Factors in the emergence of the state of involvement in educational activities. A technique for identifying and labeling an emotional reaction. emotion management technique

The skill I'm learning to develop is to move from head to body. Not bad helps in situations where the head is "swollen":

I really miss love.
What's stopping you from getting it?
- I'm not good enough, so everyone leaves me.
- Everyone throws everything?
- Well, not all ... but I left that one myself.
- So, after all, there are people in nature who can love you.
- I don’t want a Vasyatka with a mobile phone! (C)
- And what do you want?
- I really miss love.

Anyone who also has grief from the mind knows that it is useless to look for loopholes in order to get yourself out of these mental constructions. The head will always come up with a new obstacle.

There is a real, physical and emotional experience (when the elevator doors close, my breathing becomes ragged, I feel a tightness in my chest and a feeling as if I want to jump out of my body), and there is an interpretation of the mind, to which a "story" is also attached (at I was claustrophobic because my mother locked me in a closet as a child).

Thus, if you switch your attention from what is happening in the head to what is happening in real life with the body, you can find something interesting.

Firstly, it may turn out that the source of painful thoughts and sensations is not at all what was thought at the beginning. Here it can be like in that joke about a girl with a crazy smile, in which only pigtails were tightly braided. And a story about a client who, upon entering Tera’s office, suddenly felt that he would harm her, although they had been working normally together for five years already (the case turned out to be Tera’s new sweater, which looked like a long-forgotten sweater on the person who had her in childhood raped).

As a result, you can begin to solve a completely different question, which is a direct source of experiences. That is, the girl needs to undo her pigtails, and not drag her to a psychiatrist and put her on antipsychotics.

Secondly, it may turn out that what you want is not at all what was automatically interpreted according to sensations at the beginning, but something completely different. In a very dry, hot climate, the body's signals of thirst, for example, can begin to strongly resemble those of hunger. And I don't want to drink. At the first impulse, you feel that you want to EAT, and something plump and fat. Only if you listen to the body, you can guess what to DRINK after all. Moreover, dehydration signals are also similar to something else. Cutting in the stomach, for example.

As a result, you can start doing not at all what will solve the current problem, but what will worsen it. That is, following the automatic perception of the impulse, eat a lot of any fat, which dehydrates even more. And you just need to drink more water and continue to drink it regularly.

In other words, on the path where the signals enter the brain, and then the mind immediately assigns an interpretation to them, it is necessary to place a border guard with a document check.

I want to end my life...
- Why?
- Because I met the man of my dreams, but we can't be together! That's last time...
- Stand! What makes you think that this is the man of your dreams?
I felt it as soon as I saw him!
- What exactly did you feel?
- Love!
- More specifically.
- Ba-ling! My chest immediately warmed up! It happens only from love ... That's the last time ...
- Stand! Describe in detail what happened at that moment and what were the sensations in the body.
- What's the difference?! My life is over!!!
- Describe it.
- Okay!!! So ... I was sitting in a restaurant with a friend ... we were smoking ... it was dreary ... and then he entered. A friend says - look what a man. I leaned forward instinctively...my chest fell out of my cleavage...fell into a bowl of warm soup...I felt warm in my chest...Oh shit...so that's it!
- Yeah.

To say that all problems are so easily solved would be pop psychology. Just in a situation acute stress or when "my head is swollen," it is easier to keep "it made my chest warm at the sight of him" than to keep "my life is over."

"I'm walking down the street on a cloudy cold day, gray faces are all around, I'm lonely and no one loves me, and I have no future" - an unbearable construction. She has no solution at all.

"I'm walking down the street on a cloudy cold day, my chest is shrinking, my shoulders are hunched and my legs are cold" - endurable. And the closest to reality, because it describes the current moment, which is, and not the future, which is absolutely unknown. And you can do something with it - at least slightly change it.

When you get home, you can put your feet in a basin with warm water. This will not solve global life problems and will not bring immediate happiness, it will just make your legs feel warm, you can straighten your shoulders a little, at least in order to stretch your muscles, and then take a deep breath to straighten them a little. chest.

Maybe this will change the way of thinking a little. The train of thought will change and, who knows, new solutions may suddenly appear. And if it doesn’t change, it will help to live this day without a heart attack and the desire to kill yourself with an upsten.

