Sinton technology

Author — T.V. Gagin

This article was published in N 19/2000 of the weekly «School Psychologist» of the publishing house «First of September». All rights to this publication belong to the author and publisher.

The proposed material summarizes the experience of the seminar «The Practice of Conducting Groups of Social and Psychological Training», which is being held for the second year at the Center for Humanitarian Research «Amber» in Ufa. In the last, December issue of «School Psychologist» (see No. 48, 1999), I read very interesting reviews of the book by N.I. Kozlov «Formula of Personality». It seemed to me that they showed a tendency to identify the popular (in various senses of the word) books by N.I. Kozlov with daily work on the Synton program. And this is not entirely true. As far as I know, this does not quite coincide even with N.I. Kozlov. In practice, he is more cautious and measured than in literary work.

Working over the past seven years on various training programs, including the Synton program, communicating with the leaders, with fellow psychologists both in our city and throughout the country (by mail), I can testify that in reality Synton’s trainings (which, by the way, do not claim to be either correction or therapeutic work) turn out to be very useful, successful and quite accessible for use.

I offer material (with a fairly detailed description of practice and examples), in which “calmly liberal” (the words of colleagues who also use Syntonian methods and to whom I sent the text for review-correction) describes the real state of affairs. Perhaps in this way we will reassure many and draw the attention of psychologists to the useful aspects of the work of the Sinton clubs.

NEEDED Clarifications

Talk about what Sinton is (and what Synton is not) has been going on for a long time. In my opinion, there are two questions here: what is Sinton today and what will it be. By the way, the second question is not identical to the question “what do we want to see Sinton in the future?” Practice always beats theory, doesn’t it?

Each of these questions has its own levels. Today Sinton is:

– programs of seminars and trainings, including the Synton program;

— leading trainings and courses;

— the people who go to trainings;

— local organizational structure;

— an emerging (15 years is not yet a term) direction in group, more broadly — practical psychology.

I am inclined to call all this together Synthon technology, because the main question, in my opinion, is how Synthon works and how to make it work better.

SYNTON TODAY

There are several variants of the Synthon program. Firstly, the oldest set (from «Contact Group» to «Sexology»), which, I am a witness, remains a strong and workable option. Secondly, «Practical psychology for every day» by Dmitry Ustinov. Thirdly, the option that was once called «Synthon-95» — from «Difficult Games» to «Personal Life». Fourthly, «Synthon-98», which differs from the rest not only in the name and layout of the exercises, but also in aspects of personal orientation.

Novice presenters reproduce the program very approximately (in the later versions of Sinton, much depends on the personal position, experience and human depth of Kozlov himself, and this is no longer broadcast 100%). Leaders who are stronger and more experienced (and I, too) run the program «for themselves» so that it sounds and works strongly and sincerely.

In this way,

The synthon program actually exists in three versions: in that led by Nikolai Ivanovich; in what can be called a copy (beginning imitation, and this is not bad — first you need it like this); in what experienced presenters make of the Synthon program.

All this is

A synton program, since it retains the basic and general that does not disappear, although it is presented and interpreted differently.

FROM LIFE TO LIFE…

If we consider the Synton program in its average form, that is, not flavored with cool (or, conversely, unimportant) work of the presenters, then the following main points can be distinguished in it.

There is a supportive atmosphere in the Synton program, stimulating a person, positively evaluating him. Most of the group comes to classes precisely for this, for kind and easy communication, for approval and support, more broadly — for that smart and interesting thing that can not always be found elsewhere. And the club gives it. The leader’s claims to such gurusality and imperishable thoughts are simply ignored.

Participants develop critical thinking: maladaptive attitudes (“troubles”) are loosened. How cool Igor Guberman puts it:

When someone teaches us life

At once I am speechless:

Life experience of an idiot

I myself have.

The Sinton people get acquainted with various problems — both psychological and moral. The experience of asking questions and the experience of finding answers is gained when getting acquainted with the variety of other people’s opinions and when analyzing one’s behavior in various exercises. The range of topics ranges from mundane to existential (existential). And the Synton program does not give answers. At least definitive answers.

The culture and breadth of thinking is developing. Naturally, not in absolute terms, but in relation to what the person came with. What else? Also learning the simplest basics of non-conflict behavior and technical tricks, which, leaving aside the questions “what?” and “why?” answer the old question of practical psychology “how?”. In fairness, it must be said that the proportion of such things in the Synthon program is small. To someone’s joy, to someone’s displeasure, but it’s true.

All? No, of course, there is still the psychology of family and marriage, the psychology of men and women, the psychology of life and attitudes towards death, the psychology of sexuality and child-parent relationships, and there is much more. But all this varies in the specific performance of different leaders.

WHAT WE ALWAYS HAVE

We always have:

— support for the desire to communicate with people and grow-change;

— assistance in the development of thinking and the disclosure of a wide horizon of psychological and philosophical questions that you need to answer yourself in the process of personal growth;

— frequently occurring answers — with an emphasis on the most socially useful (in a broad sense), identifying potential dangers, pluses and minuses of different choices.

This is what the Synthon program is in its deepest essence, over which specific classes, exercises, techniques and the personality of the leaders are built. Including, by the way, the personality of Nikolai Ivanovich Kozlov himself.

KOZLOV AND SINTON

Nikolai Ivanovich, of course, brings a lot of other things from himself. But from the moment he proclaimed the transmissibility (transferability) of the Synton methods, he refused (in fact, and it doesn’t matter what it seems to us) from the fact that he is the only person who determines the essence of the Synton program. From that moment on, she separated and lives her own life. And now Kozlov is Sinton, but

— it’s not only Kozlov. This is a direction in modern group psychological work.

LEADERS AND ORGANIZING STRUCTURE

So we have the following.

Synton-program and satellite training-courses-seminars.
Sinton-leaders and leading seminar-courses. This may or may not match. Usually the club has at least a Synthon host. Better if not alone.
Other leaders sometimes come to an already established club and do something one-time or regularly (rebirthing, or a ropes course, for example).

It is possible that the Synton program itself is taken in addition to something already existing. I think it’s good too.

It is clear that near-Synton leaders can appear only near strong Synton leaders. Otherwise, the syntonian presenters will be near something else. So there are also several options for Sinton:

— a strong club, where there is a lot of things;

— a club where there are several Sinton groups (and leaders);

— a club where there are several groups, but there is only one leader;

— just a group, it is also a club;

— a group or groups under some other structure.

