Practice with parents to get to know each other. "training exercises with parents"

Game - training: "Nice to meet you"

Educational psychologist:

V.S. Azanova

Nytva March 2017

Target: determination of the general tasks of education facing parents and teachers at the present time.

Tasks:

Introduce parents and teachers to each other.

Create a favorable atmosphere in the group and rally the participants.

Establish friendly relations between the participants of the game.

Contribute to the generalization of the experience of family education.

Members: parents of newly arrived children and teachers

Leading: educational psychologist MADOU 13

Time spending: March 2017

Duration: 1 hour

I. Introduction

1. Greeting the participants.

Leading. Good evening, dear parents and employees! Thank you for taking the time to come to our meeting.

The goals of our work are the following:

- to determine the general tasks of education facing parents and teachers at the present time;

- answer the question: "What should be the relationship between parents and teachers?".

Participants are asked to stand in a circle.

2. Exercise "Let's get to know each other"

Participants take turns introducing themselves, passing each other a massage ball in a circle.

3. Exercise "Word - Association"

Target: a little warm-up, will help tune in to work together.

Leading offers to choose a word - an association for the word "ice cream" (for example, "heat"). Further to the "heat" - "sea".

The facilitator starts the game by saying the word "a family", the participant next to him takes a massage ball and pronounces his word - association. The exercise is carried out in a circle.

Reflection: What feeling are you experiencing?

4. Exercise “Composing a collective story”

Target: establishing friendly relations, a sense of collectivism.

The facilitators are invited to make a collective story: “The child in my life” in a circle. Each participant must add 1 word.

Reflection: Was it difficult to find words?

5. Acceptance of the training rules.

The facilitator introduces the participants to the rules of the training.

- Learn to listen to each other.

-Speak to the point.

-Keep your privacy.

- Stop rule.

Everyone speaks for himself, on his own behalf.

II. Main part

6. Exercise: “Family and Kindergarten”

Target: activation of the concepts of family education. Generalization of the experience of family education.

Task: continue the sentence:“Family and Kindergarten -…”.

example: "Family and kindergarten - two banks of the same river." Work in subgroups on pieces of paper.

Assignment: “Our Common Tasks”

The host invites the participants to unite into 2 groups / parents and teachers / and answer the question “What should be prioritized in the family and in kindergarten?”

Groups come to the tablet with answers to this question. Each participant must choose five answer options, and make a mark on the sheet that will coincide with his point of view:

Compliance with the daily routine.

Rational and high-calorie nutrition.

Complete sleep.

Sufficient exposure to fresh air.

Favorable psychological atmosphere.

Availability of sports grounds, sports equipment. hardening procedures.

Creation of a zone of proximal development to overcome the shortcomings of the intellectual, speech, emotional, social development based on the content of the kindergarten program, taking into account the psychological age.

Problems of the family and kindergarten.

Effective methods of punