Psychological training for parents: “If anything happens, I’m with you!”

Psychological training for parents: “If anything happens, I’m with you!”

Larisa Dautova

Psychological training for parents: “If anything happens, I’m with you!”

Goal: Updating the sense of unity in the relationship between parents and children.

Tasks:

1. Improve the ability to coordinate your actions with the actions of your child;

2. Help reduce emotional stress;

3. Mastering techniques for interacting with a child

Training duration: 25-30 minutes

Materials and equipment: magnetic board, pencils, chamomile petals, prepared cards with sayings, drawing of a heart (cut into 4 parts, tape, children's fairy tales.

Progress of the training

Introduction

Good evening dear parents. I thank you for coming to the training: “If anything happens, I’m with you!” Today we will communicate with you in a close, family circle, because kindergarten is one big, friendly family

Probably nothing causes such strong feelings in a person as his own children. How to find a common language with your child, how to make sure that you and the child understand each other without words. This is what we will talk about today.

I suggest you take part in the games; somewhere we’ll speculate, somewhere we’ll try to take the place of our child.

I hope that you will understand your child even better, be even more sensitive to your child’s experiences, and understand each other’s interests even more.

So let's start by greeting each other.

Warm-up “Give a smile”

Participants stand in a circle and hold hands. Everyone takes turns giving a smile to their neighbors on the left and right, it is important to look into each other’s eyes.

1. Exercise “Word – association”

Teacher-psychologist: “Now we will do a little warm-up, which will help you get ready to work together.”

He invites everyone together to find an association word for the word “ice cream” (for example, “heat”). Next to “heat” – “sea”.

The presenter begins the game by pronouncing the word “family”, the participant standing next to him takes a massage ball and pronounces his word - association. The exercise is carried out in a circle.

2. Exercise “Flower”

Educational psychologist.

Popular wisdom says: “the sweetest sound for a person is his name.” If you want to attract a person’s attention to yourself, to set him up for communication, then you should address the person, the child, by name. What do you name your child?

The game “Flower” will help you find the positive qualities of your child.

Instructions: I suggest making a note in the petal. On it you write your child’s affectionate name and his positive qualities.

Conclusion: Look what a gentle and kind chamomile we have turned out to be! Maybe some of your qualities coincide.

Reflection:

- It was difficult?

— How did this exercise make you feel?

— Was it easy for you to fill out? Why?

3. Exercise “How do you feel better?”

Psychologist: I invite parents (6 people) to join in pairs and each pair to cover a short distance along the tape. I offer cards with statements that you will use to accompany the movement of your partner - the “child”

Conditions for passing: one participant walks along the tape, and the other at this time accompanies his movement, first with the words:

1. “Go, I told you, immediately, go correctly, as I tell you,” 2. “Maybe you won’t go, but what if you fall and get dirty.”

3. And the last thing: “It’s okay, I’m walking next to you. You’re doing well, you’re going well, go ahead.”

Conclusion: while doing the exercise, each of you was in the role of a child or in the role of a parent, how did you feel? In which role did you feel more comfortable, in the role of the child who walked, or the parent who accompanied? Which words prevented you from walking, which ones, on the contrary, helped. Parents discuss their feelings.

4. Exercise “Reading a fairy tale”

Goal: to show parents how important emotional contact with a child is, both when talking with a child, when reading fiction, etc.

Let's look at how we communicate with a child, how important the moment of communication with our children is for us.

Three participants are offered children's books with fairy tales, the first participant reads an excerpt from the fairy tale, turning his back to his parents, the second - facing his parents, but without taking his eyes off the text, and the third - tells emotionally, using gestures and facial expressions, expressively, practically without looking at the text .

After reading, you are asked to answer the questions: How did you feel when their back was turned to you? And when they didn’t look at you at all? And did you like the emotionally expressive reading, eye to eye? The same thing happens when communicating with our children.

5. Exercise “What do children want?”

Note. For the exercise you will need a drawing of a heart, cut into pieces. Each part is numbered to make it more convenient and easier to assemble the mosaic in the future.