In Sinton, group classes are held once a week for 3-4 hours. Actually, it is these groups that form the basis of the club’s work. The rest is around, if any. The structure of classes due to the scenarios is quite standardized. The main goals and objectives are the same. There is an explanatory note to the Synton program, where the contours are also indicated.

If the leader takes pieces of classes and exercises anywhere, including in Sinton’s training manuals, and constructs something only known to him, then he may be doing well, but he is not a Sinton leader and his offspring to Synton’s manifestations, probably , not applicable. It’s just different.

Thus, in the Sinton club there is at least one trained leader of the Synton program group (and the group itself), and a maximum of other leaders, other groups and additional courses also with their leaders. And among the additional courses may be training. Including Sinton-leaders. If the club falls into this space, then it is actually a Sinton club at one of the stages of development. Even if he did not deserve the formal right to bear this name. The question of quality is separate. But this is an important question.

WORKSHOP AND MASTER

There is also a master workshop. This is not the same as training sessions, although they are in the workshop. This is the place where not only virtually and intellectually, but live, those who reproduce Sinton not only quantitatively, but also move qualitatively, meet. Where ideas collide and merge, and where – this is important – professionals emerge and grow.

In addition to Kozlov, there are also well-known leaders, but they are known in Sinton, and not in big psychology. And, although Sasha Lyubimov’s book has already been published in the NLP series, there are still no major figures with their significant differences in the approach to Sinton. (Like, for example, Jung, Horney, Fromm in psychoanalysis, Bandura and Skinner in behaviorism, Grinder, Bandler, Atkinson and Diltz in NLP, Reich, Lowen and Feldenkrais in the body-oriented approach. These trends in psychology did not die with their founders , because there were more than one or two significant figures, there were not only faithful students, but also original and courageous thinkers.)

I believe that the very nature of Sinton will not allow anyone to be considered a heretic or apostate, and if we want Sinton to become a serious psychological trend, then our task is to look for and encourage those who can enrich it.

PEOPLE IN SYNTON

Here we must immediately highlight the main thing: no matter how high and moral goals Sinton sets, the people should not come to us. This is what we owe him. And we must go to the people with what they need, and not with what we need from them. And if our good has to be planted, and then also kept by force, then we are doing something wrong. Because he, the people, has his own (and very different) values. Yes, there are global and main ones: goodness, wisdom, love, life, freedom, path, etc. But they are also different for people.

Synton’s concern as a whole is that it is not enough for everyone in general, but — ideally — for all those to whom Synton can be useful.

People come to Sinton to take something for themselves. For this, he pays club fees, is friendly to the hosts and sometimes helps his club or just loves it. But to demand all this as a matter of course human “debt to Sinton” is not serious and destructive for Sinton.

It is clear that along with what a person wants to take (he has already matured), we can generously give even more. And if a person, with our help, takes it, that is, he thinks deeper and grows higher than he planned, that’s good. But if «those who are not happy, I will bend into a ram’s horn», as Barmaley said, then — let’s read the book of N.I. Kozlov “How to treat yourself and people”, and we will understand that first, before bringing happiness and goodness to others, we need to work on ourselves. And then think again. The people don’t owe anything to Sinton!

And what kind of people might need Sinton? By experience — students, young working people. (17-27 years old — crises of ego-identification and productivity, «Who am I?» and «What am I doing in my life?». However, these questions also concern those who are older, but in Sinton they rather teach them to ask such questions and look for an answer on their own than they answer directly.) In a word, people who think and are generally inclined to ask questions. And also for people who do not live quite comfortably (psychologically). People who are looking for warmth and emotional acceptance.

TO EVERYONE HIS OWN: THE OPTIMALIST APPROACH

The synthon program is built in such a way that with each lesson the topics deepen, the work becomes more complicated, and people grow. The composition of the groups changes over the year (with an average composition of 25-35 people), sometimes by a third, and sometimes by half. That is, some come and others go. (If you like, they are eliminated.) According to my observations, they leave when the topic that is close and necessary to them has ended and something that is not close to them yet begins. It happens (and often) that people come in a year or two and say: “You probably don’t remember me. I then left (left), without reaching the end. It was difficult for me then (bored). And now I’m interested in it.»

That is, a person takes as much as he needs now and as much as he can take, accept and “digest”. For the rest, he may come later. Maybe that’s enough for him. Maybe he will come somewhere else. Because there are many paths, and they converge only at the very top of the hill.

The synthon does not work for those chosen ones who are liked by the fussy host, but not for everyone in general (because then there is no complication of the program), but gives everyone his own, which I call the optimalist approach to work as opposed to the minimalist and maximalist, then there are freemen without rules and universal mandatory uniformity, respectively.

LEADER TRAINING

It is obvious that leaders need to be trained. And not only (and often not so much) the Synton program, but the basic skills of group work and psychological work in general. That is, personal skills and abilities — firstly, and the skills of working with a group — secondly. And only then — the Synton program: work with the body and voice (especially!), Rational-emotive techniques. The facilitators are given knowledge about the features of group dynamics in Sinton and how to manage it, about the formation of norms and values, about standard errors and what to do with all this.

HOW SYNTON IS MADE

It is also necessary to answer the main technological question: how it is done. Why do we talk about Sinton as a special approach, and not as another (albeit successful) attempt to reduce old and new exercises into a series of exercises (see, for example, books by A.S. Prutchenkov or V.I. Garbuzov).

It is clear that the one who uses the exercises from the collection is still very far from the real work according to Sinton, just like the one who is familiar with the “hot chair” technique is not yet a Gestaltist at all, and also knows how to distinguish the “Lowen arch” from the “pose bow” is not necessarily a professional body-oriented specialist, and reading about calibration and anchors is not quite a “nelper”.

First, let’s say the main thing. Synthon is not a separate world, not a teaching, and not a philosophy divorced from life. It has no more philosophy than the approaches of Fritz Perls or Jakob Moreno.

Synthon is a technology that not only its founder N.I. Kozlov, but any trained person. Preferably talented in working with people. And by the way, a trained and talented person can not only work, but also develop ideas further, introduce their findings, open horizons, etc. Synthon is an open technology.

At the same time, Sinton is not the only and inimitable technology in which there is “know-how” at every step and not a word in simplicity. Not at all. Synton, as a normal, realistic technology, perceives the achievements of other technologies in a businesslike manner. If only it would work.

Synthon is not the world. You don’t need to live according to Sinton, you need to work according to it — including on yourself. And you have to live in the world. This is also an answer to a letter from one of the Sinton hosts from Ukraine: if “in Sinton I will be what I need, but I will go out — and well, this charter and rules …”, then this is “making money and, by and large, a lie «.

