Awareness Games: Personal Growth through Group Interaction

Personal Growth through Group Interaction

CLAUS HOPER, ULRIKE KUTZLEB, ALKE STOBBE, & BERTRAM WEBER

Claus-Jurgen Hoper Ulrike Kutzleb Alke Stobbe Bertram Weber

Translated by Hilary Davies

AWARENESS GAMES Personal Growth through Group

Interaction

ST. MARTIN'S PRESS New York

Originally publis hed in Germany under the tit le Die Spielende Gruppe Copyrig ht :© 1974 by

Jugenddienst-Verlag, Wuppertal Translation Copyrig ht .�· 1975 by St. Martin's Press, I nc.

A l l rig hts reserved. For information, write:

St. Martin's Press 175 Fifth Avenue

New York, N.Y 10010 Manufactured in the United States of America

Designed by Robert Carola after t he German edition

Lib rary of Cong res s Catalog Card Number· 75-37964

Library of Congress Cataloging in Publication Data

Main entry under title:

Awareness games

Translation of Die spielende Gruppe Bibliography: p.

1. Group relations training. 2. Group games. I. Hoper, Claus-Jurgen.

HM134.s6913 1976 158' 1 75- 37964

Contents

Introduction

Key to Game Descriptions

I . Introducing Yourself and Getting Acquainted

1 Hiding names and finding them 18 2 Wall writing 19 3 The seat on my right is free 20 4 Remembering names 21 5 Name and gesture 22 6 Making contact 23 7 Exchanging group experiences 24

8 Expectations/misgivings 25 9 Introducing partners 27

10 Portrait and interview 29 11 Snailshell 30 12 Crossword puzzle 31 13 Distinctive features I 32 14 Distinctive features II 33

15 Choosi ng pictures 34

16 Snap judgment 35

11. Communication and Group Formation

Sending a message 40 2 Atom 41 3 Winking 42

4 Mary, where are you? 43

5 The Johnson family 44

6 High tide, low tide 45 7 Everybody do what John does 46

11

13

15

37

8 Rocket 47 9 The walk 48

10 Mirror pantomime 49 11 Group pantomime 50 12 Hands game I 51 13 Contrary game I 52 14 Contrary game I I 53 15 Human machine I 54 16 Rope exercise 55 17 Photo lotto 56 18 Making animal shapes 57 19 Forming sentences 58 20 Conversation 59 21 Advertisement story 60 22 Nonsense debate 61 23 Communication game 62 24 Building blocks game 63 25 Building a city 64 26 Building a tower I 65 27 Building a tower II 67 28 Group painting 68 29 Making a movie 69 30 Space game 70 31 Fashion model 73 32 Reporter 7 4 33 Decision 75 34 Everyone writes a letter 76 35 Behavior and effect 77 36 Who am I thinking of? 78 37 Settling in 79 38 Communication between the sexes 80 39 Fort 81

Ill. Observation and Perception

1 Observing a member of the group 87 2 Writing a report 88 3 Lie Detector 89 4 Description game I 90

5 Description game I I 91 6 Hands game II 92 7 Eyes game 93 8 What's changed? 94 9 Touching a person 95

10 Sheet game 96 11 Which of us is missing? 97 12 Pipe up, Johnny! 98 13 Whispers 99 14 "Telephone" 100 15 Rumor 101 16 Story chain 102 17 Mime chain 103 18 Deaf and dumb 104

Identification and Empathy 105

1 Controlling conversation 108 2 Trust your partner 109 3 Snake 110 4 Statue 111 5 Pyramid 112 6 Opposites 113 7 Famous strangers 114 8 Photo performance 115 9 Interrupted scene 116

10 Parent counselor 117 11 Guidance officer 118 12 Liberation from sex roles 120 13 Clubs 122 14 Speech! 123 15 Exchanging roles 124 16 Shadows 125 1 7 Telephone operator 126 18 Gibberish 12 7 19 Taking a trip 128 20 "Personal" 129 21 What would you do if? 130 22 Insulting the king 131

23 Analogies 132 24 People and objects 133 25 People and animals 134 26 Silent sociogram 135

V Aggression and Self-Assertion 13�

1 Bridge party 140 2 Self-assertion and conflict resolution 141 3 Flea market 143 4 Scapegoat 144 5 Idealists and realists 145 6 Eviction 146 7 Election speech 147 8 I want to-no you can't 148 9 But I do 149

10 Contrary game Ill 150 11 Pushing game 151 12 Pressure and counter-pressure 152 13 Party game 153 14 Balloon game 154 15 Self-assertion 155 16 Human machine II 156

Sources 151

AWARENESS GAMES

Introduction

Anyone concerned with group dynamics, particularly anyone who wants to put theory into practice, may wonder where to get directions o r suggest ions for · ' group dynam ics games. For th is col lection we have devised some new games and compi led and mod i f ied some ex ist ing ones . The games create areas with i n which h u man behav ior can b e exper ienced i n play form . They enable members of a g roup -to get to know their own behavior and i ts effect on others; -to experience various forms of commun ication consciously; -to express emotions and react appropriately to the emotions of

others; -to be confronted with confl icts and decisions ; -to observe, recogn ize , and change roles and f ixed behavior

patterns i n themselves; and -to experience and reject control and authority .

The effectiveness of the games depends largely on the competence of the game leader; this col lection is intended primari ly for students of group dynam ics and educators who have not on ly theoret ical knowledge but a l so s u ff ic ient exper ience of g roup games to determine the su itability of part icu lar games and foresee their consequ ences. The game leader m u st also understand h is own function in d i recting the games. Interest and good intentions are not enoug h . The games we present offer the opportu nity for emotional and social learn ing . In ou r selection we have favored games that create model s i tu ations where behavior patterns can be consciously perceived. These patterns can be discussed in the group and possibly altered. A d iscussion may also give rise to new responses which can be explored in a model situation, a game situation, without fear of possible consequences. A game without subsequent discussion therefore seems pointless ; discussion is an integral part of the game and cal ls for the participation of people not i nvolved in the game.

Games also offer the opportunity of sett ing group processes in motion, m aking the p layers aware of them and of how they may be used in the future.

11

This col lection shou ld not be regarded as a ser ies of ready-; made instructions-"a su itable game for every s ituation"-to bei carried out systematically (or even in the given order ) I nstead , we hope it wi l l stimu late readers to adapt the games to s u it their situation and improvise u sing their own ideas, and that readers will let us have reports of the i r experiences in putting it i nto practice.

And let's not forget that it 's in the nature of games to afford fun and pleasure !

Hamburg, June 1974

1 2

Claus-Jurgen Hoper

Ulrike Kutzleb

Alke Stobbe Bertram Weber

Key to Game Descriptions

Duration · Basica l ly, the t ime given is meant only as a rough gu ide. I t is intended, fi rst, to g ive you an approximate idea of how long the game w i l l last , and second (and more i mportant ) , to he lp answer the question : I s the game dragging on too long , or is the group "tearing through it" ? The length of a game a lso depends on the size of the group ; the suggested time refers to a group of the size recommended.

The du ration of a game is often so dependent on the composition of the group and the situation that it is impossib le for us to give an esti mated time. With many games the best rule is: "Only play as long as it 's fun.

Age group · This f igure shou ld also be regarded only as a gu ide. Upper and lower l im its depend on the composition of the group itself .

Size of group The nu mber of participants should not vary s ign i ficantly from the number g iven. If the g roup is too large the game leader and any observers wi l l not be ab le to keep track of the game, and not everyone wi l l be able to take part in the ensu ing d iscussion. Games played i n a group that is too large produce too many random i mpressions , and i n too small a group they may become monotonous because of a l ack of sti mul us.

Materials: Paper, pens, scissors, etc. that are needed for each game are l isted so that they may be assembled before the game is begu n and do not cause i nterruptions later

Learning goal: We have given the particular learn ing goal of a game o n ly when i t i s not a l ready apparent from the tit le , the chapter introduction, or description of the game.

Game sequence: A step-by-step description of the game.

What to watch out for: We have only incl uded criter ia that are essentia l for the game in question, not general ones.

1 3

Discussion aids: This category ind icates problems that may arise during the game that ought to be d iscussed, as wel l as questions that may be touched on in the game whi ch can be talked over independently. I t is often wise to play the game again after the d iscussion , in order to try out new behavior patterns.

Warning· Some games are not universally app l icab le. The chapter i ntroductions indicate general d ifficu lt ies; this category points to the special dangers to watch out for in each game. I t' s better to leave out a game rather than take an incalculable risk.

1 4

1. Introducing Yourself and Getting Acquainted

Introducing Yourself and Getting Acquainted

We have given the i ntrod uctory phase special treatment s ince it has a particu lar s ign i ficance for group dynamics. Chapters 2-5 (Com m u n i cat ion and G roup Format io n , Observat ion and Percept i o n , I d e n t i f i cat i o n a n d E m p a t h y , Aggress ion a n d Se l fAssertion) may be taken i n any order, but introd ucing you rself and gett ing acqu a inted m u st come f i rst . In the in troductory phase p layers reveal more than j u st the i r names; the pattern of each ind iv idual 's att itude, behavior, and ro le function with in the g roup i s a lso determined. Since th is phase requ ires considerable emotional involvement ( in some cases it may cause identity cr ises) the ind iv idual 's attitude here can be decisive for her or h is later position in the group. Behavior patterns that crystal l ize dur ing th is phase pref igure futu re behavior. And th is is precisely the function of the introd uction games: they not only set the group process in motion, but a lso make the i ndiv idual p layer consider and express her or h is expectations , m isgiv i ngs , and preconceptions in relat ion to herse l f or h i mse l f and to the g roup . These games revea l the g roup's tendencies i n the game situation, and point the way toward poss ib le learn i n g goals for subsequent g ames . I n other words the introduction phase should be understood and used as more than j ust an iso lated step at the beg i n n i ng of the group process.

The goals of the various i nt rod uction games are manifold : to bring about i n it ial contact between group members, to break down shyness and inhibit ions , and to help to overcome fears, such as the fear of talking in publ ic .

S ince the roles of ind ivid ual "players" are of equal importance and i nterchangeable, th is equality influences the overal l s ituation of each of the players: prejudices are more easi ly broken down, the formation of cl iques is p revented ; exist ing outsiders can more easi ly step out of role; and potential outsiders can integrate more read i ly into the group.

Game p lay ing that is not obvious ly goal-directed has its own v a l u e and shou ld be to le rated from the start . I t encourages spontaneity and more creative g roup work. The relative vagueness

1 6

of certain games' object ives a l l ows part ic ipants to assess the

situation tor themselves, to sound out the atmosphere-"How are

the oth ers be h av i n g ?" "Are peop le showi ng the i r fee l i ng s o r

concea l ing them?" Th is in it ial assessment o f the group not only

helps the ind ividual sympathize with others, but also makes each

person examine her- or h imself . Group me mbers are encouraged

not only to become conscious of their own impressions, feel ings ,

wishes , and expectat ions i n re lat ion to the g roup but a lso to express them and possibly put them into practice. This can resu lt in the emancipation of the indiv idual in relation to the group , as

wel l as the emancipation of the g roup as a whole in relation to the group leader.

In choos i ng games you s h o u l d consider the f o l l owi n g : Do members of the grou p know each other a l ready? Is the group accustomed to game-playi ng or not? Are they chi ldren , teenagers, or ad u lts? These condit ions wi l l large ly determine whether the participants in your group f ind it more or less d ifficult to do or say someth ing they are not used to , to speak to someone they don't know, or to talk in front of a large group of people .

You shou ld also keep in m ind i n the beginn ing that it is generally unwise to have group d iscussion on the behavior of ind iv iduals during games. Such d iscussion is only constructive when a mutual trust has developed between members, so that observations can be properly understood, considered , and discussed.

1 7

1 I ntroduci ng You rself and Getting Acquainted Hiding names and find ing them

Duration :

Age g roup :

S ize of grou p :

M aterials :

about 1 5 m inutes

ch i ldren and teenagers

8-20

f inger paints, felt pens, paper, cardboard , g lue or transparent tape, safety pins , etc.

P layers conceal their names on themselves in such a way that anyone who wishes to read them has to make d i rect contact. For instance : write your name on your arm in washable f inger paint and pul l your s leeve down over i t ; stick your name onto your belt buckle ; write you r name in m i rror writing ; write your name on a piece of paper and hang it around you r neck.

1 8

Age group :

Materials :

I ntroducing You rself and Getting Acquainted Wall writing

all ages

paper, d ifferent colored felt pens

2

Partic ipants introd uce themselves to the g roup one by one, by

wr i t ing the i r names and d rawing a pi cture of themse lves on a piece of paper on the wal l .

There may be discussion afterward (in pairs or i n the group ) about peo p l e ' s fee l i n g s a n d observat i o n s abo u t i nt rod u c i ng themselves.

What to watch out for·

What is people's handwrit ing l i ke-disjointed, angu lar, rhyth mic , large or smal l? Which colors do they use?

Warning:

I t's general ly unwise to col lect and analyze with the group observations on ind ividuals' behavior immediately after this game. Being "chal lenged" too soon often in t im idates members of the group so badly that it's impossible to cont inue working with them.

1 9

3 I ntroducing Yourself and G etting Acquainted The seat on my right is free

Duration :

Age g roup :

S i ze o f group :

a s long a s everyone i s enjoying i t ; not too long

chi ld ren and teenagers

8-20

Al l players sit in a c i rcle. One seat remains empty. The p layer to the left of the empty seat begins :

"The seat on my right i s free , I want [Sal ly] next to me.

The game should be played at a br isk pace.

Warning:

I t's important that everyone be involved in the game, so it is wise for the game leader to help d i rect the proceedings.

20

ouration :

Age group :

S ize of group :

I ntroducing Yourself and Getting Acquainted Remembering names

about 1 5 minutes

al l ages

4

depends on the probable memorizing talents of participants

The players sit in a circle. One says her or his name; the neighbor

on the left repeats the name and adds her or h is own . Then the neighbor on the left cont inues. Each player repeats al l the names that have been said so far and f inal ly adds her or his own. The game goes on unt i l everyone has h ad a turn. If the group is very large, players may repeat only the last fou r names.

Warning:

Since th is game ca l ls for purely cogni t ive memory ski l l , i t may cause embarrassment to some indiv iduals .

21

5 I ntroducing You rself and Getting Acquainted Name and gesture

Age group :

S ize of group :

a l l ages

optional

Everyone stands i n a circ le. One by one the players say their names and make some gesture or movement. The whole group repeats the name and the movement.

What to watch out for:

Which p layers make gestures by themselves? Which ones use partners? How much space do they take up in maki ng thei r gestures? Who breaks the ru les of the game by commenting on her or his own gestu re?

