스크랩 커플댄스 모임의 감수성과 촉진자(Facilitator)

[다윈_dawin21]

1. 감수성 훈련(http://www.hanal.org/  感受性訓練, sensitivity training)이란

지금 여기서 느끼는 생생한 감정을 주고받으며, 과거의 나에 얽매이거나

미래의 기대에 맞추어 사는 삶이 아닌 지금의 나로 인간 관계의 개선이나 지도성을 양성하며  오롯이 살아가는 방법을

경험되어지는 과정 속에서 배우고, 자연스럽게 익히며, 문제라고 보는 나의 관점과 타인의 관점에 얽매이지 않고 관을 넘어서
사람과 사람이 만나는 훈련의 장입니다.
사회적 감수성은
① 자기가 소속원의 한 사람으로서 활동하고 있는 집단 ·조직 ·사회의 역동적 활동과 그 경향성,
② 집단 속에 있는 각 개인의 감정과 언동, 그것이 타인에게 미치는 영향,
③ 집단에서의 각 개인의 역할,
④ 각 개인이 자유롭게 되고, 책임의 주체가 되어가는 과정,
⑤ 집단이나 조직이 변혁되어가는 역동적 과정을 깨닫는 통찰력 등을 가리키고, 선천적이기보다는 체험적 학습에 의하여 발전한다.

'의사소통', '대인관계', 등에서 좀 더 자유롭고 싶은 분들에게 권합니다.

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인간관계를 통한 감수성훈련

(Sensitivity Training in Human Relations)

♣ 인간관계의 이해

  인간은 사회적 동물로 “내”가 아닌 “타인”과 관계를 맺지 않고는 살아 갈수 없다. 또 타인과의 관계를 유지하고 지속하기 위해 많은 스트레스를 받기도 한다. 때로는 인간관계가 좋지 않기 때문에 노이로제에 걸리는 사람도 있다. 그런 사람들의 이야기를 들어보면 인간관계가 원만치 못한 원인이 그 사람들 자신에게 있는 경우가 적지 않다.

Harris는 개인이 자기와 타인에 대하여 생애동안 일관해서 취하는 「기본적 자세」에는 다음의 네 가지가 있다고 주장한다.

 1) 자기부정-타인긍정    2) 자기부정-타인부정    3) 자기긍정- 타인부정    4) 자기긍정-타인긍정

이러한 인간관계속에서 긍정적 인간관계를 만드는 타입이란 자기도 좋고 타인도 좋다는 태도를 취하는 사람이다. 그러나 이런 자세는 사람의 성장과정에서 필연적으로 도달되는 상태가 아니고 개인이 시간과 노력을 아끼지 않고 자기를 훈련하는 것에 의해 얻어지는 것이다.

♣ 우리의 마음은 4개의 창문

  ☞ 집단 경험 초기                    

A	B
C
	D

 

        →→→      

  ☞ 집단 경험 목표

A	B
C	D

A : 개방영역 - 너도 알고 나도 아는 영역, 자기나 타인에게 모두 자연스럽게 알려져 있다.

B : 장님영역 - 나는 모르지만 다른 사람은 나를 아는 면, 자기가 자기를 볼 수 없는 영역으로 장님영역이라 할 수 있다.

C : 은폐영역 - 자기는 알고 있으나 다른 사람에게는 비밀로 하는 면, 남에게는 숨겨진 곳이므로 은폐영역이라 한다.

D : 신비영역 - 자기도 모르고 타인도 모르는 무의식의 영역, 미지의 영역 또는 신비의 영역이기도하다.

♣ 훈련을 통하여 얻으려 하는 것

 첫째 - 자기 성장의 길

 1) 자기 이해 - 자기 자신의 가치관, 삶의 목적, 자신의 장ㆍ단점 등을 현실적으로 이해 한다.

 2) 자기 수용 - 자기 자신의 신체적 조건, 심리적 사실을 있는 그대로 받아드린다.

 3) 자기 개방 - 자신의 마음의 문을 활짝 열고 있는 그대로를 다른 사람에게 나타낸다.