The word of the educational psychologist: “Imagine mentally that you have returned to childhood. You are 5-6 years old. Remember what you wanted most? Write it down in one sentence." Participants write down their answers on the pieces of hearts distributed to them, after which they read and analyze what they wrote. Then the educational psychologist suggests putting together a mosaic from the pieces received and concludes: “What children really want is a lot of love, warmth and affection.”

Final part.

Well, our training has come to an end. I would like him to help you in raising your children. In conclusion, I propose the “Applause” exercise. Let's imagine a smile on one palm and joy on the other. And so that they do not leave us, they must be firmly united with applause. Dear parents, our meeting showed what resourceful, caring and loving parents you are. Thank you.

Reflection of training participants.

MAGAZINE Preschooler.RF

Winner of the all-Russian competition “The most popular article of the month” October 2017

Conditions of the competition:

Lesson No. 1 “GET TO KNOW” Goal: to help parents get to know each other, to get to know each other better for successful interaction in the future. Preparation: parents bring one family photo (if dad and mom, then 2 photos). PROCEDURE Those present take their places, forming one large circle. The teacher-psychologist informs the purpose of the training and invites parents to be frank, open, and sincere. The first task is “Getting to know each other.” Each of the parents calls himself as he would like to be addressed today, and writes down his name or first and patronymic on a sheet prepared in advance by the teacher or purchased (the so-called badge) and attaches it to your clothes.

Second task - “Our children” Invite parents, who are called in any order, to remember several qualities of their child, the names of which begin with the same letter as the child’s name (for example, Seryozha - modest, independent; Misha - silent, dreamer etc.). Third task - “Warm-up” 1. Those parents who: • own a musical instrument come out into a circle and shake hands with each other; • go in for sports; • doing handicrafts, etc. 2. The teacher removes one chair and places it in the middle of the circle. At his signal, some parents must move to other places, and one of them does not have time to take a chair (since there are 1 fewer chairs than the number of participants), he stands in a circle and offers his task. Task options: • those who have a son (daughter) are transplanted; • who has more than two children; • who has a musical (technical, medical, pedagogical) education; • who likes to travel around their native land; • who is interested in the history of their native land; • who is an expert in Russian literature, etc. Fourth task - “Choose a pair” The teacher offers to choose a pair. It is advisable to invite the person you know least to be your partner. In one minute you need to tell as much as possible about yourself. Then switch roles. The teacher records the time. After this, the teacher invites some parents to tell everyone about the most interesting thing that they learned from the interlocutor. (A story about yourself at the beginning of the task can be replaced with a system of questions that must be asked within one minute in order to learn as much as possible about the interlocutor within a minute.) Fifth task - “Split into groups” To unite into groups, first the parents stand in a row and sequentially called: red, yellow, green, blue. Each group (“red”, “yellow”, “green”, “blue”) sits separately. Each parent tells all group members about his family photo (where? who? when?). Then they find out what all these photographs have in common. (Time of year, time, place, etc.) Come up with a group name and motto. And at the very end the groups are introduced. Sixth task - “Results” Everyone returns to the big circle. The teacher passes a skein of thread in a circle and asks to share their impressions: what their mood is, what they liked, what they learned useful for themselves, wishes, etc. The teacher’s final word is dedicated because it unites everyone present - it is a symbolic thread in raising children.

LESSON No. 2 “Values ​​in raising a child”

Goal: to determine the true values ​​in your life and help realize your capabilities in raising a child. 1.Greeting 2.Exercise “Trash can” On pieces of paper, write down all those qualities that interfere with effective communication with loved ones, and which you would like to get rid of. After you have written down these qualities, think about what you would like to receive in return? Write down the desired qualities on paper. Throw the pieces of paper with unnecessary qualities into the trash, and keep those with the desired qualities. 3. Exercise “Value Scale” Parents are asked to mark the values ​​they have on a horizontal straight line, symbolizing the scale of life values. Then, using a 10-point system, estimate the amount of time they invest in each area: work, everyday life, store, television, children, friends, dacha. The discussion of this exercise is built around the following questions: “How much time do we devote to children? What emotional state are we in when interacting? What feelings does the child experience when communicating with us? What results do we expect from this approach to raising children? 4. Exercise “Future” Parents are asked to answer the question: “What do you want your child to be like in adulthood?” Write your answers in column No. 1. then fill out columns No. 2 and No. 3.