The charter and rules are not needed in themselves (note that they are not valuable, they are needed, that is, they are useful), but in order for the skill of constructive — syntonic — communication to be instilled, entered into life and helped to live. In science, this is called internalization — a detailed conscious action that underlies learning and later automatic use.

As «the Sabbath for a man», so is the charter for life, and not vice versa. The charter is a game adopted in the club so that a useful business can be more easily inculcated. And to bring it into life, especially as its basis, is hardly reasonable. Life does not fit into the framework, it is richer, sorry for the banality.

As philosophers explained to me, there is such Godel’s theorem: «In any complex system there are positions that are equally unprovable and irrefutable within this system.» Life, as I understand it, is a system that is complex enough not to take seriously the cries of “not according to the charter!”. Including shouting at yourself.

Working on oneself is also life, but it is not the whole life. Because work on oneself should be for something, and not by itself. And in this work there should be a principle of reasonable sufficiency. A sort of «protection against a fool» so as not to overheat. Enough is when life works and gives a meaningful result.

And in life, there should be rest from work. Because then — other things being equal — you will do more.

PLACE AND ROLE

Not everyone needs synthon, and, moreover, it is not a panacea for everything. Sinton works for his age and social contingent (middle-income normal people aged 17-40; severely deprived, that is, destitute, will apparently not go here). It focuses on a certain theoretical and methodological base, as well as universal and socially significant values in a realistic (not to be confused with a materialistic) interpretation.

Specifically and briefly: Synton deals with people of older adolescence and adults close to the norm, works for personal growth and development (rather than correction), for adaptive (successful) socialization (search for one’s place in the world and society) and for the disclosure of creative potential of the individual. All.

It is clear that this is not the discovery of America, all psychology works for this. Yes exactly. Synthon is a direction in psychology, and it works for the same thing as all psychology. Therefore, lovers to join the only true Revelation have nothing to do here.

Everything else is the skill and unique personal qualities of the leaders and a matter of technology.

Within the framework of existing approaches to group work, the Synton program is a prolonged (as opposed to intensive) training in communication, personal growth and skills development (as opposed to correctional or training), which includes elements of the work of T-groups, theme-centered interaction groups, and encounter groups. (the term “group of meetings”, in our opinion, greatly distorts the real essence), skill training groups and role-playing games.

Sinton does not oppose any approach, it, like other approaches, offers its own base and its own tools for solving the range of problems available to it.

INTUITION, INSIGHT AND PROFESSIONAL KNOWLEDGE

Habitually sublimating libido …

D. Leontiev

Any work can only be considered professional when there are practically no random, irrational actions that do not have a conscious goal. The criterion of professional work is stable reproducibility of the result. Moreover, one in which the results are offered to the client in his real world, and not in a preliminary theoretical picture.

Simply put, if we first convince the client that there is a “super-ego”, “Parent and Child”, “sublimated libido”, “quasi-needs” in the world, and then we “open his eyes” to the fact that his super- The ego is its Parent, which forces the sublimation of libido through quasi-needs, we may achieve a shocked exclamation: “That’s it!”, But this is not work. Not yet. Now, if all this (or other) verbal tinsel helps a person to orient himself in something, to accept (or form and accept) a personal change that is useful to him and those around him, then another matter.

A person who has turned to a psychologist in general and to Sinton in particular does not have to share the technological “troubles” of the leader, it is not necessary (unless he wants to) even know about them, they just need to work, that is, give a person a result.

For example, in order to use household appliances, we do not need to understand electronics. And if it is necessary, then this is a bad household appliance, isn’t it? Similarly, we do not care how exactly the dentist does his job, as long as the teeth do not hurt.

Let those who want to learn this work and those who want to improve this mechanism or change it to fit their needs understand the “troubles” and the mechanism. Therefore, when we talk about the internal «mechanics» of our work, we cannot be satisfied with references to the unknown, «enlightened», magical (in various senses of the word), that is, not understood by the leader of the action. The principles of transferability and reproducibility require a clear understanding and understanding of what is being done and how.

When it comes to auras, chakras and contact with the Universe (cosmos) seriously, this is a cover for the fact that we do not know what we are doing and how it works.

Professional mastery is not an intuitive improvisation, but a unique — just for this case — combination of several techniques or technologies, regarding which it is clear to the facilitator what and how he is doing. Consequently, this can be reproduced again, explain what and how he did, why and why, and teach another. Mastery and art lies in the fact that the master was ready for this particular occasion, having managed to adequately select and use one or another combination of techniques.

True, there is one «but». With long and successful work, most of the intellectual and technical work of a class leader can take place in the background, as if unconsciously due to the already mentioned internalization mechanism, and from the outside look like a brilliant insight. However, if the situation is restored and the master is asked to comment on how he worked, he will do it.

HOW THE PROGRAM IS DONE

So, the main technical questions are “what?” (in the practical, not in the ideological sense) and “how?”.

The question «what?» is a question about the program. The standard Synton program is a detailed script from lesson to lesson, which forms the basis of the presenter’s real work.

Actually, the result is precisely the maintenance of the group, and not the scripts themselves. In passing, we note that the lesson scenarios do not require exact — word for word — reproduction, they are the basis and insurance (for a novice leader) of real classes. Disastrous for the group atmosphere is the reproduction of classes strictly according to the script. Synthon in practice begins to live when the presenter fills the script-insurance with live content.

The script starts with an idea. First, with the most general: what this or that cycle, seminar, course will be about in a broad sense. There are several courses in the Synton program itself, there are also related programs. Program options differ not only in the arrangement of specific exercises, but to a greater extent in the interpretation of the main issues and approaches that make up the essence — the inner idea.

We note here that we use the word «idea» not in a frightening «ideological» sense, but as a synonym for the general meaning, the inner content of the work. For example, the idea of the Art of Pleasing course was to teach girls the psychological nuances of building relationships with young people, and the specific implementation included behavioral skills.

The synthon program as a whole, let me remind you, “works for personal growth and development, for successful socialization and for unlocking the creative potential of the individual.” This is the general idea of Sinton.

Separate courses consider the psychology of relationships with oneself, with people around, building close personal relationships.

Courses consist of classes (blocks). Therefore, at the second stage, the ideas, themes and logic of these classes are formed.

If we consider, for example, the psychology of interaction with others, then, say, one lesson can be devoted to the mechanism of the conflict and ways to resolve it; the following will be about anticipation (anticipation) as a mechanism for the formation of relations, including benevolent (synthonic); it will be followed by a lesson on the ability to negotiate and cooperate, etc.

