142 iuuas. beliefs, and concepts from tl1e pen;ons advocating them. One best way lo do lhis is lo put ;ill ideas, beliefs, and concepts on the hlackboard or other,risual materials. This shall free the group ruembers from always associaling these ideas \\rilh the persons, everytime they have to look at those concerned when they discuss the issues/conflicts. b. Role reversal is another way to help group members understand each other's position and frame of' references. '11irough role reve1·sal, membe~-s cnn be encouraged to rc-crea tc exactly how it is for the other person. This 111cans actuall~ trying to see the idea from his point of view, to sense how one feel~ about it, to put onc:s:clf in nnother person ·s frame of reference. c. Certain structure d exercises c. in help group member s understand and appreciate the nature of co 11flicts and some ways to resolve tbem by generating new ways of looking H. 1 sit11,1li()n/ s and c. iq:>erienccs. One such e.--. ercise is called "Breaking Balloons Exercise" (Johnson and. Johnson 1975, p. 187). This exercise seeks to demonstrate a non-ve1·bal conflict. The focilitntor's procec Jure is as follows: have each participant blow up a bnlloon a11d tie it lo ltis ankle with a string; then, when a signal is given, the participants are to try lo bllrst one another's balloons by stepping on them. The person whose balloon is bw·st is "out" and must sit aod watch from thesicleline s; the last person to have an nnburst balloon is the winner. The pnrticipnnls can then discuss their feelings of aggression, uefcnse, defeat. and victory. Strategies for prolectiug thei1· balloons while attacku1g others shoulu L,e noleu. During the group discussion of the exercise, let the member s an0Jy7-e the nature of con JHcts. by relating their ex-periences on the exercise wilh "personal" conflicts they have wi U, neighbo rs significant others, co-wol'kers or co-mem bers. Relate the strategies used in the exercise with tl1eir behavior dur:iag experience s of connicls. A variation on the exercise. is to have tea,ms with different colored balloons compete ag Dinsl each olher. Another exercise is called ''Coanect the Dots" (Johnson and Johnson 1975, p. 163 and p. 330). 111is struchu-ed exercise can help 1nemhers experience the need to detach themselves from usua J ways of solving pl'oblems. The exercise requires the group to be creative in attempting to solve it. The facilitator shall ask the group to be divided into triads (group of three). E:1cl1 triad's 11ssignment is to connect all nine dots (Figure 6. 3) v. ritb only four straight and connected lines. The correct answer is illustrated in Figure 6-4. FIG 6. 3 Connect the Dots L 