PSYCHOLOGICAL TRAINING PROGRAM FOR PARENTS “ME AND MY CHILD”

PSYCHOLOGICAL TRAINING PROGRAM FOR PARENTS “ME AND MY CHILD”

Municipal budgetary preschool educational institution, combined kindergarten

"Ruslan"

Novy Urengoy, 2014

PSYCHOLOGICAL TRAINING PROGRAM FOR PARENTS

"ME AND MY CHILD"

General provisions:

Training for parents is part of a set of activities within the framework of psychological support for families (along with individual and family counseling, etc.). The program is intended, first of all, for group work with parents with a preschooler child, although with certain adjustments it can also be used for parents with older children.

The work is based on the following premises:

• a complex impact on all components of the parental relationship contributes to its harmonious development;
• rethinking your own parental role helps to build effective relationships with children;
• Group work with parents is more effective than individual work due to many regularities, for example, due to the ability of participants to exchange experiences.

Goal of the work:

through the development of all components of the parental attitude - need - motivational, emotional, value-semantic, behavioral and evaluative - to contribute to the personal development of parents.

Tasks:

1. Motivate parents to self-knowledge and explore their own feelings.
2. Help parents master ways of expressing emotions, communication skills with a child, and the ability to empathize with a child and partner.
3. Contribute to the formation of individual strategies and tactics for cooperation with children.
4. Provide the information necessary to share your own desires and emotions with the child's desires and emotions.
5. Promote self-acceptance, increase parents' self-worth, and take responsibility.

Theoretical basis

The program was created based on the works of domestic and foreign authors E. Fromm, F. Dolto, J. Bowlby, M. Ainsworth, L.S. Vygotsky, A.S. Spivakovskaya, A.I. Zakharova, Yu.B. Gippenreiter, I.M. Markovskaya, E.K. Lyutova, G.B. Monina, L.A. Petrovskaya and others.

Program structure.

The program consists of six lessons (2 hours each).

1. Introduction and initial formulation of the problem
2. Me and my child: effective interaction (active listening)
3. Me and my child: effective interaction (development of independence)
4. I am a parent: feelings
5. Conflicts and difficult situations
6. Ending a group

Group classes are held 1-2 times a week.

Participants of the training.

The training is designed for parents (mothers and fathers) of different ages, social status, level of education, and with children of preschool age. The number of participants in the group is 7-12 people.

Room, necessary materials.

To conduct classes, you need a separate room with comfortable chairs and a carpet on the floor. You also need cassettes with music recordings, a tape recorder, white and colored paper of various formats, paints, felt-tip pens, and brushes.

Structure

classes.
Each lesson is divided into stages: warm-up, group bonding exercises, teaching exercises, reflection and self-acceptance exercises, summing up and homework analysis.
Work involves doing
homework
(various types of exercises).
Some of the information is contained in brochures
that are given to each participant at a certain stage of the classes.

Working methods.

The work uses traditional methods of group psychological work - psycho-gymnastics, group cohesion exercises, role-playing games, group discussions, diagnostic tasks, as well as elements of art therapy.

Evaluation of training effectiveness.

The training objectives are considered completed if participants note the following changes:

• rethinking yourself as parents;
• a new level of understanding of children;
• increased self-confidence;
• increasing confidence in children's creative abilities;
• closer and more trusting relationships between parents and with their children;
• increased respect for one's own rights and needs;
• more honest and open interaction;
• formation of the need for self-development.

It is possible to supplement the participants' subjective assessments with objective assessments based on a comparison of the initial results of the parental attitude test and the corresponding results at the time of completion of the work.

LESSON 1.

INTRODUCTION AND INITIAL FORMULATION OF THE PROBLEM

Lesson objectives:

acquaintance of participants with each other and with the group form of work, formulation of expectations, acceptance of the rules of work in the group, familiarization with the concept of “non-judgmental acceptance” and the characteristics of accepting and non-accepting behavior, motivation for further work.

Stage 1 Ritual of creating a group

— 35 min

The presenter welcomes the participants and talks about the name, goals and structure of the program, and the methods used in the work.

1) Exercise
Presentation of a name - 10
min

Target:

set up the group for work, relieve tension.

Necessary materials:

cards, markers, pins.

Instructions:

participants (and the presenter) attach a name card to their chest

(pseudonym), which all other members of the group will call him, after which

Everyone in a circle introduces themselves and tells why they want to be called that.

Note to presenter:

emphasize that each participant can choose a pseudonym for himself - the name that he has always wanted to bear, the name of a fairy-tale character (Cinderella, Vasilisa the Beautiful), a nickname that his loved ones call him, etc.
As the exercise progresses, the presenter introduces the name rule
and
the rule of address.
2) Clarifying the expectations and concerns of group members

- 15 minutes

Participants express their expectations and concerns about the upcoming work, and together with the facilitator, group training goals are formulated.

3)
Acceptance of rules for working in a group -
10 min

The facilitator offers rules for working in the group, each rule is discussed by the group for 1-2 minutes. and written on a piece of Whatman paper:

• presence rule

  (each participant must be present at the training for the entire duration of the work, any changes in the composition of the group must occur with its permission);

• activity rule

  (participants perform all the exercises, after completion they can express their negative attitude towards it, tell what was unpleasant, scary, etc.);

• "here and now" rule

  (it is important to discuss what is happening here and now, then group members will be able to help others, since they themselves are participants in what is happening);

• privacy rule

  (everything that group members learn about each other remains within the training room);

• stop rule

  (if the situation becomes dangerous for a participant, he or the group leader can say “stop” and the group stops);

• homework rule

  (each of the participants will do
  homework and keep a diary in order to track changes, their feelings, etc.).

Stage 2 Group bonding exercises

- 20 minutes

4) Exercise
Mirror - 20
min

Target:

help group members realize and formulate their personal problems and show that they are not alone in their experiences.

Materials:

sheets of paper, pens or markers.

Instructions:

Participants are given sheets of paper and a task - on one half of the sheet

write a continuation of the phrase: “I like being a parent because...”, and on the other:

“I don’t like being a parent because...” After this, participants spend a few minutes reading what others have written and finding those whose problems are closest and most consonant with their own.

Discussion:

• How did you feel while doing the exercise?
• What was easier to write about?
• what is more in the perception of the parental role?
• were there many similarities in the lists?
• What joys or problems seemed unexpected?
• How could the problems be solved?
• what will happen if these problems can be solved?

Advice to the presenter:

During the discussion, you can record the results on the board or a piece of Whatman paper; it is important to show that the participants have much in common, and during the discussion to see new ways to solve problems.

Stage 3 Reflection exercises

— 50 min

5) Exercise
Like - don't like - 20
min

Target:

promote parents' understanding of their perception of the child

Progress of the exercise:

parents fill out a table in which they list what upsets them about the child and what makes them happy about the child.

Discussion:

in the discussion, it is necessary to pay attention to which qualities are in the lead among those accepted, which ones are among those rejected (usually qualities related to relationships with people are accepted, while features of the emotional-volitional sphere are rejected). It is also worth looking at whether the same qualities are in different columns (for example, independence), and how the preferred and rejected qualities of the child are related (active - naughty).

6) Exercise
Acceptance - 30
min

Target:

help group members understand the relationship between the concepts of non-acceptance and evaluative

(conditional) acceptance - non-judgmental acceptance

Materials:

sheets of paper, pens or markers.

Progress of the exercise:

The presenter talks about what acceptance is, together with the group

the reasons for accepting (non-accepting) a child are found. Parents are then asked to make

a list of ways to express acceptance and non-acceptance. This is followed by an information block

“Non-evaluative (full) and evaluative acceptance.” At the second stage, you can work in

couples Partners take turns playing the role of a child and expressing evaluative and

non-judgmental acceptance in response to some phrase said by the “child”.

Advice to the presenter:

at this stage, in the context of conditional-unconditional acceptance, one can

discuss the differences between paternal and maternal attitudes.

Discussion:

• How did you feel while doing the exercise?
• Is it always possible to accept a child without judgment?
• What are the main difficulties in expressing non-judgmental acceptance?
• signs of which relationship were easier to find?
• Judging by your behavior, what is your perception of the child?

Stage 4 Discussion of the results of the work - 15

min

Participants express their impressions of the work and answer the facilitator’s questions:

• What was the most interesting thing in the lesson?
• most useful?
• What did I get as a result of the lesson?
• What do I expect from further work?
• What questions did I have after this lesson?

Homework

1. Draw a picture of My family.
2. See how accepting you are of your child. Before the next lesson, count how many times you addressed your child with emotionally positive statements, and how many times with emotionally negative ones.