By doing a course on successful communication, we are likely to find space for classes on active listening techniques, pacing and leading, reflection of feelings, and persuasion skills.

Having clarified for ourselves the general idea and ideas of specific activities, as well as their logical sequence, we draw up a plan. The plan of the course, training, cycle — call it whatever you like. Then comes the time for methodological development.

HOW THE LESSON IS DEVELOPED (BLOCK)

A lesson can last 3-4 hours (standard Sinton) or stretch for a day, or even several days (intensive courses). Therefore, it is easier to talk about thematic blocks allocated on the basis of internal ideological unity.

There can be more than one block in one standard lesson, although traditionally one lesson is devoted to one topic. There can be no more than two blocks in a two-day intensive. However, usually one block is laid just in 3-4 hours. It is so convenient for both the participants and the leader, and from the point of view of structuring the work.

The block structure in its most general form is as follows: introduction to the topic — the main part — summing up (and moving on to the next block).
In the Syntonian channel, these components are usually built like this.
Immersion in the atmosphere of the lesson (traditional greeting, setting up the text of the presenter).
An introductory exercise confirming the relevance of the topic. Topic suggestion.
Topic discussion. Participants express their views. Asking questions, deepening the topic.
The central exercise, where standard behavioral strategies are shown and participants talk about a simulated life situation (getting actual experience).
Summing up, discussion of the exercise, facilitator’s comments. (It is no longer the question of how, for example, to pilot a balloon, but the specific behavior of the participants in the proposed exercise that simulates human relations.)
In addition — an exercise for feedback or for mastering alternative models of behavior, intellectual action.
Completion of the lesson (traditional farewell, curtailment of the specific training atmosphere).

Of course, the structure of a particular session or unit may have variations: the central exercise may be replaced by two or even three, an intermediate discussion may be added, and so on. However, most of the classes fit into the proposed scheme.

HOW THE EXERCISE IS DONE

By the word “exercise” we mean a certain part of the lesson, namely: the actual exercise, discussion (in a general group, in microgroups, in pairs, in a “carousel”), tuning texts, games and situations that simulate reality. Exercises are conditionally divided into behavioral, mood and ideological.

The main content of the exercise in the broad sense of the word (in the narrow sense it is a synonym for the word «training») is the development or analysis of a certain behavior, work with the emotional state (mood), with values, with beliefs, with attitudes, with a picture of the world, — in a word, with worldview. We call any such piece of the lesson an exercise.

In the lesson scheme proposed above, each part may consist of one or more exercises (rarely more than two).

It is clear that in almost every exercise there are several goals (semantic layers): the main goal of the Synton program, the goal of the lesson, the specific goal of the exercise itself.

We must say right away that not every exercise pursues its own goals. Without comprehension, discussion and comments, psychological training quickly turns into game technology (if it is carried out qualitatively) or simply into “games”. This also applies to Sinton. In principle, it is also possible to make “play games” out of it, if you ignore the psychological, actually Syntonian component. I saw it.

Interestingly, from the same exercise (according to the formal sequence of tasks) with different comments, one can extract very different material for discussing and understanding certain problems. A classic example: the exercise “The Blind and the Guide”: here both the accelerated formation of a group space (tactile contact contributes), and an approach to the topic of trust in others, more widely — to people, more widely — to the world; here is the analysis of the strategy of behavior in society and the world, the analysis of the internal attitude towards people; there is also a field for comments on mutual understanding, etc.

Finally, there are two more layers in the exercises: meaningful (in all the above senses) and structural and organizational (group management, organization of space — and, as a result, the group’s efficiency and effectiveness).

I have come across trainings where meaningful exercises are clearly and gu.e. alternate with organizational ones. In Synthon, this is usually done thinner. The construction of the lesson (sequence of work) usually takes into account the needs of the group space-time, but for this it uses the possibilities of the same exercises that serve the meaning. It is obvious that the same topic can be worked out based on different exercises.

It is traditionally believed that it is better for a group not to be in the same type of work for more than 15-20 minutes. However, the closer to the middle of the lesson, the more time can be spent on one exercise: in the beginning, the people have not “rolled in” yet, and towards the end, they are already tired. Complicated, time-consuming exercises are usually designed so that the tasks are either offered step by step (that is, structural breaks are provided) or the activities are varied. Good examples are exercises like the Balloon, the Desert Island, or the Talent Game.

Any exercise usually has three parts: introduction, main part and exit.

In the introduction, the facilitator explains what will happen and why, and gives a “setting” — it forms an atmosphere appropriate for work. That is, it creates motivation and conditions for training.

In the main part, the participants work (discuss, model situations, analyze, gain experience, etc.).

The exit from the exercise serves either to sum up the intermediate results and move on to the next exercise (and then it becomes a new introduction), or for a serious analysis of the work done, comments on the experience gained, etc. In this case, the exit becomes the main meaningful part of the exercise, without which all the previous one is just a pastime.

Psychological training is primarily done by analysis and comments of what has been done, and in this sense, analysis and summing up are the main content of the lesson, and not these or other memorable exercises.

Thus, the exercise should serve the general purposes of the session and the program, and not be carried out out of the blue simply because there is time for it. The exercise needs a mood (sometimes with a demonstration, sometimes with the voice and behavior of the presenter), it needs a way out-understanding.

WHERE EXERCISES, CLASSES, PROGRAMS COME FROM

Firstly, in the Synton program and accompanying training manuals, classes are spelled out in detail. With all exercises. Secondly, there are a lot of collections and books in soft (and now in hard) covers, where the authors, among other things, describe a couple, or even dozens of exercises.

I have many of these books on my shelves. The only problem is that usually the exercises in them are simply collected in a row, and they are written anyhow, that is, they are unsuitable for direct use. And here I would like to mention one important feature of Sinton (I have not yet seen this in any psychological community): there is a culture of detailed and high-quality methodical prescribing of successful experience: did it yourself — make life easier for a colleague. Share! Traditionally, psychologists, especially commercially oriented ones, are in no hurry to share developments not only with “competitors”, but also with those who work side by side. Market! Man to man — you know who.

Difficulties begin when you want to do something that is either not in the Synton program and satellite courses, or (disgrace!) is not spelled out. There are two ways: first, you can take ready-made exercises from books (but there is usually only the “body” of the exercise), remake it to fit your needs, goals, refine the setting and exit; second — you can do the exercise for your goals.

In the second case, the following steps are necessary.