To your attention, dear visitors of the site psychological help website various psychotechnics — psychological techniques and psychotherapeutic techniques, which are used in face-to-face and online psychological consultations and online psychotherapy. Also, these psychotechnics you can use it on your own to improve your mental state and get rid of various emotional problems: from stress and depression to fears and some neurotic disorders.

Data psychological, psychotherapeutic techniques very efficient, they have been tested and proven to work great experience. And if you have a real motivated desire to change yourself and your life, then these psychotechnics are just what you need - with the help of these psychological techniques, you yourself - if you, of course, are not in a critical situation - will make yourself free from negative life script and a lucky, happy person.

So, psychotechnics (psychological, psychotherapeutic technique) - "Hidden reinforcement"

Method 1 - Psychotechnics "Reinforcing Beliefs"

1. Create your hierarchy problem situations and accompanying automatic thoughts - 10-15.
2. For each situation, create a list of rational beliefs.
3. Next, you need to get into a state of relaxation using Silva psychotraining or self-hypnosis techniques. And in this relaxed state imagine the best way with which to deal with every situation.
   While immersed in the situation, think of the most reasonable and realistic beliefs possible and imagine the emotions and behaviors that generate new thinking.

   Imagine the scene, but this time imagine that you are thinking realistically. Imagine it as clearly as possible. Now imagine that you are experiencing realistic emotions and acting accordingly.
   Keep imagining it until you have completed the entire scene, thinking in the correct way and acting in the way you would most like to.
   Continue until you can reproduce this scene with ease.

4. Once the above images are very clear, imagine the possible consequences of the new thinking, not only in this situation, but in all such situations...
   

   Picture the best possible consequences new way of thinking.
   Imagine thinking realistically in all situations like this.
   What really good things will happen to you? How will your life improve?
   Don't just think about what might happen, but imagine how it happens.

   Continue until the image is vibrant and distinct.

5. Repeat this mind technique at least three times for each position.
   Do this until you stop having negative emotions when rendering this scene.
6. Continue the application of this psychotherapeutic technique, moving up the hierarchy that you wrote out in the first step of the psychotechnique.
7. It is advisable to record on video (for yourself) this psychological technique, for later viewing - three times a week.

METHOD 2 - hidden reinforcement psychotechnics…

Pass psychological tests

N.D. Levitov: “State is a holistic characteristic mental activity per certain period time; a characteristic showing the originality of the ongoing mental processes depending on the reflected objects and phenomena of reality, the previous state, the mental properties of the individual.

This definition especially emphasizes the dual nature of mental states - their connection with the external, objective world and inner world subject, up to such stable formations as character traits. V.A. Ganzen writes that mental states are an intermediate link between mental processes and personality traits. Moreover, the relationship between states and personality traits, as well as states and mental processes, is two-way, which is very important: it follows that by correcting a person’s mental states, it is possible to change his more stable manifestations over time.

"The mental state is a reflection of the situation by the personality in the form of a stable holistic syndrome (set) in the dynamics of mental activity, expressed in the unity of behavior and experience in the continuum of time."

Analyzing this definition, one can thus single out 2 important aspects in modern understanding mental states in domestic psychology: firstly, inseparable bond behavior and experiences: the human psyche is one, and the processes occurring inside always have an external expression. However, in order to draw a conclusion about the mental state of a person, both externally observed data and exclusively self-reports are not enough. Secondly, what follows from understanding the situation as a combination of not only external, but also internal factors, that is, including personality traits, we come to the conclusion that mental condition depends both on the conditions set from outside, and on the stable qualities of the personality, its system of motives, etc.

Thus, in order to obtain information about the mental state of a person, one can use some objective criteria (for example, by observing and fixing behavior), subjective criteria (oral or written stories of the subjects about their state) and products of activity. In our study, objective and subjective data are used to study the state of engagement.

Interestingly, the authors of both definitions presented above use the concept of integrity in their formulations. This leads us to think about the Gestalt direction in psychology, for which the phenomenon of integrity was the key.