LESSON 2.

ME AND MY CHILD: EFFECTIVE INTERACTION

(ACTIVE LISTENING)

Lesson objectives:

development of sensitivity to oneself and the child; building individual strategies for interaction with the child; familiarization with active listening techniques, mastering active listening skills.

Stage 1 Warm-up

-5 minutes

1) Warm-up
Greeting with a ball - 2.5
min
Goal:
get ready for work

Instructions:

throwing the ball to each other, wish something to other participants, greet them

2) Reflection on the state
My color - 2.5
min

Target:

express diagnostics of the condition of group members

Instructions:

Participants in a circle say what color they are today and why. The leader of the group conducts a warm-up either to concentrate attention or to relieve tension, depending on the situation.

Stage 2 Discussion of homework - 20

min

3) Discussion on the results of homework -

25 min

Goals:

promote participants’ awareness of their principles in relation to the child, consolidate the results of the first lesson, unite the group and increase the participants’ trust in each other.

Advice to the presenter:

During the discussion, pay attention to the complexity - the ease of implementing the decisions made in practice, effective ways to overcome resistance discovered by the participants and focus on the positive results from completing homework. You can demonstrate the family’s drawings and ask the participants to find commonality in each other’s drawings.

Stage 3 Training exercises

— 60 min

4) Exercise
Active listening - 40
min

Goals:

familiarization with active listening techniques, mastering active listening techniques.

Materials:

handouts with information on active listening techniques.

Progress of the exercise:

1. demonstration role-playing game. Two volunteers role-play a situation of interaction with a child, when the child is emotionally experiencing some situation (fell and hit himself, got into a fight in the sandbox, saw his favorite cartoon character on TV, etc.). 2. Information block “active listening”. 3. Active listening techniques (working with handouts). 4. Developing active listening skills. For this purpose, you can use the “Spinner” - each participant alternately acts as a parent and as a child. The “parent’s” task is to actively listen to the “child’s” story. 5. “Overcome obstacles” - the group’s task is to determine what prevents active listening and how these obstacles can be overcome. (Hint for the facilitator: the main obstacles to active listening are orders, warnings and threats, moralizing and preaching, advice, logical arguments, criticism, praise (in this context it is an assessment), ridicule, guesswork, investigation, sympathy in words, laughing it off) . 6. Consolidation. Participants are invited to discuss in pairs the topic: “Being a parent for me is ...” - for five minutes one participant actively listens, then the partners change roles.

Discussion:

What do you feel?

What did you find most useful about this exercise?

What will help you use active listening techniques in practice?

Handout for exercise 4. Active listening techniques

1. Assent

Accompany the child’s speech with statements like: “Yes, yes,” “Uh-huh...”, “Really...”. This technique works if the child himself is ready to talk about what happened, he just needs a little help.

2. "Echo"

You repeat the child’s story verbatim. You can start with an introductory phrase: “You say...”, “As I understand...”, “Do you think...”

3. Comments during the conversation

IN

During the conversation, insert statements like: “It’s time to get to the subject of the conversation...”, “We’ve digressed a little from the topic...”, “Let’s get back to the topic of the conversation...”

4. Clarification

You ask for clarification of certain provisions of the statements. “You don’t want to go to children’s hour today...”, “Please explain what that means...”. Clarification should be distinguished from questioning, which leads to a breakdown in contact with the interlocutor.

5. Summary

You reproduce the essence of your partner’s statements in a condensed and generalized form. You can use introductory phrases: “So, we agreed that...”, “Thus...”

6. Reflection of feelings

Talking through the feelings that the other person is experiencing. “I think you’re offended.” "You're very upset." It is better to reflect feelings not in a questioning, but in an affirmative form.

7. Logical consequence

You draw logical consequences from your interlocutor's statements. Parents often understand well what is hidden behind the child’s words, for example, behind the phrase: “I behaved well today,” - there may be a desire to go with the parents somewhere where they have been planning for a long time.

5) Exercise
Nonverbal communication - 15
min

Target:

informing about the importance of the nonverbal component of communication, its main

components.