 둘째 - 타인에 대한 올바른 발견

 1) 타인의 존재에 대한 깨달음  2) 타인을 통한 자신의 인식   3) ‘우리’ 가 되는 의식

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일반 목적과 특정 목표를 공유하는 소모임(필라땅고 연구회에 적용해 보기)
-촉진자(Facilitator)란 감수성 훈련을 진행하는 전문가이다. 촉진자 과정이란 집단의 역동을 촉진하기 위한 전문가를 양성해 가는 과정을 말한다.  촉진자의 핵심 역량은 참가자, 관찰자, 추진자, 조정자, 시범자, 지도자, 수용자, 지적자, 지지·칭찬·격려자, 창조자의 역할이 있다.
 

-체험한 것을 이성적으로 정리하기:
          즉 촉진에 대한 풍부한 경험을 체험의 상태로 그치는 것이 아니라 기본 철학을 이해하고 그에 맞는 이론까지도 설명해 낼 수 있는 기술. 하지만 그보다 지도자와 참가자가 혼열일치를 이루어 서로 배우며 사랑하는  삶을 실천해가는 과정이다. 참가자들끼리 만남속에서 사랑과 신뢰를 쌓아가고 풍요로워지는  삶들이 실천되면서 이것에 주변에 긍정적인 영향력을 주고 있다

2. Thinking, Feeling, and Behaving Model   by Dr. Gerald Corey
 커플 댄스 소그룹 다이내믹스 이해에 도움되는 모형

가. As group practitioners we pay attention to what group members are thinking, feeling, and doing.

땅고 동작 하나를 익힐 때, 발표회를 할 때, 토요 모임후 식사와 회의를 할 때, 구성원(우수회원)의 생각(해석), 느낌(판타시. 치유, 카타르시스), 행동(Body Language, 동작- 리드와 팔로우)을 모두 포함해서 공유해야 한다.

This entails attending to the cognitive, affective, and behavioral domains.   Combining these three domains is the basis for a powerful and comprehensive approach to counseling practice. From our perspective, if any of these dimensions is excluded, the therapeutic approach is incomplete.
We draw from approaches that focus on the cognitive domain(생각), which focuses on the thinking or thought processes of group members.  We typically challenge members to think about early decisions they have made about themselves.  We pay attention to members’ self-talk: How are members’ problems actually caused by the assumptions they make about themselves, about others, and about life? How do members create their own problems by the beliefs they hold? How can they begin to free themselves by critically eval‎uating the sentences they repeat to themselves? Many of our group techniques are designed to tap members’ thinking processes, to help them think about events in their lives and how they have interpreted these events, and to work on a cognitive level to change certain belief systems.

The affective domain(느낌) focuses on the feelings of group members. In working with group members, In the groups we lead, we help members identify and express their feelings. If members are able to experience the range of their feelings and talk about how certain events have affected them, their healing process is facilitated. If members feel listened to and understood, they are more likely to express feelings they have previously kept to themselves.  Many group members can benefit from an emotional catharsis (the release of pent-up feelings), but some cognitive work is also essential if the maximum benefit is to be gained.  Thus, we integrate cognitive and affective work in our groups.

The cognitive and affective domains are an essential part of the therapeutic process, but the behavioral domain (acting and doing)(행동) is also central to the change process.  Countless hours can be spent gaining insights and ventilating pent-up feelings, but at some point members need to get involved in an action-oriented program of change. Bringing feelings and thoughts together by applying them to real-life situations focused on current behavior is emphasized by behavior therapy and reality therapy. Group leaders can ask useful questions such as these: “What are you doing?” “Does your present behavior have a reasonable chance of getting you what you want now and will it take you in the direction you want to go?” If the focus of group work is on what people are doing, chances are greater that members will also be able to change their thinking and feeling.

Underlying our integrative emphasis on feeling, thinking, and behaving is our philosophical leaning toward the existential(실존) approach, which places primary emphasis on the role of choice and responsibility in the therapeutic process. We challenge people to look at the choices they do have, however limited they may be, and to accept responsibility for choosing for themselves. Most of what we do in our groups is based on the assumption that people can exercise their freedom to change situations. Thus, we encourage members to identify and clarify what they are thinking, feeling, and doing rather than attempting to change others.
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나. As a group leader(운영진), you bring your personal qualities, values, and life experiences to every group.  To promote growth in members' lives, you need to be open to exploring issues in your own life.  Some of the following are essential personal characteristics of the effective group leader:

