Goals
To demonstrate the behaviors of and consequences of manipulation.
To demonstrate the behaviors of and consequences of ministry.
Objective
Trainees will observe 2 role-play and compare and contrast the behaviors and consequences of each role play.
Group Size
Any size
Time Required
25 minutes
Physical Setting
Two chairs set up facing one another in front of the room so trainees can see both people in the role-play.
Materials
Roles for each person in the two different role plays written or typed out on index cards.
Role Play Scenario #1
Daughter/Child: You have been accepted at two colleges. One is out of state and the other in your home town. Both schools are academically equal and will give you a quality education. Your preference is to attend the college out of state. You know your Mother wants you to attend the college in your home town and live at home. She has given you a million hints over the past few months. Your job is to convince your mother to let you go to the out-of-state school. Use any means at your disposal. Your future depends upon winning.
Mother: Your child has been accepted at two colleges, one out of state, one in your home town. Both colleges are academically equal and would give your daughter a quality education and finances are not a problem. You want your daughter to go to the college in your home town and live at home. You have made your opinion known in a variety of little ways over the past few months. Your job is to persuade your child to attend the college in your home town as opposed to going away to school. Use any means at your disposal. You have the right to exercise your parental rights.
Role-Play Scenario #2
Daughter/Child: You have been accepted at two colleges. One is out of state and the other in your home town. Both schools are academically equal and will give you a quality education. Your preference is to attend the college out of state. You know your Mother wants you to attend the college in your home town and live at home. She has given you a million hints over the past few months. It has been really hard knowing that what you want to do is different than what your mother wants. Your job is to try and understand the reasons and feelings behind her insistence on you going to college in your home town. Do not try to get defensive or try to convince her to let you do what you want. Focus on her and her feelings and reasons.
Mother: Your child has been accepted at two colleges, one out of state, one in your home town. Both colleges are academically equal and would give your daughter a quality education and finances are not a problem. You want your daughter to go to the college in your home town and live at home. You have made your opinion known in a variety of little ways over the past few months. Even though you have strong feelings about the subject, during this role-play allow yourself to really listen to your daughter and respond to her questions and comments in a heart-felt manner.
Directions:
1. Ask four trainees to volunteer for a role-play.
2. Give the index cards with role-play scenarios to the role-players to allow them to think about their roles while you give instructions to the rest of the trainees.
3. Instruct the observers (rest of trainees) that they should observe the following during the role-plays. List these on a flip chart or overhead:
• Body language and voice tone and inflection
• How did each person go about their task?
• What was each person’s goal in the conversation?
• What were the consequences or results of the conversation?
4. Instruct role-players for Scenarios #1 to sit (or stand) in front of the group and tell them to begin. They will have a maximum of five minutes for the role-play. The roles are not explained to the observers.
5. End the role-play and solicit answers to the questions given to the observers. Write down answers on one side of a flip chart.
6. Call upon the two volunteers for Scenario #2. Instruct them to begin their role-play. They will have a maximum of five minutes for the role-play. Again, the roles are not explained to the observers.
7. End the role-play and solicit answers to the questions given to the observers. Write down answers on the other side of a flip chart.
8. Have the volunteer who played the daughter/child role read their role-play instruction card out-loud to the rest of the class.
Disciplined Reflection
Sharing Questions
1. What stands out the most about the difference between these two role-plays?
2. How did you feel while watching these two role-plays?
3. How many of us have been caught in a situation like the first role-play? What was the result?
4. How was the second role-play different?
Interpreting Questions
1. What accounts for the difference in these two role-plays?
2. Why were the results so different in these two role-plays?
Generalizing Questions
1. What does this experience say about how the intentions of our minds or hearts affect communication? (How our interpretation of our “job” affects how we do it.)
2. What does this experience show about how easy it is to manipulate?
3. What affects or encourages manipulation?
4. What will encourage ministry?
Application Questions
1. What will be pressures (internal or external) in the counseling room that might lead us towards manipulation?
2. What might the effects of manipulation be on our clients?
3. How might we keep our tendency towards manipulation in check?
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