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Lesson 3. Tolerant communication.
Purpose: familiarity with the methods of tolerant communication.
In the conditions of modern civilization, the optimal form of tolerance is the expansion of one's own experience and critical dialogue. A person can see in a different position, in a different value system, not something that threatens his own position, but something that can help him solve problems that are urgent not only for him, but also for many people. This form of tolerance contributes to the development of personality, as a critical dialogue provides an opportunity to look at one’s own position from a different perspective. In whatever form tolerance is expressed, it always prevents any kind of violence, reduces intolerance and acts as a necessary condition and a reliable guarantor of the preservation of modern civilization in all its polyphony.
The host invites the participants to join in pairs: one person acts as the offended, and the other as the offender. Participants recall and act out situations of gender conflict (for example, on the distribution of roles in the family). Using the scheme proposed below, the offended is trying to adequately get out of the situation.
The scheme for resolving a problem situation:
1. Start a conversation with a description of the situation that does not suit the offended.
2. Express feelings that have arisen in connection with this situation and the behavior of the offender in relation to the offended: "I felt uncomfortable ..."
Offer the offender a different behavior that suits the offended.
4. If the offender changes his behavior, the offended will do so: "Then I will listen to your comments."
During the discussion, the group members express their opinion on whose solution to the problem was the most successful. The group concludes that the culture of behavior in the dispute forces us to listen carefully to the other side, to respect a different point of view.
Explain to the group the difference between the self-utterance and the self-utterance. The use of the pronoun “I” in the speech makes communication direct, then the speaker takes responsibility for his thoughts and feelings: “When you come home late, I’m very worried.” Your saying is aimed at blaming the other person: "You came home late again." A person who is addressed using You-saying experiences negative emotions - anger, irritation, resentment. Using "I" allows the other to listen to you and calmly answer.
Scheme of I-utterance: "When ... (the action of another), I feel (me ...) ... I believe ...".
The facilitator asks the group members to make self-statements for the situations proposed by the training participants.
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Lesson 3. Tolerant communication.
- Acmeological and axiological approaches to the problem of tolerance in interpersonal communication
Acmeology studies first of all those conditions and factors that provide the highest level of human achievement in any area of professional activity as a person and as a mature subject of this activity (B.G. Ananyev, A.A. Bodalev, A.A. Derkach, I .A. Rybnikov et al.). Therefore, in the framework of acmeology, tolerance in interpersonal communication is understood by us as an integral characteristic
- Lesson 7. The degree of tolerance
Purpose: to enable group members to assess the degree of their tolerance. Exercise 1 All participants sit in a circle. One of the participants transplanted everyone, taking into account the color of the eyes: from light-eyed to dark-eyed. After the task is completed, the other participant adjusts the combination in his own way. Then the rest of the participants do the same. In the discussion process, the group comes
- Lesson 2. Tolerant and intolerant personality
Objectives: acquaintance with the concepts of tolerant and intolerant personality; development of tolerance for the “Other”, for otherness; awareness of the social and psychological characteristics of the “Other”. The host can rely on the following theoretical provisions regarding the difference between a tolerant person and an intolerant person. G. Allport (Allport, 2003) notes that tolerant people know themselves better, and not
- Lesson 12. Tolerance, Intolerance, and Uncertainty
Purpose: comparison of the concepts of tolerance, uncertainty and intolerance (aggressiveness). The facilitator tells the group about signs of insecure, intolerant (aggressive) and tolerant behavior using the following points: Signs of insecure behavior (“I am bad, you are good”): - a person is unable to defend his position; - cannot refuse; - holds on
- Lesson 1. Tolerance and Intolerance
Purpose: to familiarize with the concepts of "tolerance" and "intolerance." Introduction (acquaintance) The host invites the participants to name themselves as they would like to be called in the group (you can use an alias). Participants sit in a circle, each with a badge (card with a name). The leader appears first. Each subsequent participant names in turn the names of all who appear before him.
- Lesson 6. How tolerant are you?
Purpose: to explore the question of what qualities a person lacks in order to be considered tolerant. Exercise 1 First, the members of the group try to remember each other better. Everyone receives from the host a sheet of paper with the name of a member of the group of the opposite sex, into which the first will have to turn. On behalf of this person will need to answer the questions that will be asked
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