Socio-psychological training as a form of psychotherapy

Socio-psychological training
This type of group work in the home was named after skills training or "games." This represents learning by experience. In a closed group / where the rule of kofidentsialnostta- secrecy that applies to all kinds of groups / participants are placed through role play / games through roles / in a situation similar to the reality. You have written assignments or exercises related training of certain skills. Socio-psychological training have the following components in DVHFU: Uvod- he must introduce participants to the topic of the training, goals and objectives and what they can expect as a result, goals and objectives must be consistent with the needs of the participants. Rules to facilitate the functioning of the group, the main part / themselves exercises, role plays, etc / issues feedback through which means the achievement of goals and objectives and justifiable expectations, gaps, etc.
The purpose of any training is to acquire certain knowledge, skills and attitudes.
Knowledge can be of three vida- pragmatic, contextual and conceptual.
           Pragmatic knowledge relating to how the algorithm for a given application. For example, to describe the way in producing a product.
           Contextual knowledge relating to the application of pragmatic knowledge. The application does not, and the specific conditions specific place and time of application of knowledge.
           Conceptual knowledge relating to the theories and explanatory models of the phenomena. This type of knowledge is the basis for the other two.
           Skills can also be several vida- technical thinking skills, interpersonal and social.
           Technical skills are-bound implementation of a task. This task may be associated with the development of products, but may not be. The main point here is to have an algorithm procedure, which performs a task. By technical skills are realized pragmatic knowledge into practice.
           Thinking skills relate to the way of interaction with others in the school activity because the trainings are learning through experience.
           Social skills refer to the way of interaction outside of the employment and training activities, rather can be defined as general skills for living.
           The division of skills is conditional, but we serve for orientation in deciding which of the interactive / methods specifically designed for psychosocial training / method is best suited to absorb opreleni skills. For example, role-playing games are suitable for utilization of interpersonal and social skills. Case studies appropriate for acquiring thinking skills. Attitudes to be changed or formed during the training may be different. Of attitudes towards ethnic, religious, sexual and other minorities to attitudes towards themselves and the world in general.
           As well as the skills and attitudes opreedeleni interactive techniques / methods of interaction that apply in particular on Socio - psychological training / suitable for absorption and for their change. The choice of interactive methods is influenced by the predominant learning style of the participants.
            Cycle of an ideal, effective learning has four consecutive stages: experiential experience, reflection / introspection, turning to the individual himself / generalization / internal set of personality problems. / Planning and learning to new situations.
           On the first stage the student is personally involved in the commission of oprelena task. To be effective, training the participant should be aware of what happened to him during the trial. If there is no reflection, the participant can learn to perform a well-defined task, but will not be able to apply their skills in other situations. Therefore discussions, after the exercises are just as important as the exercises themselves.
They enable what has been discussed, agreed to remain permanently in the mind.
The third stage is characterized by a deepening of knowledge about learning, understanding of concepts and generalization to other situations. Often results present a model that can can be used in many situations. If the model is not understood, it can not be applied thereto.
The fourth stage is the stage of planning and implementation of learning to new situations. We can not accept that learning is effective if there is no practical application if there is no change in behavior. Trainees should be tested models utilized in practice. They need to plan and carry out certain activities, so as to make the link between theory and practice.
This model is ideal, but in practice people exhibit affinity for the stage of effective learning for adults. On this basis, formed four learning styles in adults, as each stage requires a different way of learning.
Learning styles can be identified as: activist, reflector type, theorist and pragmatist.
Activist is attracted to new experiences. Wants to act, to dominate among others. Participates in activities impulsively and later evaluate the results of actions. Boring is in repetition and application of time wasted. Attracts them rapid change, choice and availability of challenges
Reflector type seeks to observe, to get acquainted with the various points of view. Is inclined to think a long time before deciding. Not very active, preferably in the shade. Tolerant of others. I like it better structuring knowledge. Attract them to the discussions did not feel comfortable with the performance of role-playing games. Prefers to learn by thinking.