Warning:

Adults and very inhibited groups may be intim idated by having to express themselves nonverbal ly .

22

Age group :

S ize of g roup :

Learning goa l :

Introducing You rself and Gett ing Acquainted Making contact

all ages

not more than 20

making contact in an unfami l iar group

6

Every second p layer converses for f ive minutes with her or h i s neighbor o n t h e left.

One by one players i ntroduce themselves to the whole group , in any way they choose.

Every player converses with another whom she or he f inds sympathetic.

Possible extension: everyone introduces to the group the person she or he has just met.


Who chooses a partner? Who is chosen ? What d o peop le c o n s i d e r i m por tant to descr ibe abo u t themselves-name, fami ly s i tuation , age, status, hobbies, interest in the group, feelings, anxieties? What don't they tel l? Who talks for a long t ime. loudly, fl uently, hesitantly, clearly. or coherently?

Warning:

I t's general l y unwise to col lect and analyze with the group observations on ind iv iduals' behavior i mmediately after th is game. Being chal lenged too soon often i nt imidates members of the group so badly that i t 's impossible to conti nue working with them. Some people may be int im idated by having to speak in front of a large group or by having to choose a partner they l i ke .

23

7 I ntroducing You rself and Gett ing Acquainted Exchanging group experiences

Age g rou p :

S ize o f group :

Learning goal :

teenagers and adu lts with prev ious group experience

8-20

to respond to another person so that you car report to others what she or he says

Players form pairs, introduce themselves to each other, and give an account of a positive and/or negative experience they have hac in a g roup.

Partners then i ntrod uce each other to the group as a whole referring to what the other has j ust said .

Every pa i r then joins with another pair to d iscuss the poss ib i l it ie� and d iff icult ies of reciprocal introd uction.

If i t seems worthwhi le, the g roup as a whole may then d iscus� the various experiences of the ind iv iduals and groups.


Who chooses a partner to talk to? Who is chosen ? Who talks for a long t ime, loudly, f luently, hesitantly, clearly, o coherently? How prec ise ly are the partner 's remarks repo rte d ? Are therE omissions, addit ions, or shifts of emphasis? Which players correc their partners when they feel they are being misrepresented ?

Warning:

I t's general ly unwise to col lect and analyze with the group ob servations on ind iv iduals' behavior i mmed iate ly after th is game Being chal lenged too soon often i nt im idates members of the grou1 so badly that it's impossible to conti nue working with them. Som1 people may be i nt i midated by having to speak in front of a larg1 g roup or having to choose a partner.

24

Age group :

S ize o f group :

Learning goa l :

I ntroducing Yourself and Getting Acquai nted Expectat ions/misgivings

teenagers and adu lts

8-20

8

to respond to another person so that you can report to others what she or he says. You need to express your expectations and misgivings so that they can be taken into consideration in the course of group discussion

P layers form pa i rs , i nt roduce themselves to each other , and express the i r expectations and m isgiv ings concerning the group session .

Partners then introduce each other to the g rou p as a whole, referring to what the other has just said.

Every pair jo ins with another pair to discuss the possib i l ities and difficu lties of reciprocal introduction.

I f it seems worthwhi le , the group as a whole may then d iscuss the various expectations of ind iv iduals and groups.


Who chooses a partner? Who is chosen? Which people are able to formulate their true expectations and m isgivings? Who talks for a long t ime, loudly, fluently, hesitantly, clearly, or coherently? How precisely are each partner 's remarks reported ? Are there omissions, additions, or sh i fts of emphasis? Which p layers correct the ir partners when they feel they are being misrepresented?

25

Warning:

I t's general ly unwise to col lect and analyze with the g roup observations on ind iv iduals ' behavior immediately after this game. Being cha l lenged too soon often int imidates members of the g roup so badly that it's impossible to cont inue working with them. Some people may be inti midated by having to speak in f ront of a large group or having to choose a partner.

26

9 Introducing Yourself and Getting Acqua inted I ntroducing partners

Age grou p :

S ize o f grou p :

Mater ia ls :

Learn ing goal :

teenagers and adults

8-20 /

h a l f as m any p i eces of st r i ng as the re are participants, a l l the same color and length to respond to another person so that you can report to others what she or he says. You need to express you r expectations and m isgiv ings so that they can be taken into consideration in the cou rse of group discussion

The game leader holds the bundle of str ings in h is hand , with the ends protruding on either s ide so that no one can see which end is attached to which. Each part ic ipant takes an end, and in this way the g roup is divided into pairs who are "strung together

The "strung" partners tal k to each other for a fixed period of time. Possible topics : expectation s , wishes, anxiet ies, prob lems, plans.

Final ly the partners i ntroduce each other to the group .


Who talks for a long t ime, loudly, f luently, hesitantly, clearly, or coherently? How precisely are each partner's re marks reported? Are there omissions, addit ions, or sh ifts of emphasis? Which p layers correct their partners when they feel they are being misrepresented?

27

Warning:

I t' s general ly unwise to col lect and analyze with the group observations on ind ividuals ' behavior i mmed iately after th is game. Being challenged too soon often int im idates members of the group so badly that it's i mpossib le to continue working with them. Some people may be int imidated by having to speak in front of a large group. However, th is game i s eas ier than the t h ree before it (Games 6, 7 , and 8 ) since it does not i nvolve choosing partners.

28

Age g roup :

Introducing Yourself and Gett ing Acquainted Portrait and interview

S ize of grou p :

a l l ages

8-20

Mater ials : paper and crayons

1 0

Learning goal : to respond to another person so that you can report to others what she or he says

D raw lots for partners (for example with pieces of str ing) . Everyone d raws a portrait of her or his partner Everyone interviews her or his partner with certain pre-arranged

questions , such as : -What would you take with you to a desert is land? Why that

particu larly? -If you were an animal , what kind would you l i ke to be? Why that

one particu larly? -What would you do with $1 0,000? Why?

Partners i ntrod uce each other to the group as a whole , using the answers given.

29

1 1 Introd ucing Yourself and Getting Acquainted Snail shell

Age group: teenagers

S ize of group: 8-20

P layers form pairs. One partner crawls into a snai lshel l , in other words ro l ls up into a bal l, fig uratively shuts her- or h i mself off from the rest. The partner then tr ies to get her or h im to "come out of your she l l . Use both verbal and nonverbal means. Partners then change roles.

P ar tners d i scuss t h e i r e x pectat i o n s conc e r n i n g t h e g ro up session .

Partners introd uce one another to the g roup as a whole . E ach pair jo ins with another pair (chosen spontaneous ly) to

d iscuss the fol lowi ng quest ions for a l im ited t ime: -What was noticeable about the i ntroductions? -How easy or d ifficult were the reciprocal introductions?


What means are used to entice the partner out of the snai lshell? Do players choose partners of the same or the opposite sex? Who takes the in it iative, particu larly i n mixed-sex pairs?

Warning:

Partners of the same sex often manifest a fear of physical contact, which ought to be d iscussed.

30

I ntroducing You rse lf and Getting Acquainted Crossword puzzle

Duration :

Age group :

Size of group:

Learn ing goal :

about 112 hour

older ch i ldren , teenagers, and adu lts

paper and penci ls

making contact in an unfam i l iar group

1 2

Part ic ipants write their first names i n block letters on pieces of paper They then look for other p layers who h ave names or n icknames beg inn ing with any of the letters of the ir own f i rst n a mes . W h e n they f i n d appro p r i ate n a mes they w r ite t h e m crossword fashion below their own :

P AU L E N E T N N E E N R y

When everyone has f in ished the p layers form a circle and are g iven consecutive numbers. As the numbers are assigned. each p layer tr ies to identify the players whose names she or he has written down by noting their numbers next to their names.

Everyone introduces her- or hi mself to the group by name once more.


How is contact made-spontaneously, hesitantly, or nervously?

31

1 3 I ntroducing Yourself and Gett ing Acquainted Dist inctive features I

(Drawi ng concl usions about someone from a picture d rawn by the person)

Duration :

Age g roup :

S ize o f group :

Materials :

Learn ing goal :

1 112-2 hours


8-1 0

sheets of paper about 5 x 5 inches, fe lt pens and, i f avai lable, an opaque projector

self-representation through drawing

Players d raw pictures of themse lves on smal l pieces of paper, in which they try to characterize themselves by d ist inctive identifyi ng features.

The d rawings are shown to the group, if possib le by u sing an opaque projector.

P layers comment on their own drawings one by one. Then the other players attribute certain qual i t ies to the art i st :

-What n ickname could the artist have? -What kind of job could she or he have apart from her or his real

one? -What hobbies might she or he have? -How might she or he be expected to behave during the group

session ? The group discusses the variou s suggested attr ibutes .


Which players hesitate to begin their d rawings and are unsure of themselves? How are the d rawings judged-aggressively, hesitantly, harsh ly , or kindly?

Warning:

Adults often f ind it d ifficu lt to represent themselves and to act 1 spontaneously. j 32

Introducing You rself and Getting Acquainted Distinctive features I I 1 4

(Attr ibuting a picture to its artist)

Durat ion :

Age g roup :

Size of g roup:

Mater ia ls :

Learn ing goal :

1 hour

teenagers and ad ults

8-1 0

smal l sheets of paper , felt pens and, if avai l able , an opaque projector

self-representation through d rawing

P layers d raw pictures of themselves on small p ieces of paper, in which they try to characterize themselves by d istinctive identifyi ng features.

The d rawi n g s are nu mbered consecut ively , and a list of the nu mbers p u t on the wal l .

The d rawi n g s are show n to the g roup , i f poss ib le us i ng an opaque p rojector.

Each m e mber of the group writes down on her or his own sheet of paper w hich p icture she or he th inks was d rawn by which person ( it 's best if the p i ctures are shown o ne at a t ime, so everyone has t ime to m ake a decis ion about the i dentity of the artist).

E ach m e mber of the group wr ites her o r his choices beside the appro pr ia te n u m be r in the l i s t . The resu l ts are d iscu ssed-fo r instance, if the same choices recur .

The artists exp la in what they wanted their d rawings to express.

Warn ing:

Adu lts o ften f i nd it diff icu l t to rep resent themselves and to act spontaneous ly .

33

1 5 I ntroducing Yourself and Gett ing Acquainted Choosing p ictures

(Assessi ng people by the pi ctures they choose)

Duration :

Age grou p :

S i ze o f group :

Materials :

1 112-2 hours


1 0- 1 2

newspapers, scissors, thumb tacks, paper, and penci ls

Each p layer selects a newspaper picture that she or he l i kes. The pictures are pinned on the wal l .

Pl ayers write down the qua l it ies they would attr ibute to each person , judging by the picture she or he has chose n : -What n ickname cou ld t h i s person have? -What kind of job cou ld she or he have apart from her or his real I

one? -What hobbies might she or he have? -How might she or he be expected to behave during the group

session? The group s its in a c ircle and each player reads out her or his

associations with each picture. The g roup d iscusses the resu lts-a re the associat ions con· (

sistent, or do some pictures suggest d ifferent th ings to d ifferenl ·

people?

Possible variation:

Players choose pi ctures they don't l i ke.


Does any member's character or role in relation to the group seerr to be determined during th is early encou nter?

�m�:

I Associations can sometimes be shocking, so i t 's important that 1�1 game be thoroughly d iscussed and put into perspective .

34

Duration:

Age group :

Introducing Yourself and Getting Acquainted Snap j udgment

1 hour


Size of group : 8- 1 0

1 6

Learning goal : consciously making j udgments on the basis of a s ingle remark

One player stands in front of the g roup for two minutes and then says whatever comes into her or h is head .

The other p layers attr ibute certa in qua l ities to th is person : -What n ickname could th i s person have? -What k i nd of job cou ld she or he have apart from her or his real

one? -What hobbies m ight she or he have? -How might she or he be expected to behave dur ing the group

sessio n?

What to watch out for ·

What k ind of remarks are made? How are they made? Is there a correlation between speech and physi cal expression?

Discussion aids:

How wel l -def ined is the pi ctu re that emerges from the assoc iations?

Warning:

For p layers unaccustomed to pub l ic speaki ng th is in i t ia l verbal self-representation may be a larm ing and cause i nsecurity.

35

1 1. Communication and Group Formation

Communication and Group Formation

Commun icat ion means every k ind of behav ior i n a l l areas ot human l i fe, for instance speech (words, intonation, pace , pauses), l aughter, s igh ing, mim icry, gesture, postu re. It 's i mpossi b le not to behave; both words and s i l e nce con vey i n fo rmat ion to those around you.

By interaction we mean reciproca l commun ication between two or more people. Every interaction has a verbal and a nonverbal aspect. Factual information is conveyed verbal ly , but statements about the natu re of a relationship are often made nonverbal ly. "A gestu re or expression te l l s us more about what another person th i nks of us than h u ndreds of word s , wr ites soc io log i st Paul Watzlawick. * Since th is very form of commu n ication is not genera l ly considered important and therefore not active ly developed, we often f ind it d iff icult to communicate nonverbal ly and even more d iff icult to tal k about such behavior Talking about both verbal and nonverbal behavior , in other words communicating about the how of communica tion, h a s b e e n d e s c r i bed by Watz l aw i ck as metacommunica tion (meta i n the sense of the G re e k prefix mean ing to be about something).

The Communication and Group Formation games are intended to al low p layers to practice ways of behavi ng , espec ia l ly on the nonverbal leve l . The games shou ld extend the possi b i l i t ies ol experience touched on in the Introd uction games. Within th is new and to some extent unfami l iar terr itory, members of the group should come to f ind which forms of communication are possible tor them.

*Watzlawick, Paul, Beavin, Jane H., and Jackson, Don D. Pragmatics of

Human Communication. New York: W W Norton, 1967

Games can have the fol lowing objectives: -to show and formu late emotions; -to recognize the val ue of speech for releas ing pent-up emotions -cooperation;

38

--to recogn ize d ifferent forms of COiiimunication in the behavior of g roup members. In order to be systematic we have arranged "feedback" games

1nto two categories:

In the Communi cation and Group Formation games one group rnember te l ls another how the latter 's behavior affects her or h im.

In the I dent i f i cat ion and Empathy games the group te l ls one rnember how her or h is behavior affects the grou p .

Dangers, limits, practical tips:

Before using any game the group leader must assess the grou p's potent ia l for commu n i cat i o n . Many of the i n trod uct ion games provide c lues. The leader should consider such quest ions as: -How do members of the g roup def ine thei r own roles? -What do they overestimate, underestimate , d istort, or omit?

The group leader should encou rage and permit only as much unfami l iar experience as each indiv idual member of the g roup can cope with without seriously endangering her or his identity .