§ Courage 용기
§ Willingness to model 솔선수범
§ Presence 같이 있어 줌
§ Goodwill and caring 선의와 관심
§ Belief in the group process 소모임 과정에 대한 신뢰
§ Openness 개방성
§ Becoming aware of your own culture 품앗이 연구 문화 인식
§ Nondefensiveness in coping with attacks  문제 노출과 적극적인 해결
§ Personal power 매력
§ Stamina 끈질긴 활력
§ Willingness to seek new experiences 새 체험을 찾으려는 열의
§ Self-awareness 자의식
§ Sense of humor  유모감
§ Inventiveness 독창적인 고안
§ Personal dedication and commitment 개인적인 헌신과 약속의 실천

 A large part of group leadership depends on the personal characteristics listed above, yet leaders also need to have a body of knowledge and a range of group-leadership skills.  Part of becoming a competent group counselor involves acquiring and refining group-leadership skills and being able to apply them in working with culturally diverse group members.  Competence is not something that is accomplished once and for all.  Training and personal experience are aspects of competence. 
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다. In forming a group(우수회원 선정시 고려 사항), you need to decide what your target population will be and most important of all is to determine what specific type of group you are designing.  Is it a therapy group?  A structured psychoeducational group?  A group for a specialized population?
Some specific areas to decide upon include:
· Group composition 우수회원 자격
· Group size 우수회원 수
· Frequency and duration of meetings 연구회 주 모임 횟수 및 시간
· Length of group 기수 기간
· Place for group meetings 모임 장소
· Open group versus closed group  개방 또는 봉쇄 모임
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라. 모임의 단계별 고려 사항 The working stage is characterized by productiveness, which builds on the effective work done in the initial and transition stages.  Mutuality and self-exploration increase, and the group is focused on making behavioral changes.  In actual practice the transition stage and the working stage merge with each other.  During the working stage, the group may return to earlier themes of trust, conflict, and reluctance to participate.  As the group takes on new challenges, deeper levels of trust will be achieved.  New conflicts may emerge as the group evolves, and commitment is necessary to do the difficult work of moving forward. All members may not be able to function at the same level of intensity, and some may remain on the periphery, holding back and being more afraid to take risks.  Indeed, there are individual differences among members at all of the stages of a group. Productive  work occurs at all stages of a group, not just at the working stage, but the quality and depth of the work takes different forms at various developmental phases of the group. For a variety of reasons, some groups may never reach a working stage.  However, in this case significant learning often occurs and individuals may still benefit from their group experience.

 The final stage is a time to further identify what was learned and to decide how this new learning can become part of daily living.  Group activities include terminating, summarizing, pulling together loose ends, and integrating and interpreting the group experience.  As the  group is ending, the focus is on conceptualization and bringing closure to the group experience.  During the termination process, the group will deal with feelings of separation, address unfinished concerns that members may have, review the group experience, engage in practicing new behaviors that members may want to take into their daily life, design action plans, identify strategies for coping with relapse, and build a supportive network.
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마. Specific Member Goals 기수별 우수회원의 목표
 
 A main task of the early phase is to help members identify and refine personal and individual goals that will guide their participation in the group.  It is best to work with them to pinpoint specific ways they would like to change.

  - Clarity in Goals
The leader's theoretical orientation will influence the goal structure of the group.  Some theories focus on identifying and expressing feelings; other theories stress working to change patterns of thought; and other theories focus on behavioral change. 

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바.  우수회원의 역할 Role of Members:  A central role of members at this time is to recognize and deal with the many forms of resistance. Tasks include:
• recognizing and expressing any negative reactions.

   부정적인 반응 표현의 인지
• respecting one’s own resistances but working with them.

  개인의 저항을 존중하고 함께 문제 풀어 보기
• moving from dependence to independence.

  발표의 경우, 발표 커플에 의존하다가 본인이 독립해서 연구 발표해 보기
• learning how to confront others in a constructive manner. 건설적(Win-Win 나도 좋고 너도 좋고 방식)으로 갈등을 해결하는 방법 익히기
• being willing to face and deal with reactions toward what is occurring in the group. 필라땅고 모임에서 일어나는 반응을 agenda(회의 의제)로 발굴하고 같이 처리해 보기
• being willing to work through conflicts, rather than avoiding them.