Set a clear (within the framework of the lesson) goal of the exercise: to predict the topic that we want to go to based on its results.
Imagine real situations and behavior in which the problem of interest to us usually manifests itself.
Simulate a situation in which standard tendencies (behavior strategies) appear in different variants.
Streamline the model: clarify the proposed circumstances, rules, restrictions, the essence of the task, time.
Prepare the appropriate setting (up to the point that at first, write down the text in detail, indicating the desired intonations).
Think through possible options for the final discussion-comprehension.
Conduct pilot sessions (at first 2-3 at least to separate the momentary from the general patterns).
Write down the entire text in detail, taking into account the changes, the need for which becomes clear after the actual exercise.
Calmly carry out the exercise in working mode.

Here is one of my favorite modeling exercises as an example.

Exercise «Talent Game»

Participants become in a circle.

Leading. You probably remember the parable about the servants of a rich man who, when leaving, entrusted them with his wealth. One buried the money, another put it into growth, the third began to trade. The owner, returning, rewarded each according to his deserts. But there are other ways to manage money: both more stupid, and wiser, and more beautiful, and, perhaps, more monetary. Now each of you will be able to play the role of these servants.

Get it at USD. (If not everyone has money, you need to distribute pre-prepared «talents» — symbolic coins.)

Try to solve this problem. You have 10 minutes to prepare — you can cooperate in groups, you can think one by one. During this time, you must find the best way to manage your money. This is free play. Think. But remember — your ideas need to be implemented right now, without leaving the training room. You have 30 minutes to do this. Only your c.u. have real value. Other items and other money cannot participate in the game and are not considered valuables.

There is a game.

Leading. Everything, from now on, the transfer of money from hand to hand is prohibited. Sat in a circle. Who actually has how much money? Applause!

Now share with each other who did what and why. What worked especially well and what didn’t work? What did you find interesting about others?

After the discussion, the facilitator comments on the game.

There are several standard comments in this game.

First, «to make the best use of» is perceived as «multiply.» But this is only an option. After one of the games, a conversation took place with a girl who behaved energetically and aggressively, not embarrassed to snatch a hundred euros (old) from the hands of a careless person or extort blackmail and threats: “Why do you need this?” “To get more money.” — «What for?» “To start your own business.” — «What for?» “To make more money.” — «What for?» «To do something good for somebody.» Interesting? Meanwhile, the boy from whom she stole a stow.e.evka (what is already there), danced with another girl and whispered merrily. Question: Were they okay? — «Yes». – “It turns out that you can do something good and directly?”

Secondly, an episode from another game. The young man energetically offers options to make money. But here it is «burned out». (A group of girls made an investment company and ruined many.) The young man is quiet and sits vacantly in the corner. Then a girl approaches him (who likes him), who has not yet participated in scams and is not burning with such a desire. Just sat down to talk. The guy is silent and feels awkward (without money — a loser?). But the girl was wise. Affectionately, casually, she asks for help in managing her stow.e.evka, or at least take it for safekeeping. Persuaded. The guy didn’t run to “invest”, he was already a scientist, but he came to life, began to talk, and by the end of the game this couple felt noticeably better, more confident and “alive” than others, even those who “shod” everyone.

Girls! Remember that young people (good people) without money often feel subhuman. Persuasion will not help the case, even if your arguments are very clever. Lending money openly and constantly — spoil his attitude towards you. Look for wise moves. Trust and help. Unless, of course, you want to continue the relationship.

Specifically: the girl did not take up multiplication, but, in my opinion, managed the money very well. (To the question of the «best image».)

And finally, thirdly. Most, with rare exceptions, perceive this game as a task to «earn more.» The participants in the game rush forward, but after fifteen minutes a good half walks with their hands down — it doesn’t work.

The main moves for a quick increase in wealth are usually the following: a game (thimble, cards), financial fraud (interest, mortgage), begging («nice girls», «well good»). In a word, deceit. Business in most cases is perceived as a scam. Almost all the young people who participated in the game linked these two concepts into one. Exceptions? Four young men who are really working in private business. They were the only ones who bet not on deceit, but on deed. They may be in the game, but they began to do business (rolled on their hands, undertook to blow on those who were hot, even tried to make souvenirs). And they made money.

Further in the lesson, this topic is developed — “doing business”.

MANAGEMENT OF THE SYNTON GROUP

When we talk about running a group, we mean: joining and managing a group, working with group dynamics (stages of group development and formation, group goals, norms and values), working with group space, etc. Next, I want to dwell on the features of this process in Syntonian groups.

Entering a group

Entry into a group, that is, offering oneself to the group as a leader, is traditionally carried out at the time of group formation. So from the very beginning of the group, the leader becomes the group-forming center around which everything happens. At the same time, the motivation of the group to work with this leader is achieved by providing participants with a choice among several leaders in a demonstration lesson. After him, people approach the one who best meets exactly their ideas about «their leader.»

Then, in the first one and a half to two months, many participants will visit classes with different leaders and, as a result, they will choose the group (and that leader) where they are most comfortable. Democracy and freedom of choice!

It is important here that the leaders in one club are not varieties of the same type (then the difference will be at the “worse-better” level and the people will simply gather at one person’s place), but they are personally different. This will provide creative diversity in the style of conducting, in approaches to the same topics and activities, and in the ways of presenting ideas.

The unity of purpose, structure of classes and basic approaches is provided by the Synton program, and the personal diversity of the leaders allows you to work effectively with different people.

If there is only one leader in the club or “all as one”, then all those glorious people to whom Sinton is actually close, but the specific performance is not quite, will leave Sinton, and not just from a specific leader. If there are several leaders (someone is more cheerful, someone is deeper, someone is calmer, someone is more energetic), then the person receives Sinton in the most convenient performance for him.

Leaders in Sinton are different! But if the leader of Sinton in the classroom does something completely different, for example, leads a transactional analysis group, then he is probably doing well, but this is no longer Sinton. Leading Sinton are different, but they work according to Sinton. And the Gestaltists follow the Gestalt. Is it logical?

The first lesson can be considered as the next stage of the leader’s entry into the group. Because the demonstration session was led by several facilitators, and perhaps someone else set the tone.

But on this first Tuesday (or Friday, or Wednesday), the people already came to their group, which is associated precisely with this leader. And it will be a source of information for the participants about what Sinton is in practice and whether it is worth going to it. The leader looks at the people, but the people also look at him. So how do you get started?

Over time, this is no longer a question: leaders with experience have no problem in leading the first lesson as if it were not the first. The participants, as always, came, the leader, as always, works, all the traditions, rules, actions of the leader and the fact that the group works stably are normal and natural. Strange if not.