I t i s adv isable to pay attention to mime and gestu re used in these games-is i t nervous, tense, masquerade-like , uncerta in , relaxed , o r free? Nonverbal forms o f expression often prod uce a different effect from what the sender i ntended. This is especial ly true with adults ; since these games may cause more d iff icult ies in adult groups they should be chosen carefu l ly .

39

1 Communication and Group Formation Sending a message

Age group :

Size of group :

Materials :

Learning goal :

a l l ages

1 2-20

consecutively numbered pieces of paper for all players

esta b l i s hment of nonverba l contact and un. derstanding

Members of the group sit in a c i rcle with a volunteer in the middle. Each p layer in the c irc le d raws a piece of paper with a number on it and keeps it concealed from the others.

The p layer in the middle calls out a number, for instance 1 6. P layer 1 6 then cal ls out two numbers. for instance 1 1 and 1 7

The p layers with the numbers 1 1 and 1 7 now have to change p laces, wh i le the p layer in the center tr ies to anticipate them and take one of their places. S ince p layers 1 1 and 1 7 don't know each other's numbers, they must f i rst estab l ish an understanding without the player in the middle notic ing . If the player in the middle is successfu l , the p layer who loses a place must go into the center.


How is contact establ ished? I s i t more d ifficult to make you rself understood or to understand others?

Warning:

The game leader should take part in the game to help integrate outsiders.

40

Communication and Group Formation 2 Atom

Duration :

Age grou p :

S ize of group :

Learning g oal :

1 5 minutes

a l l ages

1 0-20

establ ishment of nonverbal contact

All p layers move freely about the room. The game leader cal ls out a number, such as "Atom three" or "Atom eleven. The players must immed iate ly jo in together in groups of th ree, e leven, etc. Anyone left over is e l im inated. The game continues until only two players remai n . The aim in a second round of the game is to el i m inate these two as early as possible.


Which grou p members are successfu l? How do they succeed? Which ones a l low themselves to be excluded? How does the group react to these two phenomena?

41

3 Commu nication and Group Formation Winking

Age group : a l l ages

S ize of group: 1 1 -21 (i .e . , an odd number)

Learning goal : to s ignal the desire for contact th roug h mime

The "smaller half" (i . e . , 10 out of 21 ) of the p layers sit on chairs arranged in a c ircle ; one chair remains empty. The other p layers stand, one be hind each chair , their hands beh ind their backs. The p layer behind the empty chair winks at one of the seated p layers. The latter attempts to j ump up and sit on the empty chair . If the person standing behind the seated player who is winked at can prevent her or h im from running away in time, she or he has to remain i n p lace.

The seated and standing p layers change p laces.


W hat is the starting posit ion-who sits down i n order to be wi nked at (chosen)? Who stands? I s it main ly boys or g i r ls who sit down? How clearly is contact establ ished? I s any one person chosen several times? How is the partner prevented from leav ing?

Discussion aids:

In a group which has been together for some t ime the idea ol

possession may be taken up .

Warning:

The game leader should take part to help i ntegrate outsiders into the game. The game may arouse anxieties because it is a kind of sociogram of the group .

42

Age group :

S ize of group : Mater ia ls :

Learning goa l :

Commu nication and Group Formation Mary, where are you?

children and teenagers, possibly ad ults

1 2-20

4

2 b l indfo lds ; 4 large wooden tables (if ava i lable)

or ientation b l indfolded

Al l p layers sit i n a circle. Four large, sol id wooden tables are placed in the middle ( if these are not avi lab le , obse rve rs may stand in the middle in a smal ler circle, forming a solid "wal l " ) .

Two players are b l indfolded. One of them has to catch the other with in a certain time (two to three minutes) . Both must be touching the tab les or "wal l " in some way al l the time (they may not leave the circ le) . The on lookers must keep qu iet!

The "seeker" may shout "Mary, where are you ?" three times. The p layer she or he is try ing to catch must answer in some way (by speaking , whist l ing, h iss ing, etc. ).

43

5 Communication and Grou p Formation The Johnson fami ly

Age g roup :

Size of group :

Materia ls :

a l l ages

1 2 , 1 6 , or 20

paper and penc ils

A number of smal l cards, depending on the number of participants, is marked with family names and posit ions. Each family has four members (and four cards) , for instance "Father Johnson, "Mother Johnson , " Daughter Johnson, and "Son Johnson.

The cards are mixed u p and d i st r ibuted among the p layers. When the game leader g ives the comman d , everyone moves about the room trad ing cards with other p layers.

At another sign from the game leader-a gong or a shout-all the members of each family must find each other and sit down on one chair · Father Johnson at the bottom, then Mother Johnson , then son and daug hter The family that i s l ast to s i t down is e l iminated . Communi cation may be verbal or nonverbal.

Variation:

The fam i l ies may h ave an imal names, such as "C at fami ly," · ·cuc koo , or ' · Gor i l l a , and commu n i cate w i th each other in "animal language.


How qu ickly do famil ies find each other? Do p layers actively look for "the i r" famil ies or do they s imply stand and shout out the family name? Does any one p layer act as the nucleus of a whole fami ly? How do players react to s i tt ing on top of one another ; are theY relaxed or tense?

44

Age group:

Size of group :

Learning goa l :

Communication and Group Formation H igh tide, low tide

a l l ages

8-20

6

everyone gets the chance to d i rect the group in a communal activity on her or h is own init iative. Players learn that they are al l capable of leading the group for a t ime with their own ideas and encou ragement

The game leader starts tel l ing a story about some people moving about on the beach. The group carries out the actions described, such as walking, hopping, p layi ng at soldiers. When the narrator says " low tide" all p layers have to sit on the floor. The last to sit down continues the story. When "h igh tide" occurs in the story everyone has to get off the floor altogether, for examp le by cl imbing onto a chair or a tab le. Whoever is last, or s i ts on the floor by m istake , has to cont inue the narrat ive.

45

7 Communication and Group Formation Everybody do what John does

Age g roup :

S ize o f group :

Mater ials:

Learning goal :

ch i ld ren and teenagers. possib ly ad ults

6-20

a hat

anyone can lead the g roup in a communal act ivity using her or h is own ideas

P layers move about the room. One p layer wears the hat and makes a particular movement, such as walking i n an odd way. Al l the rest of the p layers imitate the movement unti l the hat-wearer places the hat on someone else's head . Th i s p layer then demonstrates a movement, and so on. If a p layer can't th ink of a movement at once the others simply imitate her or h is postu re or

expression.


What k ind of movements do p layers invent-slow, fast, s imple, compl icated, standing sti l l or walking? Which p layers make the movement by themselves, and which ones use partners? How soon is the hat handed on to someone else?

46

-------------------------------

Age group :

S ize o f group :

Materials :

Commu nication and Group Formation


8-20

Rocket

rad io, tape recorder, or record player

8

Players attempt to drown out a noise, such as a rad io , by maki ng a noise themselves, beg inn ing qu iet ly and g radual ly gett ing as loud as possib le . F inal ly they grow qu iet again, slowly.

Variation:

The g ame can a l so be p layed without an externa l no ise ; the players d rown out an imag inary one.


Who takes the in i tiative in making a noise? Do al l members of the g roup play an equal part? What posit ion do p layers adopt whi le shouting-relaxed, tense, looking at other p layers or at the f loor?

47

9 Communication and Group Formation The walk

Age group :

S i ze of group :

al l ages

1 0-20

The game leader tells a story about a walk. He describes everyth ing that happens on the walk and accompanies the narrative with gestu res and movements which the group has to copy, for example : -walking along the street: s lap your th ighs rhythmical ly -wind i n the grass : rub your palms together -crossing a bridge : beat you r chest with your fists -jumping over a d itch : fi rst d rum on your thighs q u ickly-pause-

then slap your knee -cl imb ing a tree : p lace your fists alternately one on top of the other whi le you stand up slowly and then cl imb onto a chair -on the lookout: shade your eyes with your hand

48

Age group :

S i ze of grou p :

Communication a n d Grou p Formation Mi rror pantomime

al l ages

8-20

1 0

Each p layer f inds a partner. Partners stand facing each other with enough room between them to move their arms and legs freely. They begin to move slowly, each carryi ng out a mirror i mage of the other 's movements.

The game is repeated with d ifferent partners.


Which partner takes the lead? When and how do partners exchange leadersh ip? What are the i r movements l ike-angu lar, disjoi nted, or flowi ng or gracefu l? Wh ich p layers perform acrobatic feats in order to make it impossible for their partners to i m itate them (competition )?

49

1 1 Commun ication and Group Formation Group pantomime

Age group :

S ize of group :

Learni ng goal:

all ages

6-1 4

coming to a group decision

Players stand i n a c i rcle . Everyo ne watches and i m itates the movements of the player stand ing opposite, until the whole group is carryi ng out the same movement; at the same time everyone tr ies to introduce new movements.

Players lie in a c ircle with their heads toward the center, eyes closed . They attempt to commun icate by knocking on the floor, s ing ing notes , playi ng word games, word associations , and so on. Everyone tr ies to introduce new themes at the same t ime as she or he is l istening to the others and tryi ng to come to a g roup idea.


Who has ideas for movements and who doesn't? From w h i c h players can a n d w i ll t h e g r o u p t ake i d e a s for movements? What does this depend on-the idea or the ident ity of the inventor? Do a ll members of the g roup play an equal part? Do players try to show off or do they work together to develop an idea?

Warning:

Members of the group who did not make a contr ibution or who could not make their ideas understood will feel particularly left out. The g roup should be told beforehand that word associations are not to be commented on or crit icized.

50

Age group :

S ize o f group :

Communication a n d Group Formation Hands game I

a l l ages

8-20

1 2

Each p layer f inds a partner. The game leader g ives the fol lowing instructions : " Use your hands to make gestures of aggression or friendship toward each other I f you want you can close your eyes. Do i t again with d i fferent partners.


Which p layers make only gestures of friendsh ip or only gestu res of aggression? Toward which p layers are only gestures of friendsh ip or of aggression made? Which p layers are sensit ive to the fact that only fr iendly or aggressive gestu res are being made to them?

Warning:

Outs iders become particu larly apparent i n this game because i t combines choi ce of partners and choice of behavior

5 1

1 3 Communicat ion and Group Formation Contrary game I

Age grou p :

S i ze of group :

a l l ages

8-1 6

Two groups of equal size stand facing each other a few yards apart. The game leader gives them the following instructions one after another or alternately: -Communi cate with each other verbal ly as grou ps. -As ind ividuals, communicate verbal ly with a partner in the other

group . -Estab l ish eye contact w i th a partner in the other group . -Estab l ish contact w i th a partner in the other g roup by gesture only.


Who makes contact with whom? Who can't f ind a partner at a d istance? Do part icipants f ind one part icular method of communi cation more d iff icult?

52

Age g roup :

S ize o f group :

Commu nicat ion a11d Group Formation Contrary game I I

a l l ages

8-20

Players divide i nto two groups.

1 4

One group is a long way away and the other group has to attract its attent ion.

The members of one group are b l ind and the others have to make contact with them.


Do the p layers make contact with each other ind iv idual ly or as g roups?

53

1 5 Commu nication and G roup Formation Human machine I

Age group : a l l ages

8-1 5 S ize of group :

The g roup has to produce a machi ne . Fi rst players choose an inventor who has to come up with the idea for the machine, and an engineer, and several workers who are to bui ld the machine acco rd ing to the i nve nto r's i n struct ions out of the rest of the p layers. The machine is then set in motion ; the p layers accompany and punctuate their movements with noises.


How are roles al located?

54

Age group:

Size of group:

Materials:

Communication and Group Formation Rope exercise

all ages

8-14

a rope

1 6

A rope is placed on the floor in a circle. Everyone takes hold of it

as if it were a large circular glass plate. The "plate" has to be

ca rried round the room, lifted up and put down carefully. The rope is changed into the shape of a rectangle, a square,

etc., by the group acting jointly.


Are the communal movements awkward or smooth?

Who determines the speed of the group's movement?

Who initiates the change of shapes?

55

1 7 Communication and Group Formation Photo lotto

Du ration :

Ag e g roup :

Size of group :

Materia ls :

1 12 hour

older chi ldren , teenagers, and adults

several smal l g roups of 4 to 6, with at least one observer to a group

one photograph per p layer, each cut into about 20 pieces

Players d ivide into g roups of fou r to s ix , sitting at round tables. The photograph pieces belonging to the players in any one group are put on the table and mixed up .

Everyone has to assemble a pi cture . Players may on ly take pieces from the table. I f a p layer pi cks up a piece belonging to another photograph she or he m ust put i t back on the table. No one may speak during the game, and no one may intervene directly in another p layer's work.

At least one observer fol lows the activities of each group .


Who keeps pieces longer than necessary before putt ing them back on the table? Which p layers watch what the others are doing?

56

Age grou p :

S ize of group :

M aterials:

Communication and Group Formation Making an imal shapes

a l l ages

any number d iv is ib le by 4

newspapers

1 8

Learn ing goal: each player 's i d e as e n r i c h the w o rk of t h e g roup: t h e ideas o f others can b e taken over and developed

Each group of fou r has to tear an anima! shape out of newspaper. One p layer starts and hands the paper on to the next p layer when she or he has completed one part. Each p layer has one turn.

Possible variations:

No one may speak during the game. Only s ingle words may be spoken.


Which p layers force the group to carry out their ideas? Does a power struggle emerge within the group in this game?

57

1 9 Communication and Group Formation Formi ng sentences

Age g roup :

Learning goal :

teenagers and adults, possibly ch i ldren

to art icu late someth ing co l lectively Everyone has the chance to change the statement, but each contribution has to fol low from what was said before

The group sits in a circle and forms collective sentences. The first p layer says a word , the neighbor on the left adds another, the neighbor on the left a th ird and so on, to a period .


What k ind of sentences are formed? Do a l l the p layers fee l equal ly involved ? Does anyone cheat by using only expletives?

Discussion aids:

This game is particularly su itable for art iculating collective unease, annoyance, or aggression .

58

D u ration :

Age g roup :

S i ze o f group :

Commu nication and Group Formation Conversation

112 hour


8-20

20

Players converse i n pairs for fifteen minutes o n a topic. Afterward each partner tries to reprod uce the other's opin ion. F inal ly each assesses how accurate ly her or his opin ion was represented.


How accu rate ly i s the partner 's op in ion reprod uced-are there omissions, addit ions , or sh ifts of emphasis? How do p layers use the opportunity to correct their partners?

59

2 1 Communication and G rou p Formation Advertisement story

Age g roup :

S ize o f group :

Material s :

a l l ages

6-1 0

adjectives taken from an advertisement

The g roup is given a number of adjectives. taken f rom a single advertisement if possib le , whi ch it uses to invent a story.


