about the project
Medical news
For authors
Licensed books on medicine
<< Previous Next >>

Lesson 12. Tolerance, Intolerance, and Uncertainty

Purpose: comparison of the concepts of tolerance, uncertainty and intolerance (aggressiveness).

The host tells the group about signs of insecure, intolerant (aggressive) and tolerant behavior, using the following points:

Signs of uncertain behavior (“I am bad, you are good”):

- a person is unable to defend his position;

- cannot refuse;

- keeps at a great distance from the interlocutor;

- cannot ask;

- it is difficult for a person to convince the interlocutor, citing his arguments;

- in case of refusal, a person does not attempt to achieve his goal.

Signs of intolerant (aggressive) behavior (“I am good, you are bad”):

- a person does not support his position with arguments;

- puts pressure on the interlocutor ("You must ..."; "I really need ..."; "Only you can help me ...");

- after refusal stubbornly tries to achieve his;

- may ask and refuse;

- likes to praise himself;

- during communication reduces the distance between themselves and the interlocutor.

Signs of tolerant behavior (“I am good, you are good”):

- a person uses self-statements;

- speaks directly and openly;

- knows how to ask and refuse;

- knows how to accept failure;

- inclined to compromises, offers them himself;

- applies empathic listening.

Exercise 1

Participants are united in microgroups of three people. Each three thinks up or recalls situations where participants behave tolerantly or intolerantly. After discussion in groups, situations are played out. The remaining participants give feedback: is, in their opinion, constructive way out of this situation? If the situation is not resolved, a way out is sought together, then the situation is again played out and the group gives feedback to its actors.

Feedback is a message addressed to another person about what we think about him, what feelings his words, actions, actions cause. This is not only criticism.

Feedback allows the recipient:

? to study alternative ways of behavior;

? to hear the opinions of others about the strengths of their personality and their weaknesses and weaknesses;

? check whether a person’s perception of himself coincides with the perception of others.

It should be noted that group members should not require others to change, impose their opinions, attitudes or beliefs. Competent, constructive feedback provides people with new information about themselves. If they want, they can take note of it and continue to act in accordance with it. It is necessary:

? give feedback only when you are asked about it;

? Do not give advice and do not evaluate;

? speak so as not to offend or offend a person.

Group members must understand that the other person needs to leave freedom of choice: everyone has the right to accept or reject feedback, evaluate their own behavior and protect their values.

Exercise 2

The facilitator reminds the group that tolerant behavior is determined by knowledge of the following personal rights of each person:

? independently judge their behavior, thoughts, emotions and take responsibility for their consequences;

? make mistakes and answer for them;

? not depend on how other people relate to him;

? ignore the advice of others and follow their own beliefs;

? to be alone, even if others want to be in his company;

? change their decisions or choose a different course of action.

When declaring their personal rights, one must remember: all other people have them.

You need to learn to respect the personal rights of others just as you want yours to be respected.

There are three ways to assert your rights.

The first method allows you to defend the rights in the process of communicating with strangers, when these rights are violated and the other side does not hear objections.
It is necessary to repeat your demand again, without raising your voice, without anger and irritation.

The second method involves demonstrating agreement with the information contained in the words of the attacking person, since his opinion may be fair in a certain situation or for a certain group of people. The key expression here is: "Perhaps this is so ..." Sometimes, if a person is not ready to discuss this issue, it is better to say: "Now I am not ready to talk about it, let's discuss it later."

The third way: if a person really made a mistake and is criticized, you can use this key expression: "Yes, I really did bad."

Participants come together in microgroups of three people: one will be a critic, the other will defend his rights, and the third will observe and give feedback. Everyone should be in all three roles. It is proposed to recall or come up with a situation:

1) when your rights were violated;

2) when you were criticized and part of the criticism was justified, and part - not;

3) when you were really wrong.