Progress of the exercise:

the presenter talks about the need for a nonverbal component in active listening, together with the group discusses handouts “Nonverbal Communication”, participants in pairs practice some of its patterns (distances and positions in communication, visual contact)

Handout for exercise 5. Distance in communication

intimate

(from 0 to 45 cm) - communication between the closest people

Personal

(from 45 to 120 cm) - communication with well-known people and friends

Social

(from 120 to 400 cm) - preferable when communicating with strangers and in official communication

Public

(from 4 to 7.5 m) - when speaking to various audiences

Gaze and eye contact

The gaze is associated with the process of forming a statement. When a person is just forming a thought, he most often looks to the side (“into space”), when the thought is completely ready, at the interlocutor. If we are talking about complex things or the interlocutors look at the matter differently, they look at the interlocutor less; when the difficulty is overcome, they look more.

The one who speaks looks less at his partner, the one who listens looks more.

Visual contact indicates a willingness to communicate. If they look at us a little, it means that our words or actions are treated poorly or without interest. If there is too much, then this is either a good attitude towards us, agreement, or a kind of challenge to us.

Positions in communication

"Extension on top"

- straightened posture with the chin parallel to the ground, with a hard, unblinking gaze (or with a complete lack of eye contact), slow speech with long pauses, imposing a certain distance on the interlocutor.

"Extension from below"

- low posture, constant movement of the eyes from bottom to top, fast pace of speech, giving the initiative to the partner.

"Extension on equal terms"

- equalizing the volume and tempo of speech, establishing a symmetrical pattern of exchange of glances.

6) Exercise
Vanka-stand up - 10
min

Target:

feel the importance of touch, non-verbal communication, activate the ego state Child

Progress of the exercise:

participants stand in a circle, fairly close to each other. One of the participants is in the center of the circle. Without lifting his feet from the floor, he “falls” into the hands of other participants, after which he is gently rocked inside the circle.

Discussion

aimed at analyzing experienced feelings.

Stage 4 Discussion of the lesson

—
1
0 min

Lesson discussion

carried out according to the usual scheme (see Lesson 1)
Homework

1. Try to spend one day without words of criticism or reproaches towards your child. Replace them with phrases of affirmation.
2. Try to hug your child as often as possible. Make a rule: hug your child at least eight times during the day.
3. Practice mastering active listening techniques. Make notes about all successful and unsuccessful attempts in your diary.

LESSON 3.

ME AND MY CHILD: EFFECTIVE INTERACTION

(DEVELOPMENT
OF INDEPENDENCE)
Lesson objectives:

development of sensitivity to oneself and the child; building interaction with the child; acquiring the skill of distinguishing between the zone of actual and the zone of proximal development of the child.

Stage 1 Warm-up -5

min

1) State reflection + warm-up
Animal - 5
min

Instructions:

each participant imagines himself as some kind of animal, non-verbally shows it (other group members guess), then explains why he feels this way.

After reflection, the facilitator names the topic of the lesson and tells what will be discussed.

Stage 2 Exercises to increase group cohesion

- 10 min

2) Exercise
Tandem -10
min

Target:

development of attentiveness and mutual understanding between group members.

Instructions:

The exercise is performed in pairs. Without agreeing, partners must throw out the same number of fingers. As a result, the winner is determined - the couple that completes the task the maximum number of times in a row.

Discussion:

As a result (what helped and what hindered us from understanding each other) we came to the problem of mutual understanding with loved ones and the question of what in ordinary life helps to understand another person, even to guess his desires and actions.

Stage 3 Discussion of homework - 25

min

3) Discussion on the results of homework.

Advice to the presenter:

In the discussion, focus on the parents' success in mastering active listening skills. Parents can optionally read out excerpts from their diaries. Discuss the main difficulties and once again discuss ways to overcome them.

Stage 4 Skill acquisition exercises

— 60 min

4) Exercise
Let's do it together - do it yourself - 30
min

Goals:

informing parents about the zone of actual and zone of proximal development, developing the ability to distinguish between these zones

Progress of the exercise:

1. Discussion on the topic of when a child needs help and when he can cope on his own. 2. Information block “Zones of Development” (the presenter talks about the concepts introduced by L.S. Vygotsky - the zone of proximal and the zone of actual development). 3. “To-do list” - parents make lists of those things that their children can do on their own, and in which it is better for them not to interfere, and those things in which parental help is needed. 4. “External means” - parents in small groups come up with some external means (pictures, to-do lists, etc.) that can help children become more independent. 5. Discussion of the problem “Living life for your children.”