The answer to the question: “What do you want your child to be like in adulthood?” Personal assessments of the child that you use when communicating with him. Expressions that are most suitable for achieving the goal. 1 2 3

5.Relaxation. 1) Find a comfortable position. Close your eyes, take a deep breath. Feel how the muscles of your face and neck relax, a pleasant relaxation falls on your shoulders and arms. You feel heaviness and complete relaxation in your hands. The muscles of the back, chest, and abdomen are relaxed, the legs are motionless on the floor, they are also completely relaxed. You feel pleasantly relaxed throughout your body. Every cell of your body rests. You think only about pleasant things. Extraneous sounds for you, like the sound of rain, create a background for pleasant relaxation and rest. There comes a feeling of peace and joy from the life that belongs to you. 2) On each subsequent day you will feel more and more calm and confident. Inner calm will help you interact with your child, and if problems arise, you will calmly and balancedly solve them. There will be a desire to act and this desire will appear right now. You feel the energy of love of life emanating from you, new desires appearing, joy from life itself. This feeling will always be with you. 7. Farewell.

LESSON No. 3 “Cultivating a respectful attitude towards the characteristics of another person”

Goal: to develop a respectful attitude towards the characteristics of another person, and also learn to accept loved ones unconditionally. 1. Greeting 2. Exercise “Allow the other to be different” Not only the attitude in the family plays a big role in the formation of a person’s personality, but also the innate characteristics with which the child is born into the world. There are nine such features; when raising, it is necessary to take them into account, and in no case try to change them, much less blame the child for their manifestation. 1) Parents are offered a list of innate qualities with which the child is born. Analyzing and taking into account these qualities, parents create an individual portrait of their child with specific examples of various manifestations. Activity level (the degree of hereditary motor activity, which determines whether the child will be active or passive). Rhythm (regularity or irregularity of functions such as hunger, type of nutrition, excretion, rhythm of the sleep-wake cycle). Approaching or moving away (a type of natural reaction of a child to such stimuli as unfamiliar food, a toy or a person). Adaptability (the speed and ease with which a child is able to modify his behavior in response to changes in the environment) Intensity (the amount of energy used in expressing emotions and mood). Reactivity threshold (the level of stimulus intensity required for the desired response to occur). Quality of mood (the predominance of a positive attitude, manifested as a joyful, pleasant, cheerful, friendly character, as opposed to a negative one, which manifests itself as an unpleasant, capricious, loud, unfriendly character). The ability to be distracted (characterizes the degree of influence of extraneous interference on the ability to concentrate attention on one’s line of behavior). Interval of attention and persistence (the length of time during which the child is focused on active activity, and the duration of activity in the event of obstacles). 2) Write down in a column those qualities of the child that the parents do not like, and next to each such quality write a positive interpretation of the same quality, i.e. what is good about this manifestation and where can it be used? For example, stubbornness, instead of the negative generally accepted interpretation, present this quality as the ability to say “no”, to object to authorities. 3) After all the qualities have been positively interpreted, it is necessary to paint a new portrait of the child. 4) Compare these two descriptions and choose which one you like better. Look at your child differently and allow him to be different. 3. Exercise “Become better” 1. On a blank sheet of paper, describe yourself: * appearance; * character traits; * capabilities; * knowledge; * skills; * what are you doing that you shouldn’t do (all sorts of violations). 2. On another sheet of paper, write the same thing, but slightly embellishing your merits. Keep the second sheet for yourself and re-read it. Improving your portrait is always useful! 4. Exercise “Unconditional acceptance” In the already familiar relaxed state Imagine, one after another, all the people you know - parents, husband, children, friends. Tell each of them: “I love you, unconditionally, I accept you for who you are.” Find people you know who you can't say this to. Remember the people who, in your opinion, are unworthy of your support, whose strengths you do not see, whom you cannot accept and love unconditionally. Try to understand what exactly is stopping you, what demands you are making on him, under what conditions you could tell him: “I accept you for who you are.” Now put yourself in this person's shoes. Try to understand why he criticizes you or treats you badly? What is going on in this person's life when he communicates with you? Does he understand the conditions and requirements that you set for him? Tell him the words: “I forgive you for... and remove the condition that interferes with my unconditional love. Now I love you unconditionally and accept you for who you are.” Discussion: How many people have you found that you cannot love unconditionally? 5. Farewell.

