100 2. Providing E. '-cperiential Learning Activities to Shape Attitudes. Specific simulation e.."Xercises can provide direct experience:'i to understand and handle iucli,;dual and fa. mily psychologi<:<11 /attituclinal issues. For e. "ample, "letting go·· and ··aggression-assertion·· exercises can pro,ide sensorimotor information~L1 e.,1>eriences for fa. mily member s to gain full awareness of and manage effectively issues like powei-play or family contlicts. Opportunities to see, observe. i. nteniew other patients or having a direct e. '-J)erienc e o( feeling the advantages of choosing n hea Jtl1y life style (such as engaging in regular exercise) can b1ing abo L1t attitude chaugc. To illustrate, a mother can be given lcnrning opportunity to obser..-c and intenie"· other families with malnoudsbed chj Jdren to help her realize the nature and magnitude _of malnutrition as a problem so that she can motivate her family to address the problem. 3. Providing E,xamples or Models to Shape Attitudes. This is done bv allowing the family to experience ideal situations or interview case_-=; or p~rsons demonstrating the attitude s or attributes to be developed. As an example, a family (specii. ically, the couple) cau inter-view other couples using differen t methods of family planning. If the couple has major -concerns aboul the side effects of family planning rnetbods, the couple can be exposed to scientifica1l y-basecl natural family planning n1ethods (NFP) such as t11e ovulation method, basal body tempe. rature 111ethod or syrnpto-thermal met11od. Couples who are successf ul autonon1ous users of ~FP can help explain U,eprocedu re and how intimac y issues are handled dur:ing the fertile phase. These autonomo us users can also act as models of how couple relationship and family life can be enhanced through better alternatives of relating. expressing affection, communicatin g and achievi. ug wholeness of self a11d of other family members. 4 Providing Opportunities f"or Small Group Discussion to Shape Attitudes. Discussion in small group (among family member s or among members of otl1er families shnring the same problem or situation) will belp make U1e previous three methods more effective. For example, when members de:;cribe a. ad discuss thefr e.,l)etieuces on specific health problems (e. g. addictions, coping with. chron ic illnesse s or disabilities) the sharing may influence the perceptions of other men1bers in t J1e group. Attitudes may change when g L-oup member s talk about their feelings, concerns and experiences on how hard they try to cope. The process of putting t J1eir ideas into words,rnd experiencing the caring, rnn·turing attitude of others in the gro LIP can be an effective way of b1inging about attitude change. For this techniqu e to be effective a group of 8 is ideal w:ith a maximum of 15. 5. Role-playing Exe1·cises. In thls techniqu e a family member either: (a) acts the part of auother to experience and understand the other person· s phenomeno logical reality; 01· (b) imagi11es and acts out all the parts in the sih1ation. The nurse concentrates on how the member is acting nov,, not on why he is actin A th. at way. This tec1rnique can he'lp clarify refotions b. ips behveen family member :; or help a family member become fully aware ofthc emotions being experienced and t J1eir effects on one's behavior or perception of a problem situation. 