  Theorist seeks to find an explanation for everything. He wants to sort their knowledge in a logical system. Attracts him lean explanatory theories, principles and systems. Impartial and analytical. He feels uncomfortable when lekonosmislie, sluggishness and solipsism. I like his ability to analyze and summarize. Does not feel comfortable with role plays and experiential. Difficult samorazkriva.
Pragmatist interested in trying out ideas, theories in practice. Do not like long discussions and debates.
As a rule, the selection of participants is made by leading tailored to those who want to participate. Participants are selected by similar problems and above learning styles. It's not every time was applied by the psychologist and therapist / I mean myself / for valid reasons, which are most often caused by the participants themselves, who have expressed a need for the service and those who in my opinion are necessary, but themselves consider that they do not need it. As a result of which my work is hampering significantly.
           Although not all programs for training of social skills are similar, there are commonalities. The programs differ in the relative emphasis you place on certain components and their performance, consistency and use. Most often include components of training programs are:
1. predstravyane the grounds
2. modeling
3. RPGs
4. feedback
5. Homework / transfer of the training


1. Grounds - Review of skills that will be taught, usually precedes training itself. The importance of terminology and revatnostta / important, significant / life skills of students also often present in the beginning. Examples include "self-affirmation" and "walking meetings with members of the opposite sex." In DVHFU is turned on and assertiveness. / Ability to protect their own interests without affecting foreign /.
The terminology used to describe the various social skills is not the same in different trenerovachni programs. There is still no standard order of social skills and their behavioral referents. / Groups to which all other referencing. Reference group is one in which the individual feels best. Notably Frack that everyone strives to carry the traditions of the reference group in all other groups that participated. /
2. Modeling - clear presentation of the skills they need to learn is part of almost all training programs, whether their theoretical basis is deficient skills or conditioned anxiety. Many modeling presentations include cognitive factors / sebevarbalizatsii / and open behaviors.
3. Roleplaying Games after being exposed to the modeling examples, students are given the opportunity to practice skills. They can be played as outdoor and indoor events, because the expectation is that the individual will actually increase the adequate skills in real life situations.
The instructor often serves as a "director" during the role play to ensure the condition exercises to be successful. They often instruct, act and shape so that behavioral rehearsal to approach as much as possible to the target behaviors.
4. Reverse the link Integral component of almost all programs for training of social skills is the feedback and social reinforcement. Feedback can be in the form of approval, praise or encouragement, or is corrective in nature with specific proposals for improving the performance. Some programs, especially those with small children or chronically mentally ill patients may also use tangible reinforcement such as money, food, sweets or chips. / It is not practiced in DVHFU /
Other programs of social skills using techniques sebepodkreplenieto. In a direct attempt to shift the focus of evaluation from external to internal, efforts were made ​​to teach self-monitoring, self-esteem and sebenagrazhdavane as important aspects of skills and their generalization. It is successfully applied in VDHFU
5. Homework / transfer treninga- most prenegregvanata area is the transfer of the training. (including DVHFU) Since participants can not cope with writing tasks and did not have the motivatsiya.Nyakoi programs for training of social skills recognized and deal directly with the problems of transfer. The most commonly used technique to support the transfer is homework, which usually takes the form of a contractual arrangement with the instructor trainees to use skills learned in a predetermined time.
Another major approach to support the successful inclusion of generalization "of supporting transfer" that increase the likelihood of occurrence of transfer of learning. This can be in charge, also members of the group.
Goldstein and his colleagues present five such supporting factors.
           1 / provide common principles or familiarizing students with the appropriate concepts, rules or strategies for the proper use of the skill
           2 / Identical elements or conversion of training physical and interpersonal environment in possible similar to the real life environment in which you will apply the skill
           3 / svrahnauchavane or ensure successful re-use of skills in the training session
           4 / Diversity stimuli or giving students opportunities to practice skills learned in Diversity physical and interpersonal environment
           5) backup in real life
Other training that has been applied in the House is the training for obshtuvane.Razvivat 5 type skills;
1) responsive behavior towards others
2) learn to be self- revelation, to draw conclusions and to ask questions
3) ability to communicate
4) the ability to solve problems