Kurt Lewin in his works emphasized the influence of situational factors on the behavior of an individual. For example, in one of his most famous studies, he invited subjects into his office and, apologetically, left with a request to wait a bit. At that moment, the experiment actually began: Levin recorded what people were doing in his absence. And it turned out that regardless of gender, age, status, personal characteristics, there were actions that all the subjects did (for example, each rang the bell on the table). Or another experiment of his, closer in subject matter to our study: three groups of schoolchildren were engaged in a toy-making circle with teachers, the style of one of which was authoritarian, the other was democratic, and the third was conniving. 6 weeks after the start of the experiment, the behavior of the students during the classes, which at first was similar, began to differ markedly.

Thus, in this study, one can observe the influence of situational factors, such as, for example, the behavior of the teacher, on the activities of students.

Here is a classification of mental states compiled by N.D. Levitov. .

Personal and situational states; “in the first, the individual properties of a person are expressed first of all, and in the second - the features of the situation, which often cause a person to react uncharacteristically for him” Here it should be noted that one of the questions facing our study is the question of the place of the state of involvement on this continuum. We are studying the influence of both situational and personal factors in an attempt to find out what is more determining the occurrence of this condition.

Conditions that positively or negatively affect a person. As already mentioned, the state of involvement is inextricably linked to the activity in which it occurs. Consequently, the "sign" of influence on a person is largely determined by the specifics of this activity, as well as the motives and goals behind it. If we assume that the activity is constructive (as, for example, educational), then, among other things, we can note the psychotherapeutic function of the state of involvement, associated with the concentration of attention on the present, the experience of trust. own feelings(which K. Rogers in a broader sense called an organismic feeling), an emerging sense of power and competence, which allows you to increase self-esteem.

There is also a division of states into deeper and more superficial, long and short, more or less conscious. Depending on situational and personal characteristics, involvement in a particular activity can be at different points on these continuums.

In addition to "normal" states of consciousness, the authors distinguish between expanded and narrowed states of consciousness (SS). Kardash compares them, respectively, with a telescope and a microscope. Narrowed SS: “in mild forms, they are accompanied by intense mental activity or work that requires to a large extent concentration” - in some cases, the state of involvement can also be attributed to them. This addition reminds us of the role of attention in creating a state of involvement.

Mental involvement skills are key to DBT and are referred to as "core" skills because of their importance. These skills are taught first and come first on the diary cards patients complete each week. Mental engagement skills are psychological and behavioral versions of the meditation skills taught in Eastern spiritual practices. Most of all I borrowed from the practice of Zen, but these skills are quite compatible with most other Western and Eastern meditation practices. These include three “what” skills (observation, description, participation) and three “how” skills (non-critical attitude, focus on one thing in this moment time, efficiency). These skills are detailed in the Skills Training Manual... short description below.

Basic "what". This includes learning to observe, describe, and participate. The challenge is to develop a lifestyle based on conscious participation (as opposed to the unconscious participation that is characteristic of impulsive and mood-dependent behavior). As a rule, active observation and description of one's own behavioral reactions is necessary only in the course of learning a new behavior in the presence of certain difficulties or the need for changes. Let me give you a comparison: a beginner pianist pays a lot of attention to the position of his hands and fingers, he can count the rhythm of the music aloud, name the notes. With the formation of skills, the need for such actions disappears. However, if certain mistakes are reinforced during training, the pianist returns to observation and description until he has mastered the correct technique.

The first skill in the "what" category- observation, i.e. attention to events, emotions and other behavioral reactions, even if these reactions are unpleasant. The patient simply learns to consciously experience everything that is happening at the moment, instead of running away from the situation or trying to eliminate emotions (behavior that is subject to reduction). As a rule, the ability to pay attention to events requires a corresponding ability to look at the event from the outside; the observation of an event is distinct and separate from the event itself. (For example, watching walking and walking is completely Different things.) This emphasis on "living the moment" stems from both Eastern philosophical practices and Western ideas of unreinforced exposure as a method of dealing with automatic avoidance and fear responses.