LESSON No. 4 “Active listening - understanding children better”

Goal: To learn active and empathic listening techniques, which will lead to better mutual understanding between parents and children. 1.Greeting. 2. Remember a situation when your child failed (received a bad grade, quarreled with friends). Share how your communication on this matter was structured)? Did the situation become clearer after your conversation? What was the child’s emotional state? You? Have you found a way to solve the problem? 3. Exercise “Hear your interlocutors”, part 1. Participants are divided into pairs. Partner A should talk about an event that worries him. The partner’s task is to show with all his appearance that he is not listening to him, while looking at his watch, turning away, yawning. After 3 minutes, partners change roles. Then, share the feelings you experienced during the exercise. Was there a similar situation in your life when a child wanted to tell you about an event that was significant to him, but you weren’t paying attention, going about your business? What feelings do you suppose the child most likely experienced? Part 2. And now, the exercise is performed in the same pairs, but the task of partner B is: to listen very carefully to your interlocutor and ask clarifying questions. After 10 minutes, finish the exercise and discuss the following questions: “How did you feel during communication?”, “Was it easy for you to speak?”, What reaction of the interlocutor helped you open up in communication?” Give examples of such communication with a child. 4. Exercise “Sitting and standing” One partner sits, the other stands. Try to have a conversation in this position. After a few minutes, switch positions so that each of you experiences sensations “from above” and “from below.” After a few more minutes, share your feelings. 5. Exercise “Journey to Childhood” Take a familiar position and feel complete relaxation (according to the same pattern as in the previous exercise). You see a child right in front of you, look closely... You recognize familiar features - this is you as a child. You are 5 or 6 years old... You are in some trouble, you are upset and crying. Suddenly he comes up to you. one of the adults, you raise your head and... what is this? How does this person react to your tears? How is your condition changing? ... The time comes, and you are already in a different place and you have a different state. You are happy, you laugh, and you want to share your feelings with others. You have the opportunity to approach a loved one and tell them about what happened to you. Who is this man? ...And now you are already an adult. Imagine yourself as clearly as possible (What are you wearing? What hairstyle? What feelings are you experiencing?). Come to your child self. Take the baby in your arms, caress him and tell him the words: “When you grow up, everything will be fine with you, you will be very Beautiful, your friends and family will love you. You are completely unique, there is no other person like you. You will always appreciate your merits and the merits of other people...” Say everything you want to tell yourself - the child. Give him everything he wanted as a child. Having said the right words and listened to everything the child wanted to tell. You are brought back to present time... Take a deep breath and open your eyes. Smile. 6. Farewell.

LESSON No. 5 “Feelings in a situation of success or failure”