갈등을 피하기 보다 함께 고민하고 나은 처방을 찾아 개선하기
Some of the problems that can arise with members at this time are:
어떤 문제의 경우

• Members may be categorized according to “problem types,” or they may limit themselves with some self-imposed label. 문제 유형의 우수회원은 자신만의 꼭지에만 매달린다.
• Members may refuse to express persistent feelings and thoughts, thus contributing to the climate of distrust. 지속적인 느낌과 생각을 표현하기를 거부하고 불신의 분위기를 조장한다.
• If confrontations are poorly handled, members may retreat into defensive postures, and issues will remain hidden. 대항을 잘못 다루면 우수회원은 방어적인 자세로 조용히 지내 버려서 이슈가 숨어 있는 상태로 발전한다. 
• Members may form subgroups and cliques, expressing negative reactions outside of the group but remaining silent in the group.

소모임이 분리되어 친한 우수회원과 소외되는 사람들이 생기게 된다.

 Leader Functions(운영진의 역할):  The major challenge facing leaders during the transition period is the need to intervene in the group in a sensitive and timely manner. The major task is to provide the encouragement and the challenge necessary for members to face and resolve conflicts and negative reactions that exist within the group and the resistances that stem from their defenses against anxiety. Groups need to move from a stage of conflict and confrontation to an effective level of relating. To meet this challenge, leaders have the following tasks:
• teaching members the value of recognizing and dealing fully with conflict situations 갈등 상황을 인지하고 충분히 다루려는 가치를 존중할 것
• assisting members to recognize their own patterns of defensiveness 우수회원의 특정 방어 유형을 알게 도와 주기
• teaching members to respect resistance and to work constructively with the many forms it takes
저항을 존중하되 모임 전체를 위해 윈-윈(Win-Win) 대안을 구체화해 보기

• providing a model for members by dealing directly and tactfully with any challenges, either personal or professional

개인과 댄스(직업) 관련 도전을 직접 그리고 전술적으로 다루도록 솔선수범할 것
• avoiding labeling members but learning how to understand certain problem behaviors

우수회원의 문제 유형 꼭지를 달기 보다 문제 행동을 이해하는 것을 배우기
• assisting members to become interdependent and independent

우수회원이 독립적이고 더 나아가 상호의존적 단계롤 성숙하도록 도와주기
• encouraging members to express reactions that pertain to here-and-now happenings in the sessions

토요 모임에서 여기 지금 관계에 대한 반응을 표현하는 기회를 제공하기

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사.  PROBLEMATIC BEHAVIORS IN A GROUP(문제 행동 사례)

A. Silence and Lack of Participation(침묵과 소극적인 참여)

Some silent group members may argue that their lack of verbal participation is not an index of their involvement. They may maintain that they are learning by listening and by identifying with others’ problems. These members may say that “I don’t feel like talking just to hear myself talk” or that when they have something important to contribute, they’ll do so. Group leaders should encourage these members to discuss their silence in the group. There are many reasons for nonparticipating behavior, and these should be explored. Group counselors have concerns about silent members because such members might be harmed by a group if they internalize reactions and not deal with their reactions in a group. Some of the reasons for lack of verbal participation are:
• politeness and waiting to be called on by the leader
• the feeling that one doesn’t have anything worthwhile to say
• the feeling that one shouldn’t talk about oneself or that one should be seen and not heard
• the fear of not knowing the appropriate thing to say or do
• a fear of certain members in the group or of the authority of the group leader
• resistance, particularly if the person doesn’t really want to be a member of the group
• uncertainty about how the group process works
• fear of being rejected or of being accepted
• lack of trust in the group
•  fear of leaks of confidentiality
It is important that members not be chastized for their silence but instead be invited to participate. There is a different outcome when a leader approaches members by expressing concerns rather than judgments for their silence.  Also, group leaders must be careful to avoid consistently calling on a silent person, for in this way the member is relieved of the responsibility of initiating interaction.

Silent members can be invited to explore what their silence means. They can be taught that others will not know of their involvement unless they express it in words. Furthermore, such members should know that others in the group are more likely to project onto them if they remain silent. The leader may ask such members to make a contract to speak at every session, sharing with the group at some point how they responded to the session that day.

Another way for the leader to handle this behavior is to ask the relatively silent members at the end of a session what it was like for them to be in the session.  They can also be asked whether they got from the session what they had wanted. If they indicate that there were some things they wanted to talk about but that time ran out before they got a chance, they can make a contract to be the first on the agenda at the next group meeting. 