Discussion:

• How can you use the information received in real life?
• what will you do today?
• What feelings do you experience when you realize that in some cases you are overly caring for your child?
• Which to-do list was easier to create?

5) Exercise
Reward - Punishment - 30
min

Target:

awareness of the peculiarities of using reward and punishment in their educational practice.

Progress of the exercise:

Parents in small groups make a list of the most important rewards and the most terrible punishments, and do this from two positions - the position of the parent and the position of the child.

Advice to the presenter:

You can supplement the exercise with an information block about the results of research obtained by behaviorists (for example, that reward is always a more effective way of reinforcement than punishment; punishment as deprivation of some benefits - watching cartoons, walking - is one of the most effective ways of punishment).

Discussion:

participants exchange feelings and thoughts regarding the issue raised.

Stage 5 Discussion of the lesson

—
1
0 min

Lesson discussion

carried out according to the usual scheme (see Lesson 1).
Homework:

1. See if you have any conflicts with your child about things that you think he could do on his own? Try doing these things with your child for a few days and see what happens.
2. Find external tools for each task in task 1 and start using them.
3. Record in your diary the rewards and punishments that you will use until the next lesson.

LESSON 4.

I AM A PARENT: FEELINGS

Lesson objectives:

reflection of feelings about one's own parental role; bringing together the images of the real self and the ideal self; mastering the skill of using I statements to communicate one’s feelings.

Stage 1 Warm-up

-5 minutes

1) State reflection

+
warm-up Weather
- 5 min

Instructions:

each participant introduces himself to some weather and season and explains his choice.

After reflection, the facilitator names the topic of the lesson and tells what will be discussed.

Stage 2 Exercises to increase group cohesion

- 20 minutes

2) Exercise
Blind and Guide – 20
min

Goals:

playing the roles of leader and follower, gaining new communication experience, developing non-verbal communication abilities, uniting group members.
Materials:
notes with tasks for participants (according to the number of participants).
Instructions:
the exercise is performed in pairs.
One of the participants (blind) closes his eyes, the other is given the following instructions: “Imagine that you are communicating with a blind person. For several minutes you will be his guide, and together with him you will move freely around the room and introduce him to this world. In this case, you need to convey to him, without the help of words, the thought that is written on one of the cards. Try to make your partner’s sensations varied, let him use all his senses - tactile, auditory, olfactory. The exercise is performed silently.” After 2-3 minutes, participants in pairs change roles. All cards have the same phrase written on them: “The world is safe.”
Advice to the presenter:

it is important to make the space in which participants move truly safe; During the discussion, pay special attention to those participants who were afraid or experienced fear.

Discussion:

during the discussion, focus on feelings,

• on which role the participants felt more comfortable in: the role of a follower or a leader;
• which role was more familiar;
• on what stimuli (auditory, olfactory, etc.) attention was concentrated;
• whether the participants succeeded in conveying the message of a safe world;
• what role is the role of a parent usually associated with, what is it like to be in this role;
• Was it easy to be in the role of a child, etc.

Stage 3 Discussion of homework - 10

min

3) Discussion based on homework results.

Stage 4 Skill acquisition exercises

— 80 min

4)
Exercise Always, sometimes, never - 30
min

Progress of the exercise:

participants, first individually, then in small groups, then as a whole group, decide together what the ideal parent always does, what he does sometimes, and what he never does (you can limit the list to five points for each case). After presenting images of an ideal parent, participants determine how much their own parental attitude corresponds to the ideal.

Advice to the presenter:

You can combine this exercise with drawing a portrait of an ideal parent, and also discuss the images of an ideal mother and an ideal father separately.

Discussion:

the facilitator needs to engage the participants in a discussion about whether it is really necessary to strive to achieve the image of an ideal parent and how viable it is.

5) Exercise
Parental problems - 10
min

Instructions:

On the petals of a pre-drawn flower, parents write the problems that are most significant to them.

Discussion:

in the discussion it is necessary to focus on which of the problems described are really problems of parents, and which, in fact, do not belong to them.