Goal: learn to better understand the child’s feelings. 1. Greeting 2.. Exercise “Understand me correctly” The exercise is performed in pairs. Part 1. Partner A talks about a situation where he was not up to par (for example, he failed to complete a report at work on time or reacted sharply to a child’s action, which led to a conflict situation in the family). Partner B reacts and uses the expression: “I told you a thousand times that...” “How many times should I tell you...” “Is it really difficult for you to remember that...” “You’re just like your mom (dad)...” After 5 minutes to switch roles. Part 2. Partner A tells the same situation, and Partner B reacts using the following expressions: “Tell me more about how this happened?” “You are very smart, and I know you will find a way out of this situation: What are you going to do?” "How can I help you?" “What will you do next time in a situation like this?” When discussing this exercise, pay great attention to the feelings that the participants experienced in the first case and in the second. Then go on to analyze specific situations from the experience of communication between parents and their children. 3. Exercise “My Favorite Things” Make yourself comfortable. Close your eyes (relaxation in the same pattern) ... Imagine that you find yourself in your childhood. In front of you is a 5-6 year old child. Look carefully at how this little man looks: what he’s wearing, what the surroundings are like. Enter this image of a child and imagine that you are doing something: maybe you are drawing, sculpting, sewing a dress for a doll or something else... You are passionate about this business, you are interested in doing what you love. One of the adults comes up to you and evaluates your work. Listen to the words that come from the lips of an adult, and your feelings that arose in you in connection with this assessment... These feelings will remain there, in childhood, and we will gradually return to the present. I will count from 5 to 1, with each count you will feel the approach of reality, along with this a surge of vigor and energy. On the count of 1, open your eyes. When discussing this exercise, it is important to focus on: 1) What kind of activity was the child doing? 2) Did the child receive a positive or negative assessment for his work? 3) Having become an adult, did he still have interest in the business he was involved in as a child? 4) Discuss the importance of your own assessments to the child when he is busy with something, while paying great attention to the positive effect of a positive assessment for the development of interest in different types of activities. 4.Parents write “The Story of Their Success” after completing the first cycle of classes in the “Training of Parent-Child Relationships” group. 5. The psychologist distributes notes with a summary of the main topics. which were discussed in class and which parents can refer to at any time. This will help them remember the information and feel the atmosphere of the training when interacting with the family.

Children's trainings for parents and children

Sometimes it is difficult for parents to find a common language with their children. There could be many reasons for this, but it’s certainly no one’s fault! Lack of mutual understanding can create a chasm between you and your children filled with resentment, suffering and recrimination. To prevent this from happening, you need to take steps towards each other. Training for children and parents in this case will be just an ideal help.

The trainings consist of theoretical seminars and practical training. As a rule, everything happens in a group of like-minded people – people facing similar problems. Working in a group, understanding that you are not alone in your situation, helps you relax and become more relaxed, more willing to embrace change. For children, this is a fun and interesting experience, because children's trainings take place in a friendly, often playful atmosphere.

Trainings for preschoolers

Even the youngest children can have problems with social adaptation.

Trainings for children of school and primary school age, conducted in our psychological center, help them develop, gain new skills and knowledge, become more confident in order to further grow into a successful, happy person!

Of course, there is no point in using the same methods to communicate with a group of children as with adults. Therefore, most often these are entertaining and educational situations presented in a fairy-tale, cartoon or simply fun playful form. For a child, this will be no different from entertainment with animators. However, at the same time this:

• memory improvement;
• development of thinking;
• improving speech;
• development of creative abilities, including imagination.

Parental prohibitions and restrictions

Psychological training-game for parents of students and teachers of educational organizations.

Purpose of the game:

visually present to parents the consequences of actions, words and actions towards children, their impact on the future fate of future adults.

Equipment:

scarves and shawls according to the number of directives.

Progress of the game

We all come from childhood, and most of the psychological problems of adults come from childhood. Often the closest people themselves program the child for failure in life, immaturity, laziness, carelessness, indifference to the people around him, including relatives. Then they wonder: Why is their adult child so unindependent and lacking initiative? Why doesn’t he know how and even for his own good doesn’t want to do anything himself? Why are you ready to lie on the couch all day long and constantly try to shift responsibility to others? Why is he, a mama's boy or daughter, unable to find a common language with anyone, unable to empathize with loved ones? Is it easy to live with such a person?

Let's consider a situation when a mother and baby go to kindergarten. You are a loving mother, you take care of your child, love him very much and look after his health. You do everything to prevent the baby from being blown by the cold wind, so that he does not get wet or dirty. Of course, you forbid running along the street, jumping in puddles, picking up stones and putting any dirt in your mouth. Have you ever thought about the hidden meaning of the words and actions that you allow yourself towards your child? About the directives and attitudes that you unconsciously program children to follow, and their consequences? I suggest playing the game “Ban”. (The psychologist invites 2 people to play the role of a child and an adult.)

Psychologist:

It’s morning, you and your baby are rushing to kindergarten. The baby is energetic and very inquisitive, he asks a lot of questions, constantly tugs at his mother’s hand and tries to tell her something.

