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My Personality Traits And My Purpose – Technique Of Work With “BE DO HAVE” Deck

“BE DO HAVE” ASSOCIATIVE CARDS

Objective: change of developed views on achievement of defined purpose(goal), revaluation of qualities of own character in relation to achievement of this purpose, change of behavior strategy to achieve the goal.

Tasks:

·   to visualize an important goal

·   to realize the traits of character perceived as positive

·   to realize the traits of character perceived as negative

·   to come to a conclusion which of the traits of character help and which hinder the achievement of a specific goal

·   to plan the ways for correction (of character manifestations or goal).

Equipment: deck of metaphoric associative (projective) cards “BE, DO, HAVE”

Duration: 30 minutes.

Age range of application: after 16 years.

Work algorithm.

Introduction. “BE, DO, HAVE” deck of metaphoric associative (projective) cards is displayed on a table: half of cards images up, second half words up.

Main part.

1.  Think of some important purpose(goal) relevant for you at present. Choose a card with image to symbolize your purpose and put it before yourself.

2.  Then think of your most striking traits of character. Choose five cards with inscriptions of your character features that you like: we will call them the positive traits. If you did not find any feature of own character among the inscriptions on cards, choose a card with image that reflects the necessary trait.

3.  Now choose five cards with images that symbolize five traits of character that you do not like in yourself: we will call them the negative traits of character.

4.  Put the cards with positive traits of character on one side of your goal image, and the cards with negative traits on another. Take a good look what has turned-out. Assess, what of your personality traits laid before you help, and what – prevent you from achievement of the goal. You may expect a surprise. At this stage it can be that chosen purpose does not correspond to your personality, is not so important to fight for it and sacrifice for possible opening for its achievement as you are naturally averse of it.

5.  Time to make changes to your picture of interactions of character and purpose, as those traits of character not helpful to achieve the goal dictate you a certain behavior. What behavior would be effective instead? Find a card with a suitable inscription and cover with it the card hindering achievement of your purpose. Do so with each card preventing the goal achievement. When all cards of obstacles are covered, examine what turned-out attentively. If still necessary to add any card, do so. Memorize the resulting picture and store it in own inner world any convenient way. Then put all cards in a box.

Conclusions. The traits of character that we love in ourselves are not always helpful to achieve goals, and the traits of character that we reject are not always the ones that prevent us from achievement. This technique helps to be determine what actively or passively prevents us from reaching a certain goal important for us and to plan ways for change of own behavior or manifestations of character preventing its achievement. If such change is unacceptable, to answer the question why it is not possible to achieve the goal, and to reconsider it, perhaps.

© Eva Morozovsky

www.ewacards.com

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“I, Us, You, Them” Technique – group work with children

image description

Objective: development of reflection in relation to “self-image”, improvement of communication and interaction skills.

Tasks:

·           to realize own values, specific features, traits of character, motives

·           to be attentive to partners in exercise, to understand their self-presentation

·           to learn to build relationship and to interact with partners basing on common goals and values

·           to expand level of interactions from a dyad to small group (of four)

·           to manage to assert oneself and, at the same time, to treat with care and respect the manifested “self-images” of others.

Equipment: deck of metaphoric associative (projective) cards “Once Upon a Time” or/and “Hedgehog’s Tales”.

Duration: 30 minutes.

Age range of application: from 6 to 12 years.

Work algorithm.

Introduction. It is carried out in a group form. At first, the leader displays cards from “Hedgehog’s Tales” deck image up and suggests each participant to choose one card to represent oneself. If someone from participants wants to take two cards representing different part of their character, it is allowed to use two, but none more.

      Directions:

The leader says: “Now we will play the fairy tale characters. Choose a card with drawing of some character similar to you.” 5 minutes are allotted for choice of cards by entire group. Excess cards are put away in a box.

1.         Leader: “Now unite in pairs with a one beside you. In a pair, in turns, tell each other about yourself and those of your traits reflected by character chosen by you. It can be appearance, character, habits, hobbies, sympathies or antipathies, dreams. While you are listeners, be attentive, do not interrupt, neither criticize, nor argue about the features of a drawn character or partner  speaking. When everyone tells about oneself and own character, each pair thinks out what can their characters do together and what can they accomplish together regardless whether fantastic or real. You have 10 minutes for that.”

2.         Now, the leader asks each pair to unite with another pair to form fours. Each pair presents for the second time their characters and joint tasks, tells a story of their interaction. Then they are to create a joint task for all four characters and a story about its accomplishment.