B. Monopolistic Behavior(독불장군식 행동)

 Both silent and monopolizing behaviors may share common motivations, yet these behavioral styles are manifested differently.  At the other end of the participation continuum is the person who exhibits a high degree of self-centeredness by monopolizing the activities of the group. The member who monopolizes is continually “identifying with others”— that is, taking others’ statements as openings for detailed stories about his or her own life. Because of a great need to talk, this person prevents others from getting their share of group time. People sometimes operate under the assumption that a good group member is one who talks a lot. Leaders need to help such members explore the possible dynamics of their behavior. They may be talking excessively out of anxiety, they may be accustomed to being ignored, or they may be attempting to keep control of the group.

C. Storytelling(자아 얘기 늘어 놓기)

 Self-disclosure is frequently misunderstood by some group members to mean a lengthy recitation about their life, past and present. If they are confronted about continually relating their detailed history, they sometimes express resentment, maintaining that they are risking disclosing themselves. In teaching group process, leaders need to differentiate between pseudodisclosure, which is merely talking about oneself or about others and life situations, and disclosure of what a person is thinking and feeling now.

  During the beginning stages of a group the leader may allow some storytelling, for people who are new to groups frequently need to hear facts about others or to share some of their own past. However, if storytelling behavior becomes a familiar style (either for the whole group or for one member), the leader should recognize this problem and deal with it.

Storytelling used as a defense can be any form of talking about out-of-group life that is done so in a detached way.  Although the member telling the story is giving many details, he or she is unknown.  Feedback from the group given directly, without judgment, can assist the person to speak in personal terms and keep the focus on feelings, thoughts, and reactions. However, all storytelling should not be thought of as negative or a sign of resistance.  Leaders can assist members in telling their stories in a way that is likely to keep the interest of others.  

D. Questioning(건설적이지 않은 질문)

 Another counterproductive form of behavior in the group is questioning that resembles interrogation. Some members develop a style of relating that involves questioning others, and they intervene at inappropriate times in unhelpful ways.  People who habitually ask questions should be helped to see that this behavior generally is not helpful for them or for others.  Asking an abundance of questions of others may be a way of hiding, of remaining safe and unknown in a group. A member who habitually asks questions of others expects them to disclose who they are, yet the questioner remains unknown.

 It is not enough for leader to continuously state, “Don’t ask questions, but make statements.”  What is more helpful is to educate members about the function of questions and how asking questions can often be distracting.  If members can be made to understand that questions not only intrude on others but also keep the questioner’s feelings about others disguised, there is a good chance that they will change. Practice for behavior change might consist of trying to make only direct statements. Questions often arouse defensiveness, whereas personal statements are less likely to do so.

Group leaders might say to members who question as a pattern: “What prompted you to ask...?” “How come you want to know?” “What are you aware of right now that makes you want to ask that question?” Or “Tell [the person] what led up to your question.”  

E. Giving Advice(충고하기)

 A problem behavior that is related to questioning is giving advice. It is one thing to offer a perception or opinion to other members and quite another to tell people what they should feel or what they should or shouldn’t do. Members can be asked to share the way in which they struggle with a particular problem, rather than giving others their suggested solutions to a problem.  Members learn more from one another if they hear how other deal with a problem as opposed to hearing what they “should” do to solve a problem.  Hopefully, a group will provide members with a context where they can develop problem-solving skills and arrive at their own answers. 

F. Intellectualizing

 Some cognitive work is a necessary part of group process, but it should be integrated with members’ feelings. When group members discuss, in a very detached way as though out of intellectual interest, topics that for most people are emotionally laden, they can be said to be intellectualizing.

Most of us rely on our intellect. Nothing is amiss in using our intellectual faculties, but when intellectualizing is used as a defense against experiencing feelings it may become problematic in a person’s life and in his or her functioning in a group. Members should think about their concerns, but in a group situation it is helpful for them to talk about how these concerns pertain to their own lives.  People who intellectualize need to be made aware of what they’re doing. A question you might raise with members who rely heavily on their intellect is: “Does what you are doing most of the time get you what you want? Is this something you want to change?”

As with other counterproductive styles, a defensive purpose is being served. You ought to ask yourself whether you’re competent to deal with what would be revealed should the defenses be given up. Avoid making quick judgments about members who do not readily display intense emotions and labeling them as “removed from their feelings” or “detached.” This defensive strategy is often employed by individuals who have become overwhelmed by feelings at some point in the past. 
---참고 http://www.asgw.org/best.htm

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http://38women.women21.or.kr/sub07_01.htm

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