Who has ideas and how are they expressed-as a suggestion to the others , a means of se l f -express io n , o r a mea n s o f se l fassertion?

60

Age group :

S ize of group :

Communication and Group Formation Nonsense debate


several smal l groups of 4-6

22

Each g roup conducts a nonsense debate on a theme of its own choice , with p layers choosi ng their own ro les.


Who has ideas and how are they expressed-as a suggestion to the oth e rs , a means of se l f-e xp ress ion , or a me ans o f se l fassertion? Do players take up other people's ideas, or do they not respond to each other?

6 1

23 Communication and Group Formation Communication game

Duration :

Age g roup :

S ize of group :

Learning goal :

45 m inutes-1 hour


any number between 9 and 2 1 that is d iv is ib le by 3

l istening

The group d ivides i nto g roups of three. The game leader sets a theme for d iscussion , or the groups themselves choose themes. Two p layers d iscuss the theme, but each has to repeat what the other has just said before replying . The th i rd member of the group acts as observer. The game is repeated unti l everyone has been observer once.


How do p layers reprod uce each oth er 's arguments-p recisely , inaccurately, sympathetical ly, or as a means of self-expression?

62

Age grou p :

S i ze o f group :

Materials :

Learning goal :

Communication and Group Formation Bu i ld ing blocks game

all ages

4-20

24

bu i ld ing blocks of variou s shapes and sizes

dec id i n g w h e n a n d how an i n d iv i d u a l c a n contr ibute to group activity

The p layers sit in a c irc le . Each is given the same nu mber of bu i ld ing blocks (th ree to five ) . There should be si lence. The game is to bui ld a communal structu re in the middle of the c ircle. On ly one p layer at a t ime may leave her or h is place and put a block i n posit ion . The next player may not stand up unt i l the last one has sat down again.


Who i s f i rst to put a block i n posit ion, and who hesitates? Why? Do some p layers have d i ff icu lty p lac ing their blocks when they want to? If so, what are the reasons for this? Are some players aware of bei ng impatient, or too hesitant? How do the others react to them?

63

25 Communication and Group Formation Bui ld ing a city

Duration :

Age g rou p :

S ize of group :

Materials :

Learning goa l :

2112-3 hours


several smal l g roups of 4-6 with an observer in each group

b u i l d i n g b l o c k s o r Lego b r i c k s , w r it ten i n structions for each group

to th ink through written i nstructions instead of fol lowing them bl indly

Each smal l group receives the fol lowing written i nstructions:

You have an hour to bu i ld a city with the materials provided. It shou ld conta i n : 1 factory, 1 ra i l road stat ion , 3 hous ing projects , 3 sing le-fami ly houses, 1 mansion, 1 Cathol i c and 1 Protestant church and 1 synagogue, 1 grade schoo l , 1 h igh schoo l , parks, 1 airport .

After the hour is up, a j u ry is formed with two representatives from each group. The ju ry has fifteen minutes to work out in the presence of the whole g roup criteria for judging the cit ies.

When the j u ry has pronounced j udgement on the c i t ies , the small groups discu ss the results of their work among themselves. F inal ly there is a d iscussion among the group as a whole.


How well do the groups work together? How do the g roups react to the written instruction? Do they conform to the inst ruct ions or act independently when they rea l ize no social estab l ish ments or facil it ies-no stores, no restau rants, cafes , or bars, no movie houses, concert ha l ls , or museums, no sports faci l it ies , etc. are mentioned . I s th is om ission even noticed? What kind of criter ia does the j ury set up?

Discussion aids:

I t should emerge that even instructions given by an authority may be incomplete or i ncorrect, and must be thought over before being acted upon.

64

Duration :

Age g roup :

S ize o f group :

Materials :

Communication dnd Group Formation Bu i lding a tower I

2 hours


26

1 2-20 (several s m a l l g roups o f 3-5 p layers each )

for each group : 1 penc i l , 4 sheets of colo red paper, 1 0 strips of white paper (1 2 x 3 i nches) , var ious cardboard boxes , 2 sh eets of co rrugated cardboard, 1 1 2- inch ru ler , sc issors, 1 folder, 1 rol l of transparent tape, 1 tube of g lue , 4 felt pens (red , b lue , green, b lack) , str ing , 4 jars of paint of d i fferent colors , 2 brushes , 2 sheets of wrapping paper

The following instructions are read out to the group:

Get into groups th ree to f ive players. Each group must bu i ld a tower using only the materials provided. The group may cut, fold, g l ue , and assemble the materials in any way you wish. However, you must obey the fol lowing rules: -The str ips of white paper must be used as they are. -Cardboard and corrugated cardboard may be u sed only i n

strips no longer or wider than the ruler -The tower must be able to stand on i ts own base ; i t may

not lean aga inst a wal l or any object in the room , and it may not be su spended or attached to the cei l ing. This i s a competition between the groups. The towers wi l l

be j udged by a j u ry on three poi nts : height , stab i l i ty , and or iginal ity of design . The ju ry wi l l be made up of two members of each g roup.

The tower must be completed and ready for inspection by the j u ry in one hour. The j u ry has twenty minutes to d iscu ss the towers in front of the whole g roup and come to a decis ion .

65

When you 've f in ished your tower, please send your f irst j u ry member to meet the representat ives from the other groups.


Which players dominate their g roups? I s the tower a joint effort or the work of an indiv idual? Which players are not i ncluded in the bui ld ing of the tower? How closely do the g roups cohere?

66

ouration :

Age group :

Size of group :

Commun ication and Group Formation Bui ld ing a tower I I

2 hours

teenagers and adul ts

several smal l groups of 4-8 p layers each

27

Materials : as in "Bu i ld ing a tower I " or any other mater ia ls preferred

The small groups are given half an hour to bu i ld structu res such as towers from the given mater ials . The game i s repeated three t imes, once under each of the fol lowing cond it ions : -Only verbal communication al lowed . -No verbal communi cation al lowed. -Communi cation through s ingle words only. Each group chooses an observer who wi l l repo rt her or h is observation s in the ensuing d iscussion.


Which form of communication did the g roups f ind hardest? Which p layers dominate their grou ps? Are the towers a joint effort or the work of an ind ividual? Whi ch p layers are not inc luded in the bu ild ing of the towers? How closely do the g roups cohere?

67

28 Communication and Group Formation Group paint ing

Age grou p :

Size o f group :

Materials :

Learning goal :

a l l ages

4-20

paper and colors (wal lpaper, wrapping paper, or scrap paper; felt pens, wax crayons, or finger paints)

to dec ide when and how the i nd i v i d ua l can contr ib ute to g ro u p act iv ity ; i n terpret i ng , as

s im ilat ing, and developing nonverbal statements made by others

The group s its around the piece of paper. No one i s al lowed to speak. Everyone contributes to the production of a group painting as often and as much as she or he wants to .


Who starts the painting , who holds back, why? Who in i tiates new developments , who continues? Who destroys work, who makes changes? How many people are pai nting at once? Are there i nterva ls when no one is painting? Who ends them and how?

68

Duration :

Age group :

Communication and Group Formation Making a movie

1 hour


29

Size of grou p : several sma l l g ro u p s o f 5-8 p layers with a n observer i n each group

This game is intended as a mime, but i t may also be p layed u sing words .

Each g roup has to "make a movie , in other words devise and act out a p lot (such as a detective story, a Western, a domestic comedy, a revue) in front of the g roup as a whole. The g roups decide either to a l l make the same ki nd of movie, in which case the game may be a competition among the groups, or to make d 1fferent k inds of movies.

R oles are a l located : scriptwriter , d i rector, cameraman , male and rem ale lead , etc. The groups rehearse separate ly. Later the observers describe the rehearsals.

When one g roup is perform ing, members of other grou ps may be cal led upon to act as scenery or extras.

Variation:

I f several g roups are tak ing part, one cou ld " make a movie" without f i rst al locating f ixed ro les.


Which p layers dominate their g roups? Is the movie a joint effort or the wo rk of an ind iv idual? Which p layers are not incl uded in the work? How closely do the groups cohere ?

69

30 Commun ication and Group Formation Space game

Duration : 3 hours

Age g roup : teenagers and adults

S ize of group : 2 or 3 smal l groups of 8 p layers, each with an observer

Materials :

Learn ing goal :

paper, penc i l , and instructions for each p layer

to recognize the advantages of group work over ind ividual work

P layers form g roups of about e ig ht . Each g roup receives the fol lowing written instructions :

70

Name: Group : You are members o f a space team wh ich had or ig i na l ly p lanned to meet up with a mother spacecraft on the su rface of the moon . As a res ult of techni cal d i ff icu lt ies, however, your spacecraft has been forced to land about 200 m i les away from the meeting p lace. A lot of equ ipment on board was damaged in land ing . S ince you r surv iva l depends on you r reaching the mother sh ip , you have to choose the most v i ta l of the ava i lab le eq u ipment for mak ing the 200-mi le jou rney. Below you wi l l f ind a l ist of fifteen th ings that were not damaged. Your task is to arrange them in order of their importance for the journey. Write 1 beside the most i mportant th ing, 2 beside the second most i mportant, and so on .

1 box of matches 1 tube of food concentrate 1 5 yards of nylon rope 30 yards of parachute rope 1 portab le heater 2 pi stols 1 box of powdered milk 2 1 0-gal lon oxygen cyl inders

astronomical chart (moon constel lation ) rubber d i nghy , automatica l l y i n flatab le , with bottles o f

C02 magnetic compass

5 gal lons of water s ignal fl ares (ignitable in vacu um) 1 f i rst-aid box with syringes

te lecommun ication receiver and transm itter with solar batteries

In this exercise we use a model situation to act out our abi l ity to make decisions, to test the most sensible way of making dec is ions , and to see w h at d i ff icu l t ies may ar ise in the decision-making process.

I nd iv idual decision : Each of you works out your ind ividual solution to the problem, which you write down on paper and hand i n . You may i f you wish keep copies of you r suggested solut ions.

2 . Group decision : The aim here is a joint decision acceptable to each member of the group. This means everyone in the group must agree to the order assigned to each of the fifteen objects necessary for survival . I t 's impossib le for a l l of you to agree on every point ; but you must attempt to make decisions that every member of the group can at least part ial ly accept.

3. Each group chooses three representatives who are felt best able to handle the decision. Then the th ree representatives from each group meet as a whole and come to a joint "expert" decision. The rest of the p layers may l isten .

To end the game, a l l the var iou s solut ions are compared with each other, and with the solution of NASA experts, who gave the

71

fo l lowing o rder · Oxygen cyl inders, water, astronomical chart, food concentrate , te lecommuni cation apparatus, ny lon rope , f i rst-aid box, parachute rope, rubber d inghy , s ignal f lares, pisto ls , powdered mi lk , heater, magnetic compass. matches.


How does the d iscussion work-is it objective or emotional ; is there assert ion of i nd iv idua l i nterests or negot iat ion and compromise? Do the g roups set out to reach majority decisions? Are a l l the p layers involved? Do the professions and status of players affect decision-making?

72

Duration :

Age group :

S i ze o f g rou p :

Commun icatio n and Group Formation Fashion model

1 hour


several smal l groups of 5-7 each

3 1

Mater ial s : crepe paper, newspapers, sewing p ins, g lue o r tape, etc.

Each g roup chooses a fash ion designer and a model . With the materials provided (each group must have the same) they make an o u tf i t for the model accord ing to the designer's specifications.

The model is then presented to a j u ry and the group as a whole. The j ury o r the group judges them.


How are the pr incipal roles a l located? What criteria are used for judging the models?

73

32 Commu nication and Group Formation R eporter

Duration : 1 hour

Age group : teenagers and adul ts

Size of group : several smal l groups o f 5-7 p layers

Materia ls : 5-7 photos per group , cut out of magazines

Each group has a given amount of t ime to think up an article to fit the photos. Each group then chooses a " reporter" to present the story to the rest of the p layers. Thi s game may be a competition between groups, with a jury award ing points.


Are a l l the p layers equal ly involved in making up the story? Do the groups devise or ig inal ideas, or j ust reproduce the usual kind of magazine story?

74

Duration :

Age group :

Size of group :

Materials :

Learn ing goal :

Communication and Group Formation Decis ion

1 hour


several smal l groups of 5-7 p layers

written instructions for each p layer

reflecting real ity in a game

33

Beca u s e t h e m arket for i t s prod u cts i s s h r i n k i n g t he M i l l e r Company, I nc. has to lay off one o f its workers. The president, vice president, and two members of the employees' un ion must decide which of th ree workers should be laid off : -A 50-year-old man whose work is med iocre. Married , with two

chi ldren who have a lready left home. -A 30-year-old man , d ivorced, with one ch i l d that he h as to

su pport. He leads an i rregu lar l i fe and often arrives late for work, but his work i s bri l l iant .

-A 22-year-old man, married , with one chi ld. H is work i s average . He has made a bad impression on his superiors by h is crit ical comments.


On what level i s the dec is ion -mak ing cond ucted, objective o r emotional? What criteria are used for making the decis ion? Do objective argu ments play an i mportant ro le? Does ind ividual self-assertion play an important ro le?

75

34

Duration :

Commun icat ion and Group Formation Everyone writes a letter

1 hour

Age g roup: teenagers and adu lts

6-20 S ize of group :

Materia ls : paper and pens

Each player i s given a piece of paper with the name of another p layer on it . No one else sees the name. The p layers then write personal letters to the players whose names they have been given .

The letters are folded up with the name of the recipient on the

outside and passed around unt i l p layers find the letters add ressed to themselves. P layers read the letters they have received and

discuss them in smal ler groups. The game may be played with or without s ign ing the letters.


What do the letters say-is it posit ive or negative? How do they say it-offensively, or offering advice? I n what form can crit icism be " heard" and accepted ?

Warning:

The game is poi ntless if there is no mutual trust within the group and only banal it ies can be exchanged.

76

Du ration :

Age group :

Size o f group :

Materials :

Communication and Group Formation Behavior and effect

1 hour


6-1 4

paper and pens

35

Each player d raws a piece of paper wh ich has the name of a fellow p layer on it . She or he writes down three i mpressions she o r he has received of the other p layer.

The " letters" are col lected , m ixed up, and read out one after the other. The person who is being described must guess the identity of the writer.


What do the " letters" say-is it positive or negative? How do t�ey say it-offensively or offering advice? I n what form can crit icism be heard and accepted?

Warning:

The game is pointless if there is no mutual trust with i n the group and only banal it ies can be exchanged.

77

36 Communication and Group Formation Who am I th inking of?

Age g roup : teenagers and adu lts


Materials : paper and pens

One player wr ites down the name of another member of the group. The others take turns tryi ng to f ind out whose name it is by suggest ing possible characteristics of the person . The f irst player answers "Yes" or " No" depending on whether the suggestions are appropriate .