In fact, the leader’s task is to move from mutual evaluation to regular work from the very first steps. Such usual and naturalness from the first steps is achieved by meeting the expectations of the group and forming her habitual perception of the leader as a leader. Not a spiritual leader and guru, but someone who establishes and ensures the process. That is, it works for the people: it serves its work and results. Including tricky questions and smart comments.

Compliance with the expectations of the majority is ensured: the people knew where they were going, first of all; who did not know, saw at a demonstration lesson — this is second; who is not here, probably has not come — this is third. Therefore, those who unexpectedly ended up not at all where they wanted are few, and they will quite democratically make their choice: they will not come next time.

It doesn’t take much effort to please everyone. Most expect from the presenter exactly the work that he stated. And it needs to be done. And here it is appropriate to quote V.Yu. Bolshakova: “A psychologist is not obliged to serve everyone. His profession is not old enough for that.”

As for educating participants in the habit of working under the guidance of a leader, this is done in the following way. Since the people came to work, but still do not know how it is accepted here, the first instructions will be self-evident. And the more often it will be like this at first (the facilitator’s requests to do something will logically follow from the whole situation of the lesson), the sooner the people will get used to the fact that the facilitator says and offers exactly what is needed. These proposals and requests are benevolent and calm. It is hardly worth «giving orders» or «giving instructions» — the very form will cause resistance. “Learning to live” is probably not worth it either.

Let the first requests relate to the organization of work: «Let’s sit (stand up) in a circle.» It is understandable why not stand up. «Look closely at each other.» We would have done it ourselves on the sly, but here — direct permission. Well, good. We look. And the leader is the one who can resolve.

To make it more convenient for the group to work, order is needed. To do this, everyone is offered leaflets with questions-tips. Fine. Yes, and hints in a situation where everything is not yet clear is a good thing. Along the way, it is stated that we are working here, not hanging out.

In a word, all the actions of the presenter are explained by the benefits, convenience and expediency in terms of work and results. And his proposals-requests do not require titanic efforts to be fulfilled. Is that a little more than usual, concentration and attention. So this is understandable, the participants are working — from the first minutes, and very easy tasks will simply be boring for them.

So 15-20 minutes of the first lesson pass, and the group is already working. She is busy with business, and this is the best proof of the viability of the presenter. More precisely, such a question does not arise at all. Everything is going as it should be: the host is in charge, the participants are working.

For lovers of accuracy, an explanation: there is such a theory about cognitive dissonance. According to it, new information is perceived easily and naturally, if it is no more than one fifth of what is already known and accepted by a person.

Among Milton Erickson’s models of work is the 5-4-3-2-1 technique, the essence of which (very goo!) is that information is easily digested if it comes as the fifth sentence after four completely obvious ones: «You sit in a chair, your feet on the floor, your hands on your knees, your eyes closed, and you may want to sit comfortably … »

Thus, the group quite easily follows the leader’s instructions regarding the exercise, if before that she had already calmly and without tension agreed with his proposals at least four times. For example, the leader says: “Let’s stand in a circle … It is customary for us to stand so that girls stand to the right and left of the boys (if the composition allows). Boys who would be pleased to stand next to a girl, please raise your hands! Thank you. Then stand up like real men! By the way, smile at each other. And let’s take a closer look at those with whom, by the will of fate, we ended up right here and now. What kind of people could they be?

Statements about the goals and objectives of the work work in a similar way: “We have gathered here to engage in psychological practice: to learn to better understand ourselves and people — what drives us, what and why we do it, to understand human relationships, to get acquainted with psychological techniques and boundaries. their application.» As long as the facilitator says what the people expect to hear, he can be sure that the participants will adequately respond to his requests and tasks.

Working with group dynamics

The leader, being at the first lessons the spokesman for the goals of the participants (what we do), values (for the sake of what we do) and norms (how we do it), he can set these very norms and goals himself (within reasonable limits, that is, for now everything what he says, in general, corresponds to the principle of «one-fifth of what is already accepted»).

To be more precise, the facilitator gets the right to develop and specify the goals and propose specific norms for their achievement. And even carefully offer options for approaches to values. Including critical options (while relying on values of a higher order).

Here it is necessary to maintain sanity and set only those norms that will be supported. It should be perfectly clear to the people how the proposed rule can be used to achieve meaningful goals. Unrealistic norms will be ignored one way or another, and there can be no forceful solution: Sinton is a voluntary matter. Plus, the experience of ignoring the norm proposed by the leader will lower his general status. Therefore, nothing beyond measure!

It is no secret that such a position is usually reserved for the group leader. In the Sinton group, in addition to the leader, as a rule, there is no alternative leader. The strongest participants work for the group together with the leader, and there are no special conflicts. Just as there is practically no fixed scheme for the distribution of roles. This is one of the features of group dynamics in Syntone.

The standard regularities of group dynamics are characteristic of the standard group (not Syntonian). Namely: the quantitative composition of the group — 9-12 people, it is practically unchanged; the group during its existence regularly meets (ideally, the participants are together all the time the group operates); does not have a formal structure, that is, relationships and activities develop spontaneously; the leader (and other external circumstances) does not actively interfere in the course of the group process (the leader is either emphatically neutral or included in this process on an equal footing with the others).

Such a group is characterized by the following stages of development: acquaintance-conflict-performance-dying. The role distribution is usually the following: leader, support group, expert, alternative leader, outcast, other roles. A unique process of formation of values, goals and norms takes place in the group (which serves as the basis for the struggle for role distribution in the conflict stage and then fixes the final status of the participants, so to speak, provides the ideological basis for the informal structure of the group) and other standard phenomena of group dynamics.

The Syntone group has the following significant differences. Firstly, it is not closed and, as a result, its composition is unstable. During the year, new people appear, experienced people leave. Secondly, there are large groups in Sinton (usually more than 20-25 people). Thirdly, in Sinton there is an organizing principle — a script, and there is a clear leader and leader of the group — the leader. Obviously, therefore, the group dynamics in Syntone is non-standard. That is, it still exists, and its patterns work. But not as directly as in the standard group.

The so-called controlled group dynamics takes place in Syntone. And it is controlled by the host (if it works as it should).

What gives him such an opportunity?

The openness of the group and the constant influx of new people, plus simply changing the actual composition of the group from lesson to lesson, does not allow participants to clearly pass through the stages of group development. The group is simultaneously in the stage of formation-acquaintance, and in the stage of conflict-role distribution, and in the stage of stable performance. And the stage of the conflict is the least expressed. Its immanent (internal) basis — the division of power through the struggle for the right to establish norms and values - is not relevant: as we have already said, most of the intra-group values, goals and norms are proposed (based on the participants and the experience they gained in the exercises) by the leader himself. He also acts as a leader and as an expert rolled into one.

