The purpose of all T-groups is growth of the person through extensions of an orb of realisation of and others, and also the processes descending in bunch. T-groups use as lab 4 developing and optimisation of abilities of interpersonal dialogue. Participants of bunch can research the interpersonal styles and ex-g rimentirovat W them, installing vzaimootg nija W other team members which one yield obr link. Chiefs can play 2 active in a dissemination of information, simulation and provision of bunch by a feedback. The communicative abilities advanced in T-group, switch on behaviour exposition, the service lines of senses, active listening, a feedback and confronting. Successful mastering by these abilities by team members minimises constraint and alienation in bunch, enriches cooperation and helps reaching of multiple targets. The behaviour exposition means the message on observable specific operations of other people W / O adding of motives of operations by it, assessments of installations or of personal fig. For example, the expression "Stewart, you always try to make upon us impression" contains an assessment while the expression "Stewart, I have noted, that when somebody else acts Gud, you are aimed to start talking ABT own reachings" contains behaviour exposition. "Elen, you the sloven" - the reviling whereas "Elen, you have spilt coffee and has not wiped" - behaviour exposition. The first step in capability developing to be voiced in a descriptive clue, instead of in the form of assessments - ability enriching to watch and reporting ABT the observations, not yielding assessments. As a whole the feedback grounded on observations, calls the least psychologic selfdefence of the partner and the greatest desire to perceive and change behaviour.
The service lines of senses - other relevant ability 4 interpersonal ratios, switches on the message clear whenever possible on inwardness. As senses can express a means telodvizheny, operations and words, easily to make an error concerning an emotional status of the partner. For example, the oblate mouth of the person can be perceived as anger expression, and AAM to be pavor manifestation. Team members should help participants to pass the message so that their senses have been correctly perceived by others for the purpose to call substantial answers. The person transmitting senses it is adequate and unequivocal, "I" use in the expressions of a pronoun or "me", resorts to the help direct definitions and metaphors ("I feel confusion" or "I feel so as if me have overtaken in the MOM when my arms were in a jar with jem"). Often we pass our senses oposredovanno, that is in the implicit form. For example, to tell "It there was an awful occurring" - means to state an assessment of a particular situation and to skip characteristic senses as they seem offensive. To tell "I felt disgust for this occurring" - means to express the emotions more fairly and endways. People confuse thoughts and senses. Thoughts it are faster kognitivnye than observation and an inference, than status exposition. Phylum assertion "I feel, that Linda is not so happy" or "I feel, that we do not need to do it" actually the opinion or inference essence in which one a word I "feel" should be substituted a word I "think". Active listening switches on adoption by the person of liability for the fact that he hears, by confirmation, clarification, check of significance and the purpose gained from other message. According to Charles Rogers, active listening sometimes learn in an instruction context to the main ingredients of helping relationship (Carkhuff, 1969). The leader among these abilities is exact empaticheskoe the understanding (empathy) which one consolidates capability to listen and pass heard to other person. In many probes (Rogers, Gendlin, Kiesler and Truax, 1967; Truax and Wargo, 1969) it is underlined, that usage exact em-patii together with such relevant qualities 4 interpersonal ratios as "sincerity" and "respect", easies obtaining of positive therapeutic outcomes. The last years instruction to abilities became to a lesser degree idealised and in larger - oriented to operations. 2DAY, for example, the empathy is perceived to a lesser degree as a condition of effective therapeutic effect, and in a larger degree - as observable specific sorts of behaviour (Cash and Vellema, 1979; Egan, 1975). Exact empaticheskoe the understanding switches on processes of adequate submission and the service lines. Correctly to introduce - means to perceive, that descends in other person, that he worries, going further identification of the contents of the verbal message for the purpose to trap its significance and sense. It requires enough close contact in the course of dialogue to C the world eyes of others and at the same time clearly enough to distinguish their experiences from the. Adequate submission that descends in an inner life of other person, is indispensable, but not sufficient, a condition of the Gud service lines. Empaticheski to communicate - means to convince others of the understanding both their senses, and behaviour and the experience, basing these senses (Egan, 1975). The minimum empaticheskogo comprehensions consists in exact reflectance of a word meaning and affective responses with