Child:

Mom, look, look, what's that there? Where did the cat run? What is this car called? What is this dog doing?

Mother:

Stop looking around!
Watch your step, you'll fall into a puddle! (The psychologist covers the “child’s” eyes with a scarf.)
Psychologist:

Directive: don't see anything!
(Mom’s phone is ringing, she answers a colleague’s call. The baby listens carefully to the conversation.)
Child:

Mom, what is an “infectious boss”?

Mother:

Why are you hanging your ears?
What a shame! How many times do I have to tell you: you can’t interfere in adult conversations! (The psychologist ties a scarf around the “child’s” ears.)
Psychologist:

Directive: don't listen to anyone!

Child:

I just asked! You said that you can’t call adults names, but you yourself...

Mother:

What, the smartest?
Are you going to tell your mother? (“The child’s head is tied with a scarf.)
Psychologist:

Directive: don't think!

Child:

And Masha is waiting for me in kindergarten, which...

Mother:

Oh, no time!
Let's go faster, stop talking, shut your mouth. (“The child is tied with a scarf over his mouth.)
Psychologist:

Directive: Don't talk! The child walks silently and tries to pick up a twig as he goes.

Mother

(
screams in horror
): Throw away this disgusting thing now, it's dirty!
What kind of hands do you have! You grab everything, they are always in the dirt! (“The child’s hands are tied with a scarf.)
Psychologist:

Directive: Don't do anything with your hands. But the child gets bored. After the rain, there are puddles on the sidewalk, and the baby begins to jump through them.

Mother:

What is it?!
Who do you look like?! He took himself out and sprayed me! Stand still. Don't jump, let me wipe you off with a napkin! (“The child’s legs are tied with a scarf.)
Psychologist:

Directive: don't go.

Mother:

Come near me, give me your hand!
Don't run ahead! (The psychologist ties the “child” with a scarf to the “mother.”)
Psychologist:

Directive: Trust no one but me. Don't go anywhere from me. Everyone will be deceived, trust only me. The mother scolded the baby in righteous anger. How should she go to work? She's covered in dirty splashes! And the child stands and roars.

Mother:

Why are you so different?!
Why are you crying? There's no need to cry, it's your own fault. There was no need to jump through the puddle. Shut up, whoever you told! You're only embarrassing me. (“The child’s heart is tied with a scarf.)
Psychologist:

Directive: Don't have feelings.

Dear parents, look at our “child”. He's all tied up.

In this state, will he be able to communicate effectively with peers, satisfy his needs, develop fully, and be inquisitive? What kind of person do you think such a child will grow up to be? Will life be easy for him? What about the people around him? It is obvious that all the actions and words of “loving” parents negatively affect the development of the child and his entire future life. However, in each case a compromise can be found. Let's try to do this together! (The psychologist discusses the situations that have arisen with the parents and, as a compromise is found, gradually removes the scarves from the “child.”)

Don't blindfold

– watch together or switch the child’s attention to something else, more useful, interesting.

Don't tie your ears

– make it a rule to speak calmly in front of your child, do not swear, and do not deceive your interlocutors. During the time you spend with your child, try not to be distracted by other activities and monitor your speech.

Don't tie your head

– allow the child to think, reason, analyze. As an adult, learn to admit your mistakes and apologize for them.

Don't gag

– listen.

Don't tie your hands

– Wash your hands after walking.

Don't tie your feet

– put on rubber waterproof boots and overalls.

Don't tie it to mom

– let go a little forward.

Don't tie your heart

– listen, understand, sympathize and feel sorry for the child.

Dear adults, now we have found solutions to some problems. Everyone knows that a child should not be prohibited from exploring the world around him. The baby develops only in knowledge of the environment and in communication with parents, but in practice it is not always possible to create conditions for this.

We are all very busy, we feel a lack of free time and therefore we do not pay enough attention to our kids. How many moments that were not filled with communication with children! If adults do not change their behavior, then one day they may hear: “Mom, you once taught me to walk and talk, why now do you force me to sit and be silent?”

Elena Kostareva, educational psychologist

MBDOU D/s No. 19, Yayva village,

Alexandrovsky district, Perm region