Which names are easy to guess? What does it depend on (e .g . , d istinct ive behavior) ?

Warning:

A player whose name is not written down , or not unt i l the end, may feel hu rt .

78

Age group :

S ize of group :

Learn ing goa l :

Communication and Group Formation Sett ing i n

a l l ages

8-20

f inding a p lace with in the g roup

37

All players wait outside the room. They go i n one by one, i n s i lence, each one choosing a place to "settle" which is comfortable or near to someone sympathet ic . I f someone they f ind unsympathet ic comes and sett les nearby, p layers may move away or change places . The game cont inues unt i l var iou s g roups have formed .

No one may speak dur ing the game.


Where do players settle in relation to each other and to the room ? Who chooses to settle near t o whom? How d id the chosen person react? How are d i fferences of o p i n i o n reso lved -by s e l f-assert i o n , comprom ise, or resignation? How are feelings expressed?

Discussion aids:

Difficu l ties , fee l ings , and anxiet ies ar is ing out of th is "settl ing" game must absolutely be d iscussed.

Warning:

I t must be made clear that the result of the game does not reflect an una l terab le , permanent group s i tuat ion , but on ly a f leet ing "snapshot. "

79

38 Communication and Group Formation Commun ication between the sexes

Duration :

Age group :

S i ze of group :

1 V2-2 hours


8-20

The female members of the g roup re main in the room and do someth ing together.

The male members leave the room and have one to two minutes to decide how they want to make contact with the p layers in the room. They then put their p lan into action .

Afterward the female g roup members make contact w i th the male g roup members in a d ifferent way.

Male and female p layers may also exchange roles : men play women and vice versa.


What method of communication i s chosen-verba l , or physical? I s the communication friendly or aggressive? Is the g roup's behavior sexual ly determ ined? How does the group define sexua l ly determ ined behavior?

Discussion aids:

Sexually determ ined role-playi ng must be d iscussed in relation to its function in a sociocultu ral context.

80

Duration :

Age g roup :

S ize o f group :

Commu nication and Group Formation Fort

1/2 hour-45 minutes


8-20

39

Severa l p layers s i t o n t h e f loor , fo rm ing a " fort . The other members o f the group try to break down their team spi rit without using force .

P layers i n the fort receive the fol lowing instructions , one after the other: -Close together and don't let anyone i n . -Sit back and rel ax and talk among you rse lves. -Lie down with your heads toward the center -Lie down with your feet toward the center.

Possible variations:

Only female members of the group form the fort Only male members form the fort Male and female members form the fort


How do players form the i r fort-facing i n or out? How do they create a team spir it? How do the others try to captu re the fort-by agg ression , petition , persuasion , or argu ment? I nd iv idua l ly or joi nt ly? Do they try to break down the weakest member? Is the behavior of participants sexual ly determined?

Discussion aids:

Sexual ly determined behavior in th is game should be pointed out and d iscussed.

81

I l l . Observation and Perception

Observation and Perception

By observation we mean the del iberate , carefu l , and systematic percept ion of the deve lop ments and characte r is t ics of th ings , events, or people. The observer a ims to get to know as thorough ly as possi b le how th ings are happen ing i n re lat ion to part i cu lar situations. We d ifferentiate between the observation of others and self-observation. Receiv ing and becoming aware of impressions a imlessly and unintentional ly we cal l perception ; perception does not i nvolve del iberate selection.

Why have we devoted one section of our game col lection to the deve lopment of observation and percept ion? On the whole these facu l ties are i nsufficiently cu lt ivated , especial ly in relation to behavior, social interaction , and communication. Ou r games should help players to observe certa in processes that man i fest themselves in group activit ies on both an emotional and a physi cal leve l . I t is essential to observe these processes in o rder to be able to t a l k a b o u t t h e m , d i scover w h at l i es b e h i n d t h e m , and i f necessary change them.

There are d ifferent stages in i ncreasi ng your awareness , for instance : becoming aware of observation (scou ting games that tra in the senses of sme l l , taste , touch , hearing , and sight are good for th is ) ; practice at perceiving several constantly changing things simu ltaneously. Developing the power of observation is particularly important in relation to nonverba l behavior (mime, gesture ) , as is the observation of voi ce pi tch and intensity i n verbal communi cation.

I t i s a lso necessary to d i rect p layers' attent ion to the i r own fee l ings and physica l sensations d u ring these games-such as any tension, headaches, or edginess they m ight feel . They wi l l be better able to assess themse lves i f they are ab le not on ly to observe their own behavior but also to learn to sense its effect on other p layers. This awareness w i l l help each person ach ieve a sense of belongi ng to the group as wel l as a d istance from it . The abi l ity to assess what is happening br ings with it a sense of security Players learn to perceive changes in stru cture and rela-

84

t ionships wi th in the group, and to control forms of communi cation and if necessary change them.

Dangers, limits, practical tips : The fol lowing points should be kept in mind and made clear to the group : -Each person 's perceptive facu lty i s always selective, s ince each

of us i s conditioned by social norms, prej udices , personal experience, and character. Certain modes of behavior simply go unnoticed. and others wi l l be overe mphasized . In addit ion, each observer's receptivity or capacity to learn is l im ited .

-You can inf l uence an observed phenomenon by app roaching it with fixed ideas.

-Your observations always depend on your physical state and emotional mood at the time.

S ince observations are a lways subjective, it is abso lutely essentia l to d iscuss them in the group and give everyone the opportunity to add her or his observations and objectify them. It is also a g reat help i n many of the games to make certa in observation categories clear to all p layers before the game starts, so that it w i l l be easier to make comparisons.

Of cou rse, any group can wo rk out and apply its own patterns for observat io n . One set of catego ries that see ms part icu larly usefu l , as ou t l i ned by t h e A m e r ican soc i o l og i st Ba les , * describes twe lve ways of classifyi ng behavior within a g roup. These categories embrace the followi ng areas: orientation (6 & 7), assessment (5 & 8), control (4 & 9), decision (3 & 1 0), tensions (2 & 1 1 ), integration (1 & 1 2 ) . The behavior specified is as fol lows:

1 Shows sol idarity , puts others before h im- or herself , helps and rewards.

2. Shows lack of tension, jokes , laughs, shows satisfact ion . 3 . I s acq u iescent , shows pass ive accepta nce , understands ,

cooperates, consents. 4. G ives advice and instructions to others, assu ming their au

tonomy. 5 . Offers his opi n ion, judgment, interpretation ; expresses feel ings

and desires. 6 . G ives d i rections, information , repeats , expla ins, confirms. 7 Asks for d irections, information , repet ition , exp lanations, con

firmation .

85

8 . Asks for other peoples' opin ions, judgments, interpretations, feel ings.

9 . Asks for advice , instruct ions, poss ib le courses of action . 1 0 . Contrad icts, shows passive resistance, formal ity, refuses help. 1 1 . Shows tension , asks for help , wi thd raws from the f ie ld . 1 2 . Shows hosti l i ty , puts others down, asserts o r stands up for

hi mself.

*Bales' categories may be found in: Joseph Lull , Group Processes: An

Introduction to Group Dynamics. 2d ed. Palo Alto, Calif . . National Press,

1 970.

86

Age g roup ·

S ize of group :

Observation and Perception Observ ing a member of the group


1 2-20

1

Several members of the g roup ob serve another me mber for a certain period-for i nstance, dur ing another game-without her or h im knowing it . Afterward they report the ir observations .


How do the observers describe the behavior of the subject? To what extent do their observat ions reflect their personal re l ations with her or h im?

Warning:

Do not choose as a subject a member who plays a particularly negative ro le in the group , or the observers w i l l descr ibe only negative behavior.

87

2 Observation and Perception Writ ing a report

Age group :

S ize o f group :

Learning goa l :


6-1 2

to recog n i ze t h e corre la t ion between one 's profession and one 's perception

Each p l ayer chooses a profe s s i o n , for i n stance , b u s d r iver , housewife, teacher, window cleaner, lawyer, bartender Together they observe some eve ryday event-on a tri p , on telev is ion, or elsewhere.

Afterward each of them writes an account of the event from her or h is assu med "professional " point of view. The reports are read aloud one by one.


Do the p layers succeed in assuming roles, or do they s imply give their own points of view?

88

Age group:

S i ze of group :

Observation and Perception Lie detector


8-1 0

3

One player sits in a chair with the rest of the group sitt ing i n a se mic i rc le round her or h im . For one or two mi nutes the group asks the central p layer questions on any subject. (The t ime must b e specified beforehand-no more than two minutes) . The player in the center must answer all the questions with lies.

When the ti me i s up , the next p layer takes a turn . F ina l ly the g roup d iscusses observations made during the game.


How does each p layer behave whi le being questioned-physical ly

re st less, nervous , or calm, comfortable? Does she or he get into a m udd le when answering , or g ive sk i l l fu l answers? What k ind of qu est ions does the grou p ask? Are some members q u estioned in a fr iendly way, some aggressively?

Discussion aids:

H oW does truth emerge from l ies?

89

4 Observation and Perception Descri pt ion game I

Age group :

S ize of grou p :

a l l ages

1 0-20

Members of the group converse for a short t ime or p lay another short game, without being told what they have to do next : to sit somewhere in the room where they can't see each other, and to describe at least one of the other members.


Who describes whom? Why are some players described frequently and others not at a l l? What sort of th ings are described? Do the descriptions involve judgments as we l l?

90

Age group:

S ize of grou p :

Materials :

a l l ages

8-20

Observation and Perception Descri ption game I I

paper and pens

5

One member of the group is sent out of the roo m. The others have to write a precise description of her or hi m : heig ht, color of hair and eyes, clothes and shoes, etc.


Why are some p layers described in deta i l , others vaguely? Is there some cori·elation between the way a person is described and her or his position in the group?

9 1

6 Observation and Perception Hands game I I

Age group : teenagers and adults

8-20 S ize of group:

The group d ivides into equal ha lves, A and B (by sex if there are equal numbers of men and women ). The two groups stand facing one another · A p layers hold out their hands, B p layers study them for a certain length of t ime .

The B players then turn arou nd . A p layers may not a lter the appearance of their hands in any way at th is point (with r ings, etc. ) .

Each A player chooses a B p layer, stands behind her or him and holds her or his hands about three to six i nches i n front of the player's face. The B p layers have to guess whose hands they are looking at.


Who is ident if ied? Who isn't? How long do players take to identify the others?

92

Age group:

S ize of group :

Materia ls :

Observation and Perception Eyes game


8-20

7

a large cardboard screen with two eye-ho les in i t ( it cou ld be p laced i n a doorway) ; paper and pens or penci ls

Players d iv ide i nto two groups . One group stands beh ind the cardboard screen , and one by one i ts p layers look through the eye-holes. The other group has to try to identify the person who is looking through the holes by her or h is eyes, each person writ ing down their guesses in sequence on a sheet of paper. The guesses are then compared.


Do the guesses vary very much from one another? Why are some players not identif ied at a l l?

93

8 Observation and Perception What's changed?

Age group: al l ages


The g roup divides into two rows facing each oth er For one minute each player studies the appearance of the player opposite. Then everyone turns around so they can't see one another, and each player m akes three changes in her or his appearance . Players then turn back to face one another and try to fig ure out how their partners have changed .


D o the p layers m a ke s l i g h t o r obv i o u s changes i n t h e i r appearance? W h y do some players f i nd i t d i ff icu l t to see changes in the ir partners?

94

Age group :

S ize of group :

Materials :

al l ages

8-20

Observation and Perception Touch ing a person

two wooden spoons and a bl indfold

9

One p layer i s b l indfolded. She or he takes a wooden spoon in each hand and sta nds i n t he center of the c i rc le of p layers . Another p layer stands i n f ront of the b l indfolded one in any position she or he chooses, such as crouching , bending , kneel ing , or standing on tiptoe with hands in the air.

The bl indfolded player has to touch the other with the wooden spoons and try to identify her or h im . If the "toucher" is successful the "touched" player is b l indfolded and the game is repeated .


How are people recogni zed-by their clothes or physicCll featu res? How does the "toucher" touch-hesitantly, confidently? How does the "touched " person react-in a tense , t i ckl i sh , or relaxed manner?

Discussion aids:

I t's absolutely essentia l that any feel ings of unease aris ing out of t h i s game be taken ser iously and d iscussed, not as i nd iv idua l prob lems but i n relation to the sociocu ltu ral situation .

95

1 0 Observation and Perception Sheet game

Age group:

S i ze of group :

Materials :

a l l ages

8-20

one sheet for each p layer

Each player puts a sheet over her or his head . They all walk round the room in s i lence and try to identify each other by feel ing and touching . When two players have recognized each other they drop out of the game.


How are people recogn ized-by their clothes or physical featu res? How does the toucher touch-hesitantly, confidently? How does the touched person react-in a tense, t ickl ish , or rel axed manner?

Discussion aids:

I t 's absolutely essent ia l that any feel ings of unease aris ing out of th is game be taken ser iou s ly and d i scussed, not as ind iv id ual problems but in rel ation to the soc iocu ltu ral situation .

96

Age g roup :

S ize o f group :

Materials :

a l l ages

1 2-20

a blanket

Observation and Perception Which of us is miss ing? 1 1

Players stand in a c ircle facing outward , with their eyes closed. The game leader moves them into d ifferent positions i n the c i rcle so that no one knows any more where the others are stand ing . The game leader then puts one of them in the center, makes her or h im crouch down, and covers her or h im with a blanket. At a given signal t he others turn around.

Who i s f irst to rea l ize who is missing? If necessary the missing person can be touched.


How long does it take to d iscover who's missing? How many people work i t out?

Discussion aids:

The speed with which a person is m issed depends partly on her or h1s position in the g roup. So i t 's not a good idea to choose players who are conspicuous for their positive or neg ative behavior. On the other hand this game wil l emphasize the position of outsiders, who are easi ly overlooked. The reasons for any "oversight" should be d iscussed .

97

1 2 Observation and Perception Pipe up, Johnny!

Age g roup :

S ize of group :

Mater ia ls :

al l ages

8-20

a b l indfold

P l ayers s i t in a c i rc le . One is b l i ndfo lded . S h e or he s i ts on someone's lap and says, " P ipe up, Johnny !" The other player m u st respond (up to three t i mes) in a d isgu ised vo ice . I f the b l indfolded p layer can't guess her or h is identity she or he must go to another p layer and try agai n . Otherwise the p layer whose identity is gu essed is b l indfolded in turn .

Variation:

The b l indfolded player may touch the other.

