skills of optimizing interpersonal interaction, including the prevention and resolution of conflicts.

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T-groups

small group training interpersonal

The T-group movement was initiated by the research of the outstanding social psychologist K. Levin. He came to believe that most effective changes in personality attitudes take place in a group context, not in an individual context. In order to identify and change their maladaptive attitudes and develop new forms of behavior, people must learn to see themselves as others see them. The works of K. Levin in the field of group dynamics have become classics. His idea of creating groups and studying their activities became the cornerstone of the T-group movement.

T-groups are training groups, some of which are focused on the development of effective organizational skills, others - on the formation of interpersonal relationships and the study of processes occurring in small groups.

There are T-groups focused on personal development, identifying life values and strengthening a sense of self-identity - these are groups sensitivity.

The T-group is a learning lab that focuses on trying out new behaviors in a safe environment. Training includes a cycle: self-image - feedback - experimentation. The feedback is revealed on the example of the Jogari Window. The T-group helps participants develop specific communication skills - description of behavior, communication of feelings, active listening, confrontation. Skill training groups are very similar to T-groups, but are based on a behavioral model. They are behavioral, that is, they focus on observing behavior and mastering successful behavior patterns. Typical are self-confidence training groups. It uses an assessment of the strengths and weaknesses of self-confidence skills (description of confident behavior, a list of personality rights that support self-confidence, etc.). in addition, used behavior rehearsal, in which role-playing of difficult situations is carried out (modeling, briefing and reinforcement). Used to reduce excessive anxiety relaxation training. Also commonly used Homework: Participants complete homework diaries or perform behavioral tasks.

Skills training groups lead to an increase in self-esteem and, accordingly, to an increase in behavioral potential. « Window Jogari"

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Personal growth training. Main tasks:

Development of an adequate understanding of oneself and correction of self-esteem;

Formation of life plans and awareness of life values;

· Development of emotional stability. Ability to overcome life's difficulties;

· Formation of personal and (or) professional qualities (for example, sensitivity, reflexivity, empathy, responsibility).

Indicative list of topics:

· Psychodiagnostics of personality development (initial and repeated - at the end of classes);

· Psychological analysis of the life path and development of life plans;

· Manifestation of the value-motivational sphere and its development;

· Development of the creative potential of the individual;

· Development of emotional stability, overcoming life crises.

Communication trainingskills(communication). Main tasks :

Obtaining information about their communication models;

· Learning to receive and adequately understand verbal and non-verbal information;

· Formation of skills and abilities of communication with different groups of people.

Indicative list of topics:

Perception of oneself and other people;

· Non-verbal communication;

· Verbal communication6 listening, the art of conversation;

· Communication technology;

· Communication in conflict;

The main styles of communication.

Interpersonal sensitivity training (leadership, entrepreneurial qualities, etc.). Development of special skills and abilities in the specified area.

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Psychological trainings. Theoretical and conceptual foundations of t-groups The main goal of t-groups is to

T-GROUP

T-group

T-group

T-GROUP

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