6)
I-statements
exercise min

Progress of the exercise:

Initially, the facilitator, together with the participants, determines in which situations the parent is more worried and in which the child is more worried.
After which the presenter gives examples of situations when the parent speaks in the language of you-messages, and when he uses the language of I-messages, and what consequences this leads to. Participants are then introduced to the I-message model, which consists of three parts: event (if..., when...), reaction (I feel...), preferred outcome (I want..., I would be glad...). Next, the group develops the skill of using I-messages in communication with the child; this can be done, for example, using a turntable, when participants exchange options for some significant situations and find I-statements suitable for these situations. Discussion:
participants exchange impressions and discuss their feelings.

Stage 5 Discussion of the lesson

- 5 minutes

Lesson discussion

carried out according to the usual scheme (see Lesson
1).
Homework:

Use the language of I statements when communicating with your child and track its effectiveness using a diary.

Lesson 5. Conflicts and difficult situations

Lesson objectives:

identifying ways to resolve conflict situations; development of an algorithm of behavior in a difficult or conflict situation in accordance with the method of win-win conflict resolution (according to T. Gordon).

Stage 1 Warm-up -5

min

1) State reflection + warm-up
Plant - 10
min

Instructions:

Each participant imagines himself as a plant and draws an image of this plant, explaining his choice.

After reflection, the facilitator names the topic of the lesson and tells what will be discussed.

Stage 2 Discussion of homework

- 20 minutes

2) Parents discuss the results of using I-statements in communication with the child, and together look for ways out of difficult situations.

Stage 3 Exercises to increase group cohesion

- 20 minutes

3) Exercise
Narrow bridge
- 20 min

Target:

analysis of behavior strategies in conflict situations

Instructions:

performed in pairs. Participants must disperse on a “narrow bridge” over an abyss, in the fog. Each couple begins to walk across the bridge, and only when they collide do they notice each other. Each pair acts out the situation, the rest of the group watches.

Discussion:

• What did you notice in your behavior, the behavior of your partner, other participants?
• what feelings did you experience?
• What usually happens when you find yourself in a conflict situation?
• what do you do in everyday life when faced with an obstacle, what are your usual
• Do you use behavioral methods?

Advice to the presenter:

The exercise also has a diagnostic meaning. It is necessary to discuss strategies for getting out of conflict and difficult situations (“lost-lost”, “win-lose” and “win-win”).

Stage 4 Skill development exercises

— 65 min

4) Exercise
Both Win – 35
min

Progress of the exercise:

The leader introduces the group to the method of win-win conflict resolution, which includes the following stages: clarifying the conflict situation, collecting proposals, evaluating proposals and selecting the most acceptable one, detailing the solution, implementing the decision, checking. For each step, the group decides what can be done and what existing skills can be used to do it.

Discussion:

participants discuss the effectiveness of this method of resolving conflicts, try to find and overcome obstacles and barriers that prevent conflicts from being resolved in this particular way.

5) Exercise
Conflicts - 30
min

Progress of the exercise:

To practice the skill of constructive conflict resolution, you can use the psychodrama method, when parents in pairs act out conflict situations and try to find a constructive solution to them.

Stage 5 Discussion of the lesson

- 10 min

Lesson discussion

carried out according to the usual scheme (see Lesson 1).

Homemade

exercise:

Try to resolve all conflicts that arise (not only in your relationship with your child, but also at work, with each other, etc.) constructively, and make notes about the results in your diary.

LESSON 6.

COMPLETION OF THE GROUP'S WORK

Lesson objectives:

self-knowledge, development of self-acceptance; summing up the work; evaluation of training effectiveness.

Stage 1 Warm-up – 10

min

1) State reflection + warm-up
Movement - 10
min

Goals:

express diagnostics of the current state, development of creative potential, development of empathy.

Instructions:

look at each other and use movement to depict the state of one of the participants. Imagine and show a movement that reflects your state at the moment.

Stage 2 Exercises to increase group cohesion -

5 minutes

2) Exercise
Snowball - 5
min

Goals:

relieving tension, activating participants

Instructions:

The exercise is started in a circle, each participant repeats it and adds something of his own.

Stage 3 Discussion of homework

- 20 minutes

3) Group members discuss the use of a new method of conflict resolution, the difficulties that arose, and the successes that were achieved.

Stage 4 Self-acceptance exercise

- 30 min

4) Exercise
3 animals - 30
min
Purpose:
integration of polarities
Materials:
felt-tip pens, sheets of paper

Instructions:

1.

Draw an animal that you really like, describe its attractive features (it is advisable to name more psychological features).