The second skill in the "what" category consists in the verbal description of events and personal reactions. The ability to find appropriate verbal labels for behavioral and environmental events is essential for both successful communication and self-control. To form this skill, an individual must learn not to take their emotions and thoughts literally, that is, as a literal reflection of environmental events. For example, a feeling of fright does not necessarily indicate the presence real threat for the life or well-being of the individual. However, individuals with BPD often mistake their emotional responses for experiencing conditioning events. The patient confuses physical expressions of emotion (eg, "I feel stomach cramps, my breath catches") with the perception of the environment ("Exam session begins"), which gives rise to inadequate conclusions and thoughts ("I will fail the exam"). Thoughts are also taken literally, i.e. the individual takes his thoughts (“I think that no one loves me”) for real facts (“No one loves me”). One of the main goals of cognitive therapy is to test the correlation of thoughts and corresponding environmental events. An individual who is unable to separate his thoughts from real events, will be difficult in any therapeutic system. Interestingly, almost all therapeutic approaches emphasize the importance of helping patients observe and describe events. The method of free association in psychoanalysis, keeping a diary in behavioral therapy, recording thoughts, assumptions and beliefs in cognitive therapy, reflective response in client-centered therapy are examples of observing and describing behavioral responses and current events in patients' lives.

Third basic skill This group lies in the ability to participate without awareness of what is happening. “Participation” in this sense implies total immersion in the activities of the current moment without separating oneself from ongoing events and interactions. The quality of activity is characterized by spontaneity, the interaction between the individual and the environment is fluid and based (in part, but by no means entirely) on habit. Of course, participation can be without involvement. Each of us has sometimes become so lost in our own thoughts that we do not notice how we did certain actions - we got home, ate dinner, etc. However, participation can also be involved. Good example involved participation - experienced athlete who acts deftly and skillfully, but without awareness of his actions. Mental involvement - participation with attention, mental non-involvement - participation without attention.

Basic "how". The three following skills of mental involvement are related to how observation, description, and participation take place; they include an uncritical attitude, focus on one thing at a time, and efficiency (doing what is useful). An uncritical attitude means that the individual does not interpret something as either good or bad. This does not mean replacing a negative judgment with a positive one. Although individuals with BPD tend to judge both themselves and other people either extremely positively (idealizing themselves and others) or sharply negatively (devaluing real virtues), the goal is not to achieve more balanced judgments, but to avoid them altogether. judge. This is very important point. A person who is considered "good" can at any moment become "bad" for a patient with a critical attitude. In DBT, on the contrary, the emphasis is on the consequences of behavior and events. For example, the behavior of an individual may lead to painful consequences (for the individual or other people), or the outcome of events may be detrimental to the individual. Taking an uncritical position, the individual observes these consequences, may decide to change the events or behavior that caused them, but does not necessarily interpret these events or behavior as "bad". Everything is as it is, no more and no less. When Albert Ellis was asked how a rational-emotive therapist aboard an airplane would react to the threat of a crash, he is said to have replied, "If a man dies, he dies."

Mental involvement in general is associated with the quality of awareness of the activities performed. The next "how" task- learn to focus consciousness on the activity that is happening at the moment, and not distribute attention between different types activity or activity and abstract thoughts about extraneous matters. Achieving this focus requires attentional control, which is lacking in most BPD patients. Patients are often distracted by memories and images of the past, they worry about the future, they are visited intrusive thoughts about troubles bad mood Currently. Instead of focusing all their attention on the problems of the present (an example of involved anxiety) and, to some extent, solving current problems, they often worry, but do something else. The same problem is behind the problems of presence (physical and psychological) in the training of DBT skills that patients with BPD demonstrate. The patient must be taught how to focus on one task or one activity at a time, and to participate in it consciously and with attention.

The third task "how", efficiency, aims to reduce the tendency of patients to care about what is "right" and not to do what is really necessary or appropriate in a particular situation. Efficiency is the exact opposite of when the patient "to spite the conductor takes a ticket and walks." As our patients often say, efficiency is "playing by the rules" or "doing what works." From the point of view of Eastern meditation, the emphasis on effectiveness means "using useful tools". Obviously, the inability of patients to give up "right" in favor of what is necessary to achieve the goal is associated with the experience of being in a disabling environment. The main problem for many patients is whether they can trust their perceptions, their judgments and decisions, that is, whether their own actions can be adequate or "correct". However, an extreme emphasis on principle over outcome can lead BPD patients to often become frustrated or alienate others. And yet, each person can be so tired of fruitless efforts that he is ready to give up. It is sometimes much easier for patients with BPD to give up "correctness" in favor of efficiency only if it is seen as beneficial reaction, and not their own "surrender".