Exercise 3

The facilitator informs the group members: “Probably, during our classes you had questions that you would like to ask each other. You can formulate and write down questions on a piece of paper, addressing them specifically to the presenter, to everyone, or to another participant. ” The leader reads out each of the questions, those to whom they are addressed answer them.
<< Previous Next >>
= Skip to textbook content =

Lesson 12. Tolerance, Intolerance, and Uncertainty

  1. 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
  2. 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.
  3. 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
  4. 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
  5. 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
  6. Lesson 5. Tolerance of others through self-reliance.
    Purpose: to show how attitude to oneself is connected with tolerance towards others. Exercise 1 The ability to easily get in touch, maintain a conversation, and also easily part with your interlocutor shows a high level of tolerance. The host invites participants to hold a series of meetings with each other, paired up. To do this, start a conversation, say something nice to your
  7. Gender Tolerance Training
    Gender tolerance - an unbiased attitude towards the representatives of the other sex, the inadmissibility of a priori attributing to a person flaws supposedly inherent to his sex, freedom from ideas about the superiority of one sex over another. The extremist manifestation of gender intolerance is sexism - individual or group behavior that discriminates against women, restricts their right to
  8. 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
  9. LESSON 18 A test lesson on the course "First Aid".
    Purpose: To check the level of knowledge received by students in the course "First Aid". Plan of a test lesson 1. Control of lecture notes. 2. Control lecture notes. 3. Protection of the course history of the disease. 4. Computer testing of the level of theoretical training. 5. Monitoring the level of acquired practical skills in first aid and patient care (based on
  10. Subject: Delayed hypersensitivity. Hypersensitivity of the immediate type. Immunological tolerance
    Definition The role of P. Medawar and M. Hasek in the study of tolerance. Methods of inducing tolerance (dose, properties and route of administration of antigen - tolerogen; age factor, duration of stay in the body). The value of lymphocytes, mechanisms of tolerance. The specificity of immunological tolerance. The abolition of natural immunological tolerance. The manifestation of tolerance and its practical
    The purpose of practical training: to form an idea of ​​the features and patterns of development of world and domestic medicine. Tasks of the practical lesson: • to get acquainted with the classical samples of world medical literature, • the works of domestic and foreign researchers on the history of medicine, • to master the basic concepts of a historical and medical nature, to master
    Goals and objectives: 1. Acquaintance with the department. 2. To reveal the goals and objectives of teaching the history of medicine. 3. To acquaint students with the general methodology of teaching the history of medicine and conducting classes, preparing reports and coursework
  13. Session 13 GRADING SESSION
    The rating system for assessing students' knowledge (progress) in the history of medicine The history of medicine according to the program at all faculties of the university is studied in the fall semester and ends with the students passing the test in the subject. The rating system for accounting students' knowledge in this subject includes: current control, milestone for practical classes and lecture material, and the final
    Practical classes Lesson 1. a) Organization of the work of the infectious diseases hospital and the anti-epidemic regime in it. b) Methodology for examining an infectious patient. Session 2 - 3. Typhoid fever, paratyphoid A and B. Session 4 - 5. Salmonella and other acute diarrheal infections. Lesson 6 - 7. Dysentery (shigellosis). Lesson 8 - 9. Angina. Occupation
  15. Scheme of classes
    Classes should be held in subgroups. The first subgroup should include women who are in early pregnancy (I trimester), in the second subgroup, pregnant women of II and III trimesters can be combined. The number of patients is 5-6 women in each subgroup. Classes are best held on weekends, in the afternoon. The duration of one lesson is approximately 40-60 minutes -
  16. Lesson 2. The game "Dialogue of cultures"
    Here we propose a modification of the game of the same name, developed for training intercultural interaction for schoolchildren within the framework of the federal target program “Formation of Attitudes of Tolerant Consciousness and the Prevention of Extremism in Russian Society (2001–2005)” [21, p. 165-169]. The description of the two cultures that we offer in our version of the game is based on a listing of key
  17. Organization and conduct of combat training classes
    The practice of combat training shows that the quality and methodological level of training, the effectiveness of training personnel depend on the ability of the leader to properly prepare for its conduct. Preparation of the lesson includes:? personal training of the head; ? preparation of material support and location of the lesson; ? preparation for sergeants as assistants
Medical portal "MedguideBook" © 2014-2019