besednika. The mate displays, that he perceives explicitly <' the service lines contents. For example: John: Every time when I rise B4 bunch. To SPK, at the sight of flock of faces I lose a filament of what want tell. Mary: At the sight of all these people you become held down and tongue-tied. At higher level empaticheskogo comprehensions the contents of messages of the participant and its sense are perceived, commented by the partner on the dialogue, dividing the most personal MOM of experiences of the interlocutor. The mate tries to mirror that is hidden from consciousness of the partner in the interpretings. For example: Dzhill: My father monitors me literally. He wants, that I devoted all time to study and received excellent assessments. Jack: You become angry about the father for unreasonable insistence, and thus, perhaps, feel some grief of that you discourage him. Following indicatings contribute in instruction exact empaticheskomu to understanding (Carkhuff, 1969): 1. Be centred on verbal both nonverbal messages and forms of an emotional expression of other person. 2. Try empa-tii to use at early phases of instruction words and expressions, on significance and an emotional charge interchangeablis W what were used during the service lines act. It is called parafrazom. 3. State answers in tongue which one is most conformable to the interlocutor. 4. Use the emotional hue corresponding to hue, taken by the interlocutor. 5. More penetrating comprehending an emotional status of other, try to update and dilate sense of its message. It helps the interlocutor to express senses which one before it could not express. 6. Try to realise and perceive senses and thoughts which one have not been endways expressed by the interlocutor, but, probably, were implied in the message. Try to supply that is missed in the message, instead of simply yield the interlocutor a feedback. Vast empirical datas confirm, that exact empaticheskomu the understanding can train in rather short time (Cash and Vellema, 1979; Truax and Carkhuff, 1967). Confronting - most hardly operating form of the service lines in which one are mortgaged both possibilities of personal growth, and possibility of injury. It is possible to suspect, that dialogue in a form of confrontation descends, when operations of one person are routed on causing other to realise, analyze or change the interpersonal behaviour (Egan, 1975). At skilful usage confronting helps people more penetrating to research the behaviour and effectively to change it. Confronting will be more productive, if its pioneer: Instal positive relationships and deepens interconnection with people with which one contrasts itself; Expresses confronting in the form of the supposition or of a problem, instead of a request; SPK about fracturing behaviours of the partner, instead of its person, does not assign to its operations of prospective or blended motives; Executes confronting which one contains the constructive and positive beginnings; Enters confronting endways, does not twist facts, intentions and senses of the partner (Pfeiffer and Jones, 1973). The recipient will fall gain from confronting if it is open 4 a feedback and considers it as possibility to research. If the aerosphere in bunch yet did not become confidential, in reply to confronting in various forms of behaviour of team members defensive responses can appear. The confronting nature is linked to multiple targets. So, is intimate-personal confronting will not contain the constructive and valuable beginnings in the T-group oriented to the certain task. Skilful confronting requires keenness 2 a psychologic status of the recipient and realisation by an inductor of own motives. Therapeutic confronting can appear doubtful if it is conditioned by need to throw down a challenge, to punish or impose will, instead of desire to help and instal more close relations with other individual. The reticulated approach Many T-groups cannot waste time 2DAY occupations on building of characteristic social architecture, the long-term transpiring of the purposes and action plan yield. Therefore, chiefs of near-term bunches should be active, operating in many cases as participants, entering confronting and supplying a feedback throughout all time of developing of the bunches. " Structured "laboratory training session instal a particular purpose of each occurring and the task, operation, exercise 4 reaching of this purpose. Operations normally switch on the observations centred on such conceptually relevant components 4 T-group of the formation experience, as levels of involvement and agency, the norm, an aerosphere in bunch, decision making routine. The chief sets the fashion occupations, putting B4 bunch the problem, then the bunch works out the method of solution. Mapped out operations can be undertaken 4 stimulation of individual involvement and searching of ways of behaviour in such ranges, as the conflict resolution, competition and lead. For example, the bunch can be routed on building of the artificial company or of ideal company. Throughout all batch operation team members grant one another an interpersonal feedback, and the chief uses all possibilities 4 its provision. Psychocorrectional exercises concern to the reticulated T-group.