98

Age grou p :

Size o f group :

Materials :

al l ages

8-20

a b l indfold

Observation and Perception Whispers 1 3

Players stand in a c ircle. One is b l i ndfolded , placed in the center, and tu rned round several times so that she or he loses any sense of d i rection. Then the player points anywhere she or he chooses. The player pointed to whispers a short sentence to the b l indfolded player, who then has to try to identify her or him. If the b l indfolded player fai ls, she or he must point in another direction . If she or he succeeds , the p layer who is ident i fied becomes the b l indfolded one.

99

1 4 Observation and Perception "Telephone"

Age group :

S ize of group :

a l l ages

8-20

The group s i ts i n a c i rc le . O n e p layer beg i n s by wh i sper ing something in her or his neighbor's ear The neighbor repeats it to the next neighbor, and so on . When the whisper has gone al l round the circle the final version is compared with the orig ina l .

Variation:

I nstead of a whisper a short movement sequence may be passed round the circle.

Discussion aids:

T h e reaso ns why a w l1 i s p e r gets d i storted s h o u l d be made c lear-ambigu ity of i n formation , careless l i sten ing , select ive l isten ing , association instead of l isten ing , or want ing to force everyth ing into a pattern.

1 00

Age g roup :

Size of group :

all ages

8-20

Observation and Perception Rumor 1 5

one player sets a rumor in c ircu lat ion ; the next player takes it for the truth and adds further speculation to it . When all the p layers have taken a turn the final version of the ru mor is compared with the orig ina l .

1 01

1 6 Observation and Perception Story chain

Age group :

S i ze o f group:

a l l ages

6-20

Several players leave the room. One of the p layers remain ing in the room tel ls a sto ry, not too short and ful l of deta i l . One of the l isteners then gets a p layer from outside and tel ls her or h im the story. Th is player gets another p layer from outs ide, te l ls her or h im the story, and so on. The f inal version of the story is compared with the origina l .

Variation:

I nstead of making up a story , the f i rst player may read aloud a

detai led text, which then has to be reproduced .

Discussion aids:

T h e reasons w h y i n fo rmat ion gets d i s torted m u s t be m ade clear-subjective perception and i nterpretation of events, lead ing to correspo n d i n g a l terat i on s ; i n adequ ate contro l of the commun ication med iu m ; in formation not understood as the narrator intended.

1 02

Age g roup :

Size o f group:

Learning goal :

a l l ages

8-20

Observation and Perception Mime chain

to assess the ambigu ity of information

1 7

Several p layers leave the room. Those remain ing behind devise a m i me w h i c h can be per formed w i t h o u t p rops , f o r i n s tance elephants swi mming a t the dentist, changing the baby, etc.

One p layer is brought from outside and told to watch the scene carefu l ly so as to be ab le to repeat i t . The p layers from outside are brought in one by one to watch and perform the m ime. When everyone has seen and performed the mime the or ig i nal i s repeated . The mime may not be explained d u ring the cou rse of the game.

Discussion aids:

The reasons w h y i n fo rmat ion ge ts d i st o rted m u st be m ade clear-subjective perception and interpretation o f events, lead ing to correspond ing a l terat ion s ; i n adequ ate control of the communication med ium; information not understood as the performer i ntended.

1 03

1 8 Observation and Perception Deaf and du mb

Age g roup: a l l ages

6-20 Size of grou p :

Players sit in a c ircle and take consecutive numbers. Players with even numbers are "dumb, those with odd numbers are "deaf . " The deaf p layers can talk but can't hear ; the ir ne ighbors can hear b u t not speak-they have to make themselves understood by gestures. The deaf p layers ta lk to the dumb ones, who have to reply with movements.

1 04

IV . Identification and Empathy

Identification and Empathy

E m pathy is the ab i l i ty to proj e ct you rse l f i nto other people 's personal it ies, to understand them from their own situation, to be aware of the ir attitudes and recogn ize thei r needs. It does not necessar i ly i nvo lve s h a r i n g t h e i r co nv ict ions , s tandards , and values, or approving of their actions.

By identif ication we mean d iscovering in another person feel ings, anxieties , modes of behavior, or experiences the same as your own. This enables you to understand the other person and respond to her or h im accord ingly.

Certain conditions are necessary for identification and empathy· emotional stabi l ity, a sense of being under no pressu re, and the certainty of being able to sustain your own role.

The games in this category should help p layers to become aware of other people's points of view and understand their needs, and so to widen and deepen their f ield of communication. P layers can reach th is goal by learning to express their own feel ings, opinions, c r it i c i sm , d issat isfact io n , appreciation , or recogn i t io n , each to varyi ng degrees in the ind iv idual games. After th is learning process players wi l l be better able to respond to the ideas and behavior of other members of the group, to pred ict other people's reactions to their own behavior, and to adjust their behavior accordingly.

An add i t iona l learn ing goal i s to qu estion and i f necessary change the standards and va l ues of behavior previously agreed on in the g roup (the ab i l ity to abandon roles )-th is sho u ld make tensions with in the g roup more tolerab le . It is a lso valu able to learn that verbal and nonverbal statements are often incompatible . that in fact they usual ly contradict one another Developing the abi l ity to empathi ze or identify with others wi l l enable players to assess their position in a group and also to recognize other members for what they are without forcing them into roles.

Dangers, limits, practical tips · There is one great danger with

1 06

these games: people with weak egos rnay see here an opportu nity

to transfer their own problems to other people instead of accepting

them themselves. The games may a lso encou rage such people to

express their own needs ind irectly, through other people , without

ever being ful ly aware of them. These people wi l l be unable to real i ze themse lves through games. It 's d iff icult for them to form a re lationship with another person on equal terms, s ince they often use other people as tools .

The abuse of identi f ication and empathy may a lso appear i n other forms o f behavior. When someone admires the behavior of another person he may be tempted to i m itate it uncrit ica l ly or, if someone thinks and speaks only f rom the point of view of another perso n , his own person a l i ty des i res and needs may become submerged.

When putting these games into practice i t i s important to explain to the group that prej udices and stereotypes l imit or even prevent empathy and identif ication .

1 07

1 Identif ication and Empathy Control l i ng conversation

Duration :

Age group :

Size o f group:

1 hour


6-20

Person A makes a true statement. Person B has to interpret what she or he has said by asking : "Do you mean that. ?" A answers "Yes, "No , or "To some extent , " depending on how accu rate she or he feels the interpretation is . B cont inues asking questions unti l A has answered "Yes" three times. (Several 'To some extents" don't count. )

Afterward A and B exchange roles.


How d ifficult do people f ind it to i nterpret accurate ly what another person has said? Do the p layers being questioned help the others i n any way, or are they intent on answering "No" as often as possib le?

Discussion aids:

Point out possib le causes of d ifficu lties in interpretation.

1 08

Age group :

S ize o f group:

a l l ages

8-20

Identif ication and E mpathy Trust your partner 2

Players d iv ide into pai rs. One player i n each pair closes her or h is eyes and a l lows the other to lead her or h im around the room . They then exchange ro les .

The lead ing may be done: -with words ; -without words bu t with both hands; -without words, with one hand ; -without words, with one f inger

This exercise is a useful preparation for "Snake.


Who takes the leading ro le f irst-is it sexual ly determined? Do people f ind it d ifficult to al low themselves to be led? Do the leaders move qu ickly, s lowly, carefu l ly , or over-careful ly? What effect does th is have on the persons they are lead ing? Do p layers bump into one another? How does com mun i cation work-are the verbal and nonverbal s ignals precise?

Warning:

Adults often f ind it difficult to trust someone else spontaneously.

1 09

3 Identification and Empathy Snake

Duration :

Age group :

S ize o f group :

Learning goal :

I mposs ib le to say Not too short , o r p l ayers won't have a chance to get used to the touch signals. Not too long, because moving around ' "b l indly" is t ir ing (especial ly for people with poor blood circulation )

al l ages

6-1 4

to trust one another and take respons ib i l ity for one another

P layers form a snake by ho ld ing onto each other 's shou lders or hands. Everyone closes her or h is eyes except the p layer at the front of the snake , who leads the others arou nd, negotiating real or imaginary obstacles, c l imbing stairs, goi ng over, round, or through things, around tight bends, sometimes crouching , someti mes on tiptoe. Signals may be given only by touch.


Who leads? Why? (When g roups are just starting it may be advisable for the game leader to take the lead . ) H o w does h e o r she lead-qu ickly, s lowly, carefu l ly , o r overcareful ly? How clearly are signals passed on? How confidently do the fol lowers move-are they tense or relaxed?

1 1 0

Age g roup :

S ize o f group :

a l l ages

6-20

Identification and E mpathy Statue 4

The group d ivides into pairs. One partner stands entirely relaxed , with eyes closed , whi le the other arranges her or h im in a certain posture . Neither may speak during the game. They then exchange roles.

Variation:

Players use only words to explain how their partners should stand.


How do the "sculptors" handle their "statues"-hesitantly, carefu l ly , nervously, self-consciously, gently, or rough ly? Is the "sculptor" able to make his i ntentions clear to the "statue"? Is the "statue" able to understand the "sculptor 's" intentions?

Discussion aids:

What d iff iculties ar ise when only one form of communi cation is used ?

1 1 1

5 Identif ication and E mpathy Pyramid

Age group :

S i ze o f group :

al l ages

8-20

P layer B arranges P layer A as part of a h uman pyramid. Player C then adds P layer B to the pyramid , the next p layer arranges C , and so on. The last p layer arranges her- or hi mself in the design. No part of the pyramid may stand in isolation from the rest. No one may speak during the game.


What kind of posit ions are p layers arranged in-comfortable or compl icated? Who arranges whom? I s the pyramid constructed so that players touch one another?

Discussion aids:

What d iff icu l t ies ar ise when o n l y nonverbal com mun icat ion is used?

1 1 2

Age g roup :

S ize of group : Mater ia ls :

Identif ication and E mpathy Opposites


8-20

6

paper and pens ; pieces of paper with various "scenes of act ion" written on them ; p ieces of paper with opposite att i tudes or types of behavior on them

Pairs of p layers who choose to " perform" d raw from one pi le a piece of paper with a scene of action on it , such as a cou rtroom, f i l l ing station, or an executive's office. From another p i le they draw a piece of paper g iv ing opposite attitudes, such as t i m id/bo ld , tacitu rn/talkative, happy/sad, cal m/effervescent. The two p layers then devise a skit which corresponds to the instructions picked, and perform i t i n front of the group. The aud ience has to guess where the scene i s set and what kinds of behavior are be i ng portrayed.


How do the performers tackle the ir task? What difficulties does the g roup have in recognizing what is being portrayed?

1 1 3

7 Identification and Empathy Famous strangers

Age g roup :

S ize of group:


8-20

Two p layers stand facing one another E ach pretends to be a famous person , without te l l ing anyone who they are. The two have to find out who the other is by asking questions a lternately . The questions must be asked in such a way that they can be answered "Yes" or " No.

Variation:

The game leader te l ls the players their partners' "names, but not their own . Using the same method of questioni ng as above, they have to d iscover their own identit ies.


What questioning techniques do p layers use? Do partners try to help each other or del iberately mislead each other ; do they cooperate o r compete with each other?

1 1 4

Age group :

S ize o f group :

Materials :

Identification and E mpathy Photo performance


8-20

8

depen d i n g on the s i ze of the g roup , 1 0- 1 5 m agaz i n e p h otos t h at show p e o p l e communicating with one another

The game leader shows the group a nu mber of photos of people communicating i n any way. Players divide i nto pairs and each pair chooses a photo, withoU[ the others seeing it .

E ach coup le now performs a conversation that the people in their photo m ight be hav ing . The other players have to guess which photo they are performing .


Does the audience have d ifficulty in guessi ng which photo it is? Why?

1 1 5

9 Identifi cation and Empathy I nterrupted scene

Age group :

S ize of group :


8-20

Each of th ree p layers (A, B, and C) devises a scene to perform, such as " S u nday morn ing before church , "car rep a i r shop , "government recept ion . None of them knows what the others' scenes are.

The game leader arranges a d ifferent starting s ignal with each of them, u nknown to the others . When the leader g ives A the agreed-upon s ignal , she or he has to start perform ing her or his scene. B and C have to try to jo in in. After a t ime B is g iven a s ignal and she or he m ust beg in the new scene. This ti me A and C have to try to join in , unti l C's s ignal i s given. The game may be p layed verbal ly or nonverbal ly .

1 1 6

Age group:

S ize of group :

Identif ication and Empathy Parent cou nselor


6-20

1 0

Th is i s a ro le-p layi n g game invo lv ing th ree people : " Father , Mother , and a "counse lor , who asks the parents quest ions

about the i r roles, the i r behavior, and their fee l ings. At a signal from the game leader p layers exchange ro les : the

counselor becomes the mother , the mother becomes the father, and t h e fath e r becomes the c o u nse lo r Later the ro les are changed once more so that everyone has played each role once.

Warning.

This game should only be p layed with groups who are accustomed to games, s ince the players are given l i tt le ind ication of what to do. Otherwise i t may arouse too much anxiety.

1 1 7

Identification and Empathy Guidance officer

Duration :

Age group :

S ize of group :

Materials :

about 2 hours


3-1 8-smal l g roups of th ree p layers each or one group in which 3 p layers perform and the others l isten

instruct ions for the mother and the gu idance officer

Three people take part in th is game: the mother, the gu idance officer, and an observer. The mother goes to the gu idance officer because her fifteen-year-old daughter has been pi cked up by the pol ice with a street gang that was causing a d isturbance. The girl has several previous convictions and one more wi l l mean she wi l l be sent to a reformatory. The mother has a job and can't look after the daughter properly. She doesn't know what to do to prevent the gir l being sent to the reformatory. But the mother has another, and more important reason for goi ng to see the gu idance off icer · she is d ivorced and l ives with a man , and she has just discovered h im in bed with her daughter. She is so upset about this that she wi l l talk about it only if the gu idance officer wins her confidence. (Only the person p laying the mother and the game leader know beforehand the true reason for the mother's visit . )

Instructions for the " mother" are: "Try to project you rself totally into the role of the mother. Don't mention the true reason for your visit un less the gu idance officer rea l ly gains your confidence .

Instructions for the "gu idance officer" are : ' 'Try to project yourself tota l ly into the role of the gu idance officer. The people who come to you are strangers and you can help them only if they tel l you their prob lems frankly and honestly. Remember that many people can only approach their p roblems ind irectly. You personal ly have noth ing to lose in th is conversation, but for the mother it may be of immense signif icance.

1 1 8


How does the gu idance officer behave-does he give the mother advice, does he d iscover the tru th , d oes he let the mother f ind her own solut ions , does he only offer h is personal opin ion , does he judge her, b lame her , or te l l her what to do?