2. Draw an animal that you find disgusting, that you are afraid of, describe its repulsive features.

3. Draw an animal that could reconcile the first two animals. Advice:

It is better to discuss after each stage

Discussion:

• What attracts (repels) you to this animal?
• try to find his attractive features?
• what is there to like about it?
• is there anything in common between you and this animal?

Stage 4 Group completion ritual

— 55 min

5) Exercise
Suitcase – 25
min

Goals:

consolidation of changes, acceptance by participants of responsibility for these changes.

Materials:

sheets of paper, felt-tip pens.

Instructions:

Our training ends today. Imagine that you are going on a road trip. What will you take with you? Draw a suitcase (backpack, basket, etc.) on a piece of paper and “put” everything that might be useful on the road there.

Discussion:

participants talk about what feelings, thoughts, skills they take with them, what discoveries have appeared in their luggage, and what, on the contrary, they will leave behind as extra cargo.

6) exercise
– 10
min

Goals:

say the unsaid, get support from group members.

Materials:

telegram forms, markers, mailbox

Instructions:

look at each other.
Now we have the opportunity to tell each other everything important that we want. More precisely, write in a telegram. Before you send a telegram, think about what would happen if you received one like this. Try to ensure that every member of the group receives the message. Write to the presenter about your wishes. Telegrams are dropped into the mailbox and distributed to participants. Discussion:
carried out according to the usual scheme after familiarization with the telegrams.

7) Discussion of the results of the entire training

-15 minutes

• How have I changed during this time?
• What did the classes give to me and my child?
• to what extent were my expectations met?
• What questions did I not receive answers to?
• What activity do you remember the most?
• Which exercise did you like best?
• If I were the presenter, what would I change?

Exercise
The warmth of our hearts - 5
min

Goals:

saying goodbye to participants, maintaining a positive attitude

Instructions:

participants put their hand to their heart, take part of their warmth, stretch their hands around and close them, imagine that a warm and bright light has appeared in the center, then take a handful of this light and place it in their heart.

Homework:

continue to use the skills acquired during the training, improve your self-statement language, active listening skills and constructive conflict resolution.

Bibliography:

1. Markovskaya I.M. Parent-child interaction training. St. Petersburg: Rech, 2006. – 150 pp., illus.
2. Monina G.B., Lyutova-Roberts E.K. Communicative training (teachers, psychologists, parents). - St. Petersburg: Rech Publishing House, 2007. - 224 pp.: ill.
3. I am a competent parent: Program for working with parents of preschool children / Ed. L.V. Kolomiychenko. – M.: TC Sfera, 2013. – 128 p.
4. E.V. Korobitsyn. Formation of positive relationships between parents and children. Volgograd: Teacher, 2009. – 133 p.

Strict or cruel?

An important aspect of psychological trainings for parents conducted as part of meetings is the opportunity to teach the older generation to behave appropriately with children. Nowadays, it is quite common to see parents being cruel to their children. In some cases, the situation develops according to the worst scenario, assault occurs. To solve this problem, you should visit a psychologist who can explain how you can raise a child correctly, effectively, without causing psychological and physical trauma. This kind of training is not only paid, but also completely free, available to everyone interested. The programs are supported by special funds, since in many ways they help shape a healthy future for the nation.

Most often, psychological training against violence for parents of schoolchildren is necessary for those whose children study poorly, are disobedient in everyday life, or damage property at home. Such actions become the cause of an uncontrollable outburst of anger, while the older generation simply cannot figure out how else to influence the child other than physically punishing him. An additional burden on the child’s psyche is created by the fact that violence surrounds the streets, at school, and is broadcast through media sources. All this together causes irreversible consequences. By attending specialized trainings, you can learn to behave in the most civilized manner, so that the child grows up well-mannered and his psyche is healthy.

Is it worth it?

You can find many reviews from those who attended psychological trainings for parents organized in various preschool educational institutions. Usually people admit that communication with children has become easier and more productive, and there are fewer problems with parenting. True, this only applies to situations where the parents followed the recommendations of a specialist. There are many known cases where adult training participants left the seminars with the feeling that their opinion was being imposed on them, and they were absolutely sure that the communication option proposed by the specialist was not suitable for them. Of course, such an aggressive perception of information and refusal to follow the proposed behavior patterns does not allow solving the problem that has developed at home.

