Performance of stress management group counseling course

The core of a practical and effective stress management group counseling class is to jump out of the routine of "talking about knowledge points and playing games" and take into account three dimensions: 80% of participants can find a stress adjustment gadget that suits them in the corresponding class hours, the score of on-site emotional relief assessment will be improved by at least 20%, and there will be no group crisis events such as emotional outburst, and the fault tolerance rate of the whole class should be controlled within 10%, even if it is the first time for beginners.

Last month, when I gave a 90-minute lecture to the operation department of an Internet company, I glanced at the audience before the opening: half of the people were holding their mobile phones and ready to return to work news at any time, and two employees who had just finished the 618 promotion had red eyes. There was also a girl who had leaned her head against the back of the chair to get some sleep. Obviously, she was dragged by HR to "gather her head". I've seen this scene too many times. Many novice teachers come up and ask everyone to fill in the self-test scale "What's your stress value", which will only get a blank look-everyone is tired enough at work, who wants to do the exam questions?

I threw a question directly: "Now take out your mobile phone and look at your alarm clock for the last 7 days. How many days did you wake up more than 15 minutes earlier than your preset time?" People whose voices had just fallen into half of the conference room raised their hands, and an operation brother laughed directly: "I woke up at 3 am in the last week and thought I was insomnia. Is this a stress reaction?" In this sentence, the resistance of the audience first disappeared by half.

In fact, there have been two schools of thought in the circle to assist the stress management group: one is positive psychological orientation, focusing on "reconstructing cognition", and the core is to help students twist the idea that "stress is a scourge" into "stress is a growth dividend". Before, some people complained that this school is a "PUA variant in the workplace". Originally, everyone was already anxious enough, and they had to force themselves to thank the pressure; The other school is body-oriented. When you come up, you will be stretched, breathed and slapped. It is said that "your body will relax and your mood will be fine". Some people say that this school is "a flower shelf, and it is useless outside the classroom door". I have talked with teachers from both schools. Actually, there is no difference at all, but it is different to adapt to the scene: teaching senior three students, if you tell him that "pressure is motivation", he can tell you on the spot "why don't you try it?" Why don't you teach him butterfly shooting for 5 minutes and use it when he is nervous in the examination room; Teaching middle-level enterprises, they have a strong sense of logic. You just pat him on the arm and leg, but he thinks your class is unprofessional. Add some cognitive adjustment to help him break "I must do everything 100 points" into "I can do the most important three things 80 points", but he thinks it is useful.

The easiest pit for many beginners to step on is to pursue the "standardized process" too much, and even to walk with a stopwatch, regardless of the reaction from the audience. I have seen a teacher give a class to the aunts in the community before, and read the "Physiological Mechanism of Stress" for 20 minutes according to PPT. The aunt at the bottom has already started knitting sweaters to talk about her grandson's achievements, and she is still there asking "Do you understand?" I never have a completely fixed script when I do my own lessons. At most, I have a core framework, which tells everyone what to say: I will play more games when I teach children, talk more about "how to sleep well" when I teach the elderly, and directly say "This tool can be used in 30 seconds when you change bugs to crash" when I teach programmers, which is more useful than anything else.

I have compiled a cross-reference table for the core framework of lectures with different durations, all of which have been grinded out by stepping on countless pits. There is basically no problem for beginners to directly set them:

Oh, by the way, someone asked me if I should prepare expensive props for the class, such as pressure balls, aromatic essential oils and music healing instruments. I really don't need to. I can take a stack of A4 paper and a few colored pens at most. If there are no colored pens, let everyone draw on the desktop with their fingers, and the effect is exactly the same. The more complicated the props are, the easier it is for you to be tied down by props and forget to stare at the reaction of the audience.

Before giving lessons to children in Grade Three, there was a row of head teachers sitting at the back of the classroom. When I took everyone to do butterfly patting, a little boy was embarrassed to do it at first, pretending to sleep on his desk, and I didn't call him. After two minutes, I caught a glimpse of him secretly putting his hand on his chest and patting him with me. Later, his class teacher told me that the child had failed in the model test before and didn't talk to anyone for half a month. After returning that day, he took the initiative to ask the teacher a wrong question. You see, a good performance doesn't need any "highlight moment" at all, and everyone doesn't need to cry or laugh. Even if someone doesn't talk all the time, as long as he secretly learns that little method and can help himself when he can't hold his breath, this lesson is worth it.

After my last lecture, a student sent me a WeChat, saying that she came home from work that day and was going to quarrel with her son who had just finished the countdown test. When she walked to the door, she suddenly remembered the 478 breathing method I taught, and stood in the corridor for three times. After opening the door, she didn't get angry. She had an ice cream with her son, and the mother and son chatted for half an hour. She said, "This class is more useful than the emotional class that I spent thousands of dollars on before." In fact, this is the core meaning of the lecture-we don't need to turn everyone into a stress management expert, just leave a small "emotional grip" for everyone.