1 1 9

1 2 Identification and Empathy Liberation from sex roles

Duration :

Age group:

Size of group :

Materia ls :

Learning goa l :

about 2 hou rs


1 0-20

paper and pens

p l ayers become aware o f t h e i r p rej u d ices reg ard ing the other sex, and how prej ud ices unconsciously l im it their own behavior

Players d ivide into two groups, female and male. For about twenty minutes each group discusses the qual it ies of the opposite sex: -What is typical ly mascul ine? -What is typical ly femini ne? Each g roup chooses a secretary to record i ts concl usions, and a spokesperson .

Afterward two female and two male p layers are chosen to perform a role-game, the women playing male roles and the men p layi ng female ones. The purpose of the game should be d iscussed at this point, but not its development.

The spokespeople report the outcome of group d iscussions to the g roup as a whole.

Small (mixed ) g roups d iscuss the causes and forms of sex role prej ud ice.


What qual it ies are considered sex-specific? Do peoples' atti tudes correspond with their own behavior? Is it possible to avoid sexual roles? Do the women play normal mascul ine roles in the role game, and v ice versa? Do they exaggerate the "typ ica l " behav ior of the opposite sex, or do they develop new forms of behavior?

1 20

Discussion aids:

Players shou ld not on ly l iberate the mselves f rom sexua l p rejudices, they should also come to understand how prej udices arise and what their function is.

Warning:

This game may cause insecu rity and anxiety if the behavior of ind ividual p layers is assessed too closely, and p layers rea l ize that the ir behavior i s not " ideal ."

1 2 1

1 3 I dentification and Em pathy Clubs

Duration :

Age g roup :

S ize of group :

1 hour


1 0-20

Fou r p layers leave the room and decide on a c lub, assoc iation, or org ani zation that they wi l l p retend to portray, such as a kennel c lub , a pol itical party, an emp loyers' association . They choose a chai rperson.

They then come back into the room and act out a meeting of the c lub. They read m inutes, put forward proposals, debate them, and make decisions-but all in a vei led way, without d i rectly revealing the type of o rgani zation being portrayed . The rest of the group have to guess what k ind of c lub it is . When someone th inks he has guessed , he joins i n with the meeting.


I s it d ifficult or easy to detach meaningful statements del iberately from their context? Why? How clear-cut is th is detachment i n the game? How difficult or easy is i t for the other players to join i n?

Discussion aids:

Players should come to real ize that one reason why it is d iff icult to detach meaningful statements from their context de l iberate ly in a game i s that people so often d o it subconsciou s ly i n everyday conversation.

1 22

Age group :

S i ze of group :

Learning goal :

Ident ification and Empathy Speech '


6-20

1 4

to fee l you r way i n to ro les and i m itate t h e app ropriate characteristics of those roles

One p layer has to make a speech wi thout words on a subj ect chosen by the group . Du ring the speech she or he has to im itate the gestures of a person known to the group (such as another group member, the game leader, a pol it ic ian ) . The other p layers may also communicate only by gestu re .

Warning:

This game should only be p layed with g roups who are accustomed to game-playi ng.

1 23

1 5 Identification and Empathy Exchanging roles

Age group :

S ize of group :

Materials :

a l l ages

6-1 6

paper and pens

I n a group where the p layers know each other qu ite wel l , everyone writes her or h is name on a piece of paper. The s l ips of paper are col lected , mixed up , and each player d raws one with the name of another member of the group on it .

Everyone then has to say someth ing about th is other p layer, but speaking in the f i rst person , in other words : -" 1 am -" I often say -" 1 always l i ke The statements may be about any character ist ic of the other p layer. The group has to guess who the other person is .

1 24

Age group :

S ize of g roup :

Identification and Empathy Shadows


6-20

1 6

Two p layers, A and B , have a d iscussion. Behind each of them stands a "shadow, A and B. A says or asks someth ing . Then A

says what she or he bel ieves A rea l ly meant to say, felt, or om itted to say. B answers A and then B interprets what B said . A answers B and so on.


Do the shadows real ly understand what their partners are th ink ing , feel ing , and not sayi ng? Do the shadows project their own fee l ings and thoughts onto their partners? Who steers the conversation , A and B or their shadows?

1 25

1 7 Identif ication and Empathy Telephone operator

Age g roup :

Size o f group :

Learn ing goal :

a l l ages

6-1 4

to put yourself i n another person 's posit ion . and to hold a conversation for a certain period ot t ime with someone you d idn't choose to speak to, on a subject you d idn't choose

P layers sit in a circle with their eyes closed . The game leader. the "operator ," d ia ls a nu mber on an imag inary te lephone and "cal ls" one of the p layers by tappi ng her or h im on the shoulder The operator gives th is p layer a name, and connects her or him to another player with an imag inary te lephone, who is a lso assigned a role. The operator then te l l s the two p layers what to ta lk about. They have to i magine that they are a long way apart and the telephone is their only means of commu nication . At the end of the conversation the operator terminates the connection .

Examples of conversations might be : -Sal ly Richardson i n New York cal ls Tom Dunne in Boston to

make a date. -Mrs. M i l ler cal ls her fr iend to complain to her about her hus

band. -Mr. Peterson in San Francisco cal ls h is mother in Nashvi l le to

congratu late her on her seventieth b irthday.

Discussion aids:

What happens in th is game depends largely on the game leader, her ideas, and her ins ight . She can set up conversations between p layers who rarely speak to one another or who only ta lk about their own problems.

1 26

Age g roup :

S ize o f group ·

Learning goal :

a l l ages

6-20

Identification and Empathy G ibberish 1 8

to interpret and react appropriately to intonation . intensity, melody, pitch , and mood i n language, independent of verbal meaning

Gibber ish i s a l anguage in which people of any national ity can converse and understand each other, even if they only know their own language. The game leader assigns two p layers a national ity and a situation : for instance, an Eng l ishman and an Eskimo who haven't seen each other for ten years meet on Broadway The two p layers try to c o m m u n i cate with one another in a nonse n se language.

Warning:

This game is unsu itable for grou ps who are not accu stomed to game-playi ng or who are in h ibited .

1 27

1 9 Identification and Empathy Taki ng a trip

Age group :

Size of grou p :

Mater ia ls :

a l l ages

8-20

paper and pens

One p layer, who is "taking a tr ip , leaves the room. The others pack an imaginary su itcase for her or h im, with objects or qual ities that the "trave l ler" possesses or that they would l i ke her or him to have, such as a healthy appetite, last su mmer's torrential rains, a can of cynicism, a snow-white handkerchief , composure , the ab i l ity to cook, tight pants. A l ist is d rawn up , with one contribution from each p layer, and the trave l ler is brought back i nto the room. The l ist is read to the travel ler and she or he has to guess who has packed which object or qua l ity.

Discussion aids:

The game should reveal not only how other group members see the ind ivid ual , but also how she or he thinks they see her or h im.

1 28

Age g rou p :

Size o f g roup :

Materials :

Identif ication and Empathy " Personal"


6-1 0

paper and pens

20

Every p layer d raws a c a r d w i th t h e name of another g ro u p member o n it , for whom s h e o r h e then has to compose an appropriate " personal" ad . The ads are col lected and mixed up, and read aloud one after the other. The g roup has to guess who wrote them, and on whose behalf.

Variation:

Everyone writes her or h is own ad . The group then has to guess who the advertisers are.

1 29

2 1 Identification and E mpathy What would you do if?

Age g roup :

S ize o f group:

Materia ls :


6-1 4

paper and pens

The game leader asks a series of questions to wh ich players have to write down their answers in rapid succession . The pieces of paper are left unsigned, col lected , and read aloud by the game leader. The group has to guess who wrote each one.

Examples might be : -What would you do if you won a mi l l ion dol lars? -What's your favorite season? -What's your favorite food? -What qua l it ies do you value most i n your partner? -What would you do if you r a larm clock went off an hou r early? -Which centu ry would you most l i ke to have l ived in? -What famous person do you admire most? -Which book would you take to a desert is land with you? -Which country wou ld you most l i ke to visit? -Which color do you d is l i ke most? -Which animal do you f ind most d isgust ing? -What do you wish for you r friends? -Would you rather l ive in the past or in the future?

1 30

Age g roup :

S 1ze o f group :

Materials :

Identif ication and Empathy Insult ing the k ing


6-1 4

paper and pens

22

A king (or queen) and a m inister are chosen b y lot. The king sits on a throne with h is m in ister beside h im ; the rest of the p layers stand at the other end of the room. The m in ister goes over to them and asks each one in turn what she or he objects to about the king. One may d is l ike the k ing 's appearance, another may be cr it ical of his reg ime . The m in ister goes back to the king, te l ls h im a l l the complaints, and f inds out wh ich one annoys the k ing most. The king then has th ree chances to guess which of his subjects made th is complaint. If he fai ls to guess correctly the min ister has to collect a whole new series of complaints, and the king guesses again .


What k ind of complaints are made against the king-superf ic ia l , banal , things he can't change or behavior that can be changed? Does the king admit what really affects him or does he choose an inoffensive complaint?

1 31

23 Identification and Empathy Analogies

Age group :

S ize o f group :


6-1 4

Players try to get to know each othe r better with the help o1 analogies. One player in the g roup thinks of another p layer, and the rest have to try to find out who it is by asking questions such as : -What would th is person be if she or he were a color? -What would this person be if she or he were a landscape? -What wou ld th is person be if she or he were a m u sical i n -

strument? -What would this person be if ?

1 32

Age g roup :

S ize of group :

Materials :

Identif ication and Empathy People and objects


6-1 0

paper and pens

24

One p layer chooses an object in the room, tel ls the rest of the group what i t is , and goes out. The other p layers try to think of qua l it ies that th is object and the player who chose it share. They write down the qual it ies together with the name of the person who chose the object.

The f irst p layer is brought back i nto the room and has to exp la in to the group why she or he chose this particular object. Then the l i st of qua l i t ies i s read out , and she or he has to guess who suggested which ones.

Afterward the f i rst player correctly guessed chooses an object.

1 33

25 Identification and Empathy People and animals

Age g roup : teenagers a n d adu lts


Materials : paper and pens

Each player draws a pi cture of herself or h i mself as an ani mal, to symbol ize her or h is posit ion i n the group. The papers are lett uns igned, co l lected , and then d isplayed one after another The group has to guess who d rew which animal .

Variation:

E ach p layer i s g iven a card wi th the name of another group member on it . She or he has to invent a name and ani mal appropriate to the other person , such as Otto the Tunaf ish . These are written down on pieces of paper, col lected , and read aloud. The p layers say what qua l ities they associate with each name and kind of ani mal ; then the writer g ives her or h is assoc iations, and f inal ly the name of the person she or he was th inking of.

1 34

Age g roup :

S i ze of group :

Identification and Empathy Si lent sociogram

teenagers and ad u lts

8-20

26

Players form two g roups. Two rows o f chairs are arranged facing one another Group A sits on one row of chai rs, and G rou p B stands beh ind the other row of chairs, facing Group A. Each of the p layers s i tt ing down mental ly chooses one of the standing p layers. Each stand ing p layer then sits down opposite the p layer who she or he th inks has chosen her or h im . I f the player chooses the correct p lace she or he remains seated and her or h is partner has to stand up . If the player chooses the wrong place, she or he has to guess again.

Discussion aids:

The game leader should not take part , so that he can analyze the p roceedings without any personal or emotional involvement.

1 35

V. Aggression and Self-Assertion

Aggression and Self-Assertion

The word aggression derives from ad-gredi = approach someone or someth i n g . Wi thout go ing i n to the var ious theor ies of aggression, it is possible to dist ingu ish between two forms. Destructive agg ression, which is characteristical ly i rrational and usual ly expressed in the form of interna l or external damage or destruct ion, has lost i ts object and can no longer be contro l led by the ego. Constructive agg ressi on, on the other hand, enables you to art iculate and rea l ize your own needs in relation to an object. This is the form of aggression we are referring to when the word is used in th is chapter .

By self-assertion we mean the wi l l and abi l ity to represent your own interests-which may sometimes confl ict with the interests of others-and f ind su itab le ways of rea l iz ing them.

The games in th is section are del iberately confl ict-oriented , in other words they a im to make group members aware of conf l icts in the group and i n society, to question exist ing behavior patterns and mechanisms for resolving confl ict, and to suggest new forms of behavior that can be tried out fi rst in game form .

You r sense of identity and self-respect result from your abi l ity to

articulate and assert you r own needs and interests. Many people are not capable of doing th is , s i nce o u r society genera l ly con demns the assertion of i nd iv idua l desi res . This is a particu larly clear example of how personal ity depends on acqu ired standards a n d forms of b e h a v i o r t h at h ave then beco m e i nte rna l i zed However, the abi l ity to encounter an object, either a person or a t h i ng , construct ive ly knowi n g your own w ishes and needs, i s absolutely essentia l for both social and professione.l activity.

These games offer p layers the opportunity to get to know or develop variou s forms of self-assertion in confrontation with other

group members, such as teaming up with l i ke-m inded people i n

order to achieve someth i ng more easi ly . P layers can ad mit, express, and joint ly investigate the causes beh ind feel ings of aversion and hatred toward th ings , methods, or other g roup members.

H aving acq u i red th ese ab i l i ties , group members wi l l be able

1 38

either to e l im inate negative feel ings, to l ive with them, or to turn them into a posit ive force. I n addition players become aware of the pressure that exists with in the group and the constraints i t puts on each of them. They learn to res ist certa in constra ints and, for 1nstance, not to take part i n certa in games. They also learn to assert t h e i r own needs and i n terests , and a l low them to be examined by the group for legitimacy and practical ity.

Dangers, limits, practical tips : For these games to be effective i t i s essential that p layers understand the i mportance of learn ing to assert their own needs. I t may be d ifficult to convince some o f them, especial ly i f they read the saying "Love thy ne ighbor as thyself" with the emphasis on the f i rst part. They must rea l ize that their neig hbor's personal i ty is also made up of self ish i nterests and needs, and that they should not accept and tolerate him more than themselves. Only when we are able to real ize our own needs and interests can we help others to recog n i ze and achieve the i rs. Un less our sel f-love and ne ighborly love are equal ly balanced, we may lose our sense of identity and no longer even be capable of social charity.

If negative feel ings emerge in the group the game leader should not necessari ly rel ieve the tension at once, s ince tension-used constructively-may stimulate change and solution of prob lems. If tension is removed too soon and a harmonized but not h armonious group situation created, th is st imu lat ion wi l l be lost and p layers wi l l miss the chance to assert their own desires against opposit ion for a period of t ime.

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1 Aggression and Self-Assert ion Br idge party

Duration :

Age g rou p :

S i ze o f group :

about 1 112 hou rs


8-20

A group of men friends who haven't seen each other for a long t ime arranges a bridge party. One of their wives arrives during the evening and tries to get her h u sband to come home.