Sometimes, however, in the course of work, the leader steps aside, transferring leadership in the group to someone who can and wants to exercise it in any particular situation. He himself transmits, he himself takes back when the time allotted for work ends. Momentarily, all normal processes are going on in the group and roles are being distributed. But every time is like the first time. In some exercises of the brightest leaders, the facilitator deliberately deprives the speech or even the opportunity to participate so that the rest do not have the desire to blame everything on a popular person.

In general, the facilitator establishes both norms and goals, as well as role distribution in the group. That is, he actively manages it on the basis of a script program. But in some specific situations, the group experiences everything live, without the insurance of the leader, who moves away for the time being. Therefore, although there are many bright and active participants in the Syntonian groups, we usually do not observe individual leadership. And that means a pronounced long-term conflict.

True, there are situational conflicts. And if they are useful, the leader uses them. He does not fight himself. He asks questions and comments, avoiding peremptory and categorical. It is this state of affairs that makes the Synton group quite manageable and efficient almost until the very end of the training.

Group space and leader position

In the hall where the Synton group works, such options for organizing space are usually used.

Sitting circle (most often for discussion). The leader can sit with everyone and participate in the conversation, or he can be outside the circle and throw up questions and tasks.
Standing circle (settings and quick polling). The leader can stand together with everyone or be inside the circle (not standing in one place, but not flickering either).
«Carousel» — two concentric circles, where people usually face each other. Work goes in pairs, but with a periodic change of partner. The presenter is usually outside the carousel, although it happens that he is inside.
Sitting circles-microgroups (discussion of issues, clarification of points of view, formation of a common opinion or feedback). The leader can sit down to circles, and can move from one group to another.
Standing microgroups-teams (usually exercises associated with direct action). The leader here directs the process, so he is on the sidelines.
Free circulation and meetings of participants. Usually for such meetings-mini-discussions, topics-questions are proposed. And the host walks around the hall among the participants and maintains a working atmosphere.
The audience facing the host, or «stage» (role-play, «golden» and «black» chair, other «heart-to-heart talks»). If the presenter takes the floor, he may be in the place of the speaker, and if he simply organizes what is happening, then usually somewhere on the edge of the «stage».

All these positions differ not only formally, but also affect the mood and perception of the participants of both the tasks themselves and the role of the facilitator.

PARTICIPANTS

We have already found out that the people in Sinton are a purely voluntary phenomenon. But where does it come from anyway? More precisely, in line with our conversation, where and how do we get it?

There are three traditional ways to attract people to Sinton groups:

— thoughtful advertisements;

— «word of mouth», when those who have already visited the club bring their acquaintances and friends;

— coordinates in the books of N.I. Kozlov. People read books, call, ask, come to the club.

In the course of work, as we have already said, some people come, some leave. Of course, no one is holding back. The question of where to look for something useful and smart for your life, everyone decides for himself. Here Synthon is one of the options. However, the option is good.

It should be noted that the same person does not attend classes in Sinton for more than two (rarely three) years. We don’t have a goal of keeping people around for as long as possible. A person comes to take something for himself, takes it, says “thank you” and goes on in life, using what he received. Everything is good. Synton for life (and for a person), and not vice versa.

It is unlikely that the host should be worried if a person, after completing the course, stops coming to the club. Anxiety can rather be caused by the fact that a Syntonian is “hanging out” in a club, if the main life is going on for a person here. However, this usually does not happen. And if anything, the host can talk, ask questions, offer to think …

SYNTON’S APPROACH TO MAN

Obviously, the psychologists working in Sinton have something in common in their approach to people, to their work, in their worldview and in the scientific and theoretical tradition.

Today, as far as I understand, it is often difficult for presenters, especially beginners, against the backdrop of the breathtakingly energetic and productive personality of the “founding father” to separate what in Synton is general Synton and what is personally Kozlov, which is ridiculous and stupid to copy and reproduce. And harmful. For Sinton and for myself personally. People are different, and Nikolai Ivanovich is also a person.

The main provisions of the general syntonian approach to a person (which, in my opinion, was aptly called realistic in the book «Formula of Personality») are as follows.

In every person there are very contradictory motives and tendencies. It is hardly necessary to develop them all indiscriminately. Therefore, Sinton proposes to work on those qualities that make a person’s life smarter, kinder and more fruitful for loved ones, for others and, in a broad sense, for society.

At the same time, Sinton defends the need for free and conscious acceptance of any choice, that is, he prefers not to drive into goodness and common sense with dogmas and requirements. This honestly shows all alternatives and their possible short-term and long-term consequences. The priority for Sinton is goodness, and not endless immersion in oneself, personal success, all-round — including unsafe — self-realization, etc. This, however, does not mean that self-immersion, personal success, and so on (the approach is realistic) are alien to the Sinton approach. This approach to priorities makes Sinton related to Adler’s individual psychology. Remember his «social interest»?

Sinton remembers that people are different, and does not fit everyone with a single measure. May everyone live as good a life as they can realistically. Still, it will be better than abandoning doing good altogether. And who can do more — let him do more. In this sense, there is no quantitative norm. The norm is the direction of life.

Syntone focuses on the development of an average person, and not on the support of an average disadvantaged person. In reality, this means that Sinton is not touched by looking at a mentally healthy person: “What a fine fellow, what a big man!” This is not a goal, this is a normal basis. Big guy? Fine. What are you doing with this health? Where are you applying it? And in general — do you use it or proudly carry yourself through life — and that’s all?

All this does not negate the need to put in order those who are not mentally «healthy» yet. But the development does not end there. This is a way station. They put it in order — that means they brought it to the start. And now the journey begins. Right?

Self-improvement in Sinton is not a goal, but a means. Why does a person make himself better? Sinton believes that if a person’s stay in the world is good mainly only for him, then the latter will not lose anything from the removal of such a person from the world. Then man is a rudiment closed on himself on the body of life. That he is (improved or unfortunate), that he is not. A person begins to be in the world when he participates in something greater than himself.

They say, «everyone is worth as much as the cost of what he fusses about.» And then the real existence in the world begins from the moment when a person begins to cost more than just himself. When he is seriously interested in something and someone outside himself, beloved. This understanding makes Sinton related to Maslow’s idea of self-actualization.