In general, people who attended psychological trainings for parents at preschool educational institutions believe that these are useful events that help improve the quality of the child’s future and life. At the same time, it is important to responsibly choose the institution organizing the seminars and select a suitable program. It must be remembered that the qualification level of different psychologists does not coincide. And in many ways it depends on him how successfully the specialist will build a dialogue with the audience, how useful the training will be for visitors.

Features of the organization

It's no secret that there is nothing more valuable than family. In many ways, this institution is the basis for the existence of our civilization. For any child, a role model is the relationship between his parents. If the pedagogical competence and psychological education of the older generation are high enough, the child will probably have a good enough example to build a reliable family on their own in the future. As part of psychological training for parents, the specialist focuses on such goals, and to achieve them uses thoughtful approaches, for which the effectiveness of influencing adults has been proven by practice. First of all, it is necessary to acquaint all participants with what the possible communication styles of generations are, what nuances and features they have, advantages and disadvantages. The psychologist communicates with the training visitors, allowing them to realize how important it is to raise a child responsibly and correctly, develop his psyche and body, and respect his personality. A professional can explain what the main undesirable consequences of not taking the right approach are.

The first and most basic exercise in almost any psychological training for parents is introduction. This practice is aimed at creating a friendly attitude and an atmosphere of mutual assistance. The specialist’s task is to unite the group. When conducting the training, the psychologist focuses on the fact that the group in which the child is located (kindergarten, school) is to some extent akin to a family, which means that all parents attending the group or class of children should know each other. To introduce themselves to others, a psychologist can recommend that participants make a small appliqué from colored paper in 5-10 minutes. All tools must be prepared in advance. To introduce their family, workshop participants say a name, demonstrate creative work, and give a brief introduction to what the family members are like.

Features of group work

Within the framework of psychological trainings for parents, one can see that different people have unique individual ideas about the family. For example, some cut out the sun from paper to depict the mother, and mark all the children with stars surrounding the celestial body. Others develop associations with the forest, animals and birds. By observing the performance, a psychologist can guess what kind of communication between family members, and sometimes immediately understand what relationship problems there may be.

As part of psychological training for parents, special emphasis is placed on group work. The seminars are designed to ensure that all participants learn to work collaboratively with others, with each step being clearly regulated. A productive meeting is possible if rules are established and followed. The psychologist conducting the training is responsible for their formulation. Often, a specialist invites the group to set the rules themselves, while the speaker sets a template that can be changed at its discretion.

When does it all start?

According to the prevailing opinion, psychological training for parents of preschool children is a waste of time, since real difficulties in communication between generations begin only when the child reaches adolescence. If elders cannot cope with a teenager, no one is surprised; those around them just nod their heads sympathetically, admitting that the family is unlucky, they have a difficult child, and nothing can be done about it. As psychologists say, this is actually just a misconception. If parents are not ready for their social role, if they do not know how to interact with their child correctly, there will be problems at any period and age, they are just not always as pronounced as in the case of a teenager. An unprepared parent is more often faced with an insurmountable wall of mistrust between himself and his child. To cope with it, you should resort to the qualified help of a specialist.

Most often, adults come to psychological training for parents who feel that they are behaving incorrectly or are somehow raising their child incorrectly. At the same time, the person himself is not able to assess what exactly he is doing wrong and how the situation can be corrected. There are also those who believe that their children are abnormal, and something urgently needs to be done with them, somehow corrected, so that they grow up as ordinary, normal people. Problems often first appear during pregnancy. Women have become accustomed to the idea that they must be ideal mothers. Many people are frightened by the prospect of not being able to cope with this. There is a certain image, and a person is afraid to break out of it, which also causes psychological discomfort. After the birth of a child, the strength to resist stress and pressure becomes less, at the same time there is not enough time, and the mother finally loses self-confidence. Some go the other way, convinced that any discontent and crying of a child is just an attempt to manipulate elders.

What do I want?

As part of psychological training, the specialist conducting the event tries to find out what the desires and aspirations of all seminar visitors are. Particular attention is paid to what people expect from group work, but at the same time it is important to assess what the older generation expects from the younger generation. To simplify the formulation of hopes and plans, you can put all your assumptions and thoughts on this topic in writing. Often, the specialist conducting the event chooses a friendly game form of summarizing all the information into a single table. In the future, you can use these notes as a guide, reminding yourself why you are attending the seminar and what the benefits of attending it should be.