3.         At the end of this work, group sits down in a circle and discusses the issues of what is “I, we, they” like? And who are “us” and “them”? Which of the characters was closest to you? With whom of the characters was it difficult for you to find common language? What was in the way? What helped? What can all of us together do well not in fantasy but in real life?”

Conclusions. This technique allows to realize a number of traits of own identity important in interaction with people around, to develop skills of constructive self-expression; also: attention, acceptance and respect for others; helps to learn to find strengths to interact and work in common in constructive manner. Key elements are self-knowledge and confidence, tolerance to others, constructive interaction with people around.

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Ladder Of Emotions Technique


Objective: development of emotional intelligence: consciousness, self-control, empathy, ability of understanding, discrimination, expression and conscious regulation of emotions.

Tasks:

·   to realize what of adverse emotional states is typical for you

·   to realize that emotions are controllable

·   to want to learn to regulate own emotional states

·   to realize the number of intermediate emotions between undesirable and desirable emotional states

·   to learn to pass quickly on the “ladder of emotions” from lower to top step.

Equipment: decks of metaphoric associative (projective) cards “Facebook” and/or “Family Album”.

Duration: 60 minutes.

Age range of application: development of emotional self-control is especially relevant for 12-16 year-olds, but this technique also yields good results at adults.

Work algorithm.

Introduction. Cards from portrait decks “Facebook” and “Family album” are displayed on a table. It is possible to manage with one of these decks, but it is better to have both. Psychologist should consider whether the client was tested for personality traits accentuation. If an accentuation is known, at initial stage, psychologist should have a talk with client, to softly draw attention to the adverse emotional states most characteristic for carriers of this accentuation of personality and connected with risk of unsuccessful personal development.

             Directions:

1.  The leader speaks to client: “Think of what emotional state arises rather often and causes you trouble, badly influences you; the state disturbing you in everyday life, which influence you would like to reduce. Choose a card of person enduring this emotional state. How have you learned that this person feels the same feeling?”

2.  The leader reports that this technique is not aimed for client to cease to experience this emotion at all, but instead, when situational triggers habitually start negative emotion, to immediately realize it and to quickly thread through the steps of emotional ladder from negative to desirable emotion.

3.  Now ask to select one more card: representing a person experiencing that emotion that client would like to experience instead of the chosen undesirable emotion. The leader watches that choice of replacement emotion was realistic e.g. “Berserker rage” can not be replaced with “serene happiness”, or “painful jealousy” can’t be substituted with “generous readiness to share”: in both cases more appropriate feelings will be tranquility, acceptance, or confidence. Then ask to comment on the second card: “How have you learned about the feelings this person has?” Pay attention to the mimic manifestations of emotion of interest.

4.  Ecology – a recognition stage. To suggest the client to look at a picture with face of human experiencing negative emotion, and to find positive traits in this emotion. To speak about something good for us in every state, how it protects us somehow, and that in a certain life situation that you don’t know yet can happen it can be appropriate and constructive. Therefore, our purpose is not to forget about this feeling forever but just not to get stuck in it when it does not do well to us and our relations with others.

5.  Ask client to choose intuitively from three to six cards forming “an emotional ladder” from the lower step (an undesirable emotional state we are working with), to the top (desirable emotional state). After the cards intuitively chosen and spread out one after another, we ask the client to try to answer what intermediate emotions are. For example, a chain from an undesirable state “rage” to a desirable “interest” can appear as: rage – indignation – disturbance – surprise – interest.

6.  Ask client to pass each step of an emotional ladder, feeling state after state. In case if, during the previous stage, client did not realize emotional content of faces on ladder steps, they will feel these emotions now and will be able to call them. Welcome the client to top step of ladder, a desirable emotional state. We repeat this stage two more times. “Ladder” is mastered, now the way how emotions quickly replace each other is familiar and already almost habitual to client, with a desirable state as an outcome. Each next passage of the steps of the ladder of emotions turns out quicker.

7.  Photograph the resulting cards on client’s mobile phone. Task the client to return to photo of emotional ladder once a day for three weeks.

Conclusions. Emotional states are, to a large extent, under control of a person. To learn to influence in due time own emotions, to stop destructive trends and to encourage constructive ones is an important task. It is necessary to study it since teen age. This technique visualizes the complex process of understanding and management of emotions as a number of simple steps manageable both by adult and teenager. Regular practice of this technique helps person to overcome habitual stereotypes of emergence of negative reactions in response to certain external factors.