However, all of the above is possible only at the level of a person who has put himself in order, that is, who has gone through a stage of deep interest in his own person. And Synton also helps to get through this. Actually, Sinton, as a rule, finds everyone who comes to the club at some stage of personal growth, at which a person stalled for various reasons (it’s difficult, it’s not clear what’s next, laziness, confusion in values - but you never know what). People have different problems, and Sinton helps to get through the current stage to the next. And convey the idea that the next stage (and crisis) is not the last.

Sinton’s «normal person» is one who, while serving his existence qualitatively, sees in it not an end in itself, but the basis for a kind and creative return to the world. Having given himself the necessary share of attention (and having accepted from the world what is needed for this), he turns the rest of the share of warmth, love, kindness and wise power outward.

WHAT SYNTHON TO BE

Programs

I see no reason to bring all existing Synthon programs to a single version. Rather, it is necessary to highlight their nuances-differences and provide the presenters with the opportunity to compose their programs. Encourage the emergence of new options, but ask the authors to give a detailed comment: why is it better, more convenient and more efficient.

Over time, you can reach the level of comprehension of each option: for what age and social strata, for what requests, for what worldview of the leaders.

In addition, I would like to see the prescribed manuals and programs of near-Synthonic trainings continue to appear. Did it well — describe it and let the people use it.

Leading

I suppose we must accept the fact that the leaders in Sinton are of different levels. The very weak ones are eliminated in the course of work (they stop going to them), the rest are gradually pulled up (life forces them). It is important that workshops, training seminars, and the exchange of experience develop.

I imagine the training of leaders as follows.

Basic seminar, acquaintance with the Synton program (or its passage, if possible).
A workshop, various topical seminars (and outside of Sinton, if there is not yet in Sinton, and perhaps there will not be), increasing general professionalism and applying it to Sinton specifics.
Development and conduct of own classes, courses, seminars in the Synton program or in addition to it.
Teaching others what the leader is great at.
Access to the level of ideological development and development of Sinton.

Obviously, it should be accepted that in Synthon there should be a variety of ways of doing things. First, personal shades in the general direction, and over time, their own “schools”.

Handicraft

By this I mean work according to a template, without a soul.

I have observed the work of students-psychologists and novice colleagues a lot. One pattern is obvious here: the lack of knowledge is filled with enthusiasm. In reality, when leading a group, a person begins, at the very least, to talk «heart to heart» in the way that he still knows how to do, but now he feels «right». And that’s why it creeps into a person’s soul. From the best of intentions, bright and convincing. Only it is not always safe: the soul of a newly minted colleague is usually not too prepared for such interventions, and in general is not oriented towards the perception of another. More often, a novice leader finds his own in another (at least his understanding, and even his own, as they say, problems) and does this.

Therefore, the first level of professional training in psychological work is largely based on instilling such a professional quality: nothing personal — you are at work!

I strongly affirm: there can be no personal relationship with a client. The leader is a specialist, his task is to correctly apply the tools and get the result. Empathy is empathy with a person, and not drawing him into his own inner whirlpool.

Alas, such safety precautions are justified: most of those psychologists whom I know are humane precisely in the fact that they keep their soul and everything that is happening in it away from the person who came for help.

By the way, most techniques work with a handicraft approach. Often this is enough. There is nothing surprising here: a pot made by a good and experienced craftsman can also be filled with water, as well as a bowl, which is a work of art.

So such a training option, when the program is standardly “rolled out” at a good professional level, can often be better (in terms of results and from an ethical point of view) than violent emotional throwing of a dropout. I have come across both with those and others and I undertake to assert: it is better to have an average good than with a soul, but bad. Who is better? For who they work with.

However, I believe that there is still a «professional and with soul» option. That is, when the technical and artisan level is at its best, and the soul is invested. That’s when it turns out to be a work close to genius — not only is there a benefit, but beauty is born. However, this is not always the case and not everywhere. People are alive. Maybe there are no grandiose problems, but there are those that are “here and now”. And then professionalism rescues the virtuoso.

General conclusion: if a professional can do something with a soul, let him do it. And if everything is not all right in the soul, then let the professional work, and not his current mental difficulties.

Structure

The real strength of the center lies in its authority (that is, in maintaining the quality of the work of leaders, in new developments, in coordinating efforts and in supporting those who are in the process of becoming) and in the breadth of boundaries and frameworks that allow many things to be tried, searched for and found the best with confidence in the support of this center. Thus, the current structure — groups, clubs, centers around the country — will be preserved.

I believe that it is right to encourage the selection of non-commercial (that is, not at «scrap» prices) satellite courses for the Synton program for their Synton students. There are three benefits here: people get what they need and what is somehow inappropriate in the Synthon program (for example, just training seminars), Synton gets fame among those who were not specifically interested in it, plus, since many of these trainings are rather a luxury than everyday life, money. The latter will make it possible to keep Synton’s membership fees low. It turns out payback without robbery.

People

In objective reality, I hope nothing will change: the people will be able to live without Sinton, but Sinton will continue to strive to do as much good as possible. And the people here will voluntarily receive what will allow them to make their lives and those around them warmer, smarter, kinder and more successful.

As for the qualitative composition, I believe that the age limits (17-40 years old) will not change significantly. But the relative predominance of students over working young people, apparently, will decrease. There will be more of those who are already doing something in life, and therefore are not interested in “in general for life”, but in specifics: “how can I do (live) so that …”. Thus, there will be more meaningful goal setting, which means there will be deeper results.

Ideas and values

And all this will be in Sinton, and all this will be Sinton. Because here the basis is one thing: caring for people and the desire for them to live brighter, kinder, wiser both within themselves and with each other. In some groups, this will be based on cultivating a culture of communication, somewhere — on understanding one’s life experience and the experience of others, somewhere — on a complete and meaningful experience of interpersonal relationships, somewhere — on immersion in one’s inner world. But the main thing will remain: it is not enough not to do evil, it is not enough even to fight against evil, one must do good. And to do it actively and feasible. And just strong.

But not by force. Mild, benevolent violence (or pressure, if you will) is possible when people expect this approach, encourage it, and actively help it. But this is not the same as rigid frameworks and ultimatum imperatives: “either so or not at all.” In the latter case, firstly, many will simply leave and get nothing; secondly, there may be serious losses — the ability and desire to do it yourself. And then the one who hammered in must stand nearby all the time so that the other hammer does not drive in something of his own.

We want to help people make themselves. This is how it sounds in our classes: “Your choice is your business. And mine is to help you make a free choice: that is, to realize what exactly you choose, what will follow and what you will have to pay. But you choose. And you are responsible for it.”