Afterward the game is repeated with a group of women f riends who haven't seen each other for a long time. A h u sband attempts to get h is wife to come home.

S im i lar ities and d ifferences i n behavior wi l l become clear when the two games are compared.

Possible extension: The coup le at breakfast next morning.


How do people try to convince their partners to leave the partyby argu ment , cunn ing , force, or persuasion? Do they th reaten sanct1ons or coldness? How do the partners resolve the confl ict? How do the friends react?

Discussion aids:

Sexual ly determ ined behavior should become clear.

Warning:

I t is not advisable for couples who are rea l ly married to p lay th i s game, since behavior patterns from the i r own marriage may appear which they may be too upset to deal with .

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Age group :

S i ze of grou p :

Aggression and Self-Assertio n Self-assertion and confl ict resolution


6-20

P layers take turns portrayi ng one of the fol lowing situations: -A customer in a restau rant complains about the food .

2

-A truck d river on a long haul comes into a bar where there's at least one other customer and a bartender He wants some cigarettes out of the cigarette machine , but it's out of order and he loses his money. He asks the bartender for h is money back, but the bartender claims he's not responsible s ince the machine belongs to the cigarette company.

-A customer complains to an optician about h is new g lasses . - -An employee comes to the personnel department to ask for a

raise. -A customer compla ins to a haird resser that her or h is hair has

been cut badly. -A black student tries to rent a room in a white neig hborhood. -A door-to-door salesman tries to sell a vacuum cleaner -At ten minutes to s ix , two Jehovah 's Witnesses try to persuade

a man who i s determined to watch the even ing news on TV to come to one of their meetings.

-A trai n conductor discovers a passenger whose pass has expi red .

-A customer in a shoe store tr ies to exchange a pair of shoes bought a few days earl ier .

-A roomer in a pr ivate house is accused of having broken one of the house rules.

-A roomer in a rooming house i s accused of having caused a disturbance during the night.

-An un invited guest tr ies to get to talk to the " star" at a party of celebrit ies.

-A daughter tel ls her mother that she wants to marry a foreigner . -A father shouts at h is daughter for coming home late. -A son asks his parents for pocket money.

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-A son asks h is parents if he can stay out later. -A daughter tries to persuade her parents to let her watch a late

movie on television . -A mother asks her son to do some shopping for her. The son

says he doesn't want to . The father comes in and overhears the son 's answer.

-Parents catch their daughter smoking hash. -A gang of teenage gi rls get caught trying to steal someth ing

from a local store. -A high-school student has been away from school for two days

and refuses to take a weekly test . The teacher says the student should know the work for the test in any case; but the student is adamant. The teacher gets furious and takes the student to the pr incipal .

-A gir l is tormented by some school fr iends of her brother 's . -A group of boys torments a smal ler group of g i rls . -Several people h ave an argu ment becau se they al l want to

watch d ifferent television programs. -Two d rivers have a s l ight col l is ion. They argue about how it

happened. Some witnesses join in . -A fam ily has an argu ment because the f ront door key is lost.


How are the confl icts resolved-do some people assert their own interests without considering others? Do some people sacrif ice their own interests? Do people compromise? How do people express their ind ividual needs-objectively, clearly, humorously, or dog matical ly , hu rtfu l ly , angri ly?

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Duration :

Age grou p :

S ize o f grou p :

Aggression and Se lf-Assert ion Flea market

112 hour--45 minutes


several small groups of 6-8 p layers each

3

Two groups of equal s ize sit facing each other One group p lays tourists on a group package vacation v is i t ing a flea market or bazaar. The other group p lays local tradespeople who �ant to se l l their wares to the tour ists. The game may be played i n m ime or with words.


Do players assume d ifferent roles? Do the tradespeople attempt to sel l goods to i ndiv iduals or to the whole g roup ? Do al l the tradespeople descend on one particu lar tou rist?

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4 Aggression and Self-Assertion Scapegoat

Duration :

Age grou p :

S ize o f group :

Learning goal :

1 hour

a l l ages

8-20

to see how a scapegoat mechan ism arises and functions

On a campi ng exped ition with some teenagers, the group leader d rinks a lot of beer One d ay he f inds a piece of paper pinned to his tent with the message : " People who dr ink alcohol a l l the t ime shouldn't be youth leaders. He demands to know who wrote it, otherwi se he wi l l send everyone home.

The g roup has to use th is synopsis to resolve the conf l ict in play form.


Does the g roup go a long with the leader, are people afraid and anx ious to f ind a scapegoat? Does the g roup try to f ind other solutions by talking with the leader?

Discussion aids:

The group shou ld work o u t poss ib le mot ives for the leader 's behavior, such as fear, insecu rity, laziness, or a l u st for power.

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Age grou p :

S ize o f group :

Aggression and Se lf-Assert ion Ideal ists and realists


6-20

5

Players d iv ide i nto two groups , " ideal ists" and " real ists . The grou ps stand facing one another The ideal i sts make an ideal istic statement, to which the rea l ists have to make a real ist ic rep ly . Then the realists make a statement and the ideal ists have to reply, and so on.

Variation:

The game may be p layed with "opt im ists" and "pessi mists.


Do o n l y t h e q u ickest a n d most a rtfu l p l ayers r e p l y o r does everyone contribute? (You cou ld devise a way of g iv ing everyone a turn, such as throwing a ping-pong ball between p layers in the two g roups. )

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6 Aggression and Se lf-Assert ion Eviction

Age group : teenagers a n d adults


A g roup of fel low tenants blocks the entrance to an apartment to prevent the pol ice from evicting a tenant who took part in a rent str i ke . The pol ice and nu merous onlookers tel l the demonstrators to obey the law and get out of the way. The pol ice sergeant and a senior pol ice off icial t h reaten the tenants with arrest if they cont inue to block the entrance. Starting from th is situation , the group has to resolve the confl ict in game form.


How are ind ividual interests asserted? Do the two sides show sympathy for each other? Do they attempt to persuade each other, or attack or insult each other?

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Age group :

S ize o f group :

Aggression a n d Se lf-Assert ion E lection speech

teenagers and adul ts

6-1 4

7

A cabinet position has become f ree i n a foreign country. There are two cand idates. The cand idates have to make election speeches in which, instead of p ra is ing their own virtues as usua l , they h ave to pra ise each othe r ' s . The one who can demonstrate m o re convincingly that her or h is opponent is the right woman or man for the job wins the election .


To what extent do players manage to obey the rules of the game? Are they nevertheless unconscious ly iron ic or sarcastic?

147

8 Aggression and Self-Assert ion I want to-no you can't

Duration :

Age group :

S ize of grou p :

1 -1 112 hours


8-20

Players d iv ide i nto several smal l g roups of fou r to s ix players each . Each small group then d ivides into two parties. One party wants to do something and the other forbids it . The " I want to" party should be at least as big , if not bigger, than the other For twenty m inutes the groups devi se a role- playi ng game on th is theme and act i t out .

The groups then perform their games in front of the rest of the players. F inal ly the games are d iscussed in smal ler g roups.

Wha t to watch out for:

How do groups decide on the subject of the argu ment? Do they act out an authority re l ationship (such as ch i ldren and parents or teacher) or a relationship between equal partners with opposing interests? How do they rep resent the ir interests-objectively, convi nc ingly. emotional ly, persuasive ly? How is the prohibition expressed-is it explained, or con sidered self-evident, absolute ?

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Age grou p :

S ize o f group :

Aggression and Self-Assert ion But I do


8-20

9

Learning goa l : how to express aggression, even i f ind irectly , i n a ritual ized form

The g rou p sits in a circle. One p layer starts by making a negative statement and throwing a knotted handkerchief to another member of the g roup . The other person has to catch the handkerchief and answer, " But I do. She or he then conti nues in the same way. For example: -"1 don't feel too good today. " But I do. -" 1 never dr ink whisky before l unch. " But I do. -" 1 never stand in front of the mirror. " But I do.


What k ind of statements are made-banal , superfic ia l , things the · · receiver" can't change, or statements about behavior that can be changed?

1 49

1 0 Aggression and Self-Assert ion Contrary game I l l

Age g roup :

S i ze of group :

a l l ages

8-20

P layers div ide into two groups of equal size and stand facing each other with the ir backs against the wal ls . At a given signal p layers in one group try to reach the opposite wal l , whi l e members of the other group try to stop them.

Variations:

The "attack" may be made spontaneou s ly ; without any specific instructions; arm-in-arm.


How do players indiv idual ly o r jo i ntly attempt to reach the wall , or prevent their opponents from reach ing it?

Warning:

It is advisable to remove g lasses before the game starts , and move any sharp or breakable objects out of the game area.

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Age group :

Size o f group :

al l ages

8-1 6

Aggression and Self-Assert ion Pushing game 1 1

Learning goa l : to become aware o f fee l ings that arise on both sides in a conf l ict situation

Two p layers stand facing each other , p lace the pa lms of the i r hands together and clench the i r f ingers. At a given s ignal they try to push each other backward , away from the spot where they are standing . They may break off the struggle any t ime they choose.


Why is the strugg le broken off--Bxhaustion, satisfaction , sense of i nferiority , or res ignation ? How does the p layer who g ives up fee l? How does the w inner behave?

Warning:

There must be plenty of space for the game. Players should be in good physical cond it ion, si nce the game is t i r ing .

1 5 1

1 2 Aggression and Self-Assertion Pressure and counter-pressure

Age group :

S ize of group :

Learning goal :

al l ages

6-1 6

to respond to othe r peo p le 's w ishes w i thout giving up your own

Players move si lently about the room. Everyone chooses a partner, so that eventual ly two groups of equal size stand facing each other in rows. Partners raise their hands and (without touching one another) exert imaginary pressure and counter-pressure to try to m a ke each othe r move backward . Afterward the two rows of p layers exert pressure and cou nter-pressu re on each other as g roups.


Do p layers respond to pressu re with cou nter-pressure or with resignation? Which p layers fee l they have won , and wh ich ones feel they have lost?

Warning:

There must be plenty of room. The game i s very t i r ing.

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Age grou p :

S i ze o f group :

Aggression and Self-Assertion Party game


9-1 5

1 3

The situation is a party with several couples, one guest on her or h is own, and many other guests. (The rest of the group can join in i f they wish . ) The s ingle guest has to f ind a partner f rom among the couples, in other words "sp l it" one of the coup les.

Possible extension · The "d ivided" couple d rives home together afterward and d iscusses the party. Or · Conversation next morning.


How do p layers attempt to "trap' a partner? Is their behavior sexual ly determined? How does the abandoned partner react?

Discussion aids:

I t 's essent ia l that the game be played several t imes over with people of both sexes taki ng the lead ing roles. Modes of behavior that ar ise d u r ing the game shou ld not be seen as i nd iv idua l prob lems bu t i n relation to the sociocu ltural background o f the participants. Th is is an opportunity to d iscuss possessiveness.

Warning:

It 's definitely not advisable for married couples to p lay couples i n this game un less a psychotherapist is present, since game-playi ng can easily become serious.

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1 4 Aggression and Se lf-Assertion Bal loon game

Age g roup : teenagers and ad ults

S ize of group : 8-1 6 , p l u s 4 p layers a s a n aud ience

Four people, possibly famous personal it ies, are in a balloon. The bal loon is overloaded. The travel lers can land safe ly only i f one of them jumps out of the balloon first. Each of them has to persuade the others that she o r he should not be sacrif iced .


How d o p layers attempt to conv i n ce the o thers of t h e i r own importance-by loud or aggressive speeches, by denouncing the others , by th reats, by appea l i ng for sympathy o r i n terest , or persuasion?

Warning:

The p layers in the bal loon should be approx imately equal ly agg ressive and eloquent, otherwise the outcome of the game wi l l be clear from the start.

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Duration :

Age group:

Size of group :

Aggression and Se lf-Assertion Self-assertion

112-1 hou r

al l ages

6-20

1 5

Learning goal : for the ind ividual to make clear and assert her or h is interests against a solid group

All players except one l ink arms and form a t ight circle . One player stands in the m iddle and has to try to get out.


How does the p layer in the center try to get out? Does she or he use persuasive argument , cunning , or physical force ?

Warning:

Take your g lasses off f irst.

1 55

1 6 Aggression and Self-Assertion Human machine I I

Age grou p : a l l ages

8-1 5 Size of group :

T h e g roup h a s t o produce a machine. F i rst p layers choose an inventor who has the idea for the machine, and an engineer and several workers who bu i ld the machine according to the inventor's instructions out of the rest of the p layers.

The machine is then set in motion ; the p layers accompany and pu nctuate their movements with noises.

One p layer then destroys the machine.


Who chooses to destroy the machine? How does she or he do it? How does the g roup react to the destruct ion? Do they defend themselves, try to stay together, or a l low it to happen passively?

Warning:

Take your g lasses off f i rst.

1 56

Sou rces

Antons , K laus : Praxis der Gruppen dynamik , p. 1 3 1 Hogrefe, Gbtti ngen : " B u i ld i n g a Tower I " (Com m u n i cat ion & G roup Format ion #26)-Model by M . J . Flack. Our form of th is game i s from P S b a n d i i n t h e p e r i o d i c a l Gruppenpsychotherapie u n d

Gruppendynamik , N o . 4/70 : " Feedback i n Sensitivity-tra in ing · · " N ASA" (Commun i cat ion & G ro u p Format ion #30)-First pr i nted i n J. W Pfe i ffe r and J. E. Jones's A Handbook of

Structured Experiences for Human Relations Training, Vols . 1

& 2 , University Associates Press, Iowa City , 1 970

Dirx, R uth : Spiele im Haus , Guttenberg , F rankfurt: " Description Game I I " (Observation & Perception #5 ) " Deaf and Dumb" (Observation & Percept ion # 1 8 ) " Insult ing the King" ( Identif ication & E mpathy #22 )

Gbbck: Das grosse Buch der Spiele , Berte lsmann , Guterslo h : " E lection speech" (Agression & Self-assertion #7) " But I do" (Ag ression & Self-assertion #9)

Heimeran : Spielbuch fUr Erwachsene, Heimeran Verlag , Mun ich , 1 935 : "S i lent Sociogram" (Identif ication & E mpathy #26) "What would you do i f?" ( Identif ication & Empathy #21 )

Rohrer · Gesellschaft, Gesellschaftsspiele , Burckhardthaus Verlag. Geinhausen and Berl i n : " M ime Chain" (Observation & Perception # 1 7 ) " I nterrupted scene" ( Identification & E mpathy # 9 ) " Eviction " (Ag ression & Self-assertion # 6 )

Schwalbacher Spielkartei , Verlag Haus Schwalbach "Famous strangers" ( Identif ication & Empathy #7)

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Awareness Games: Personal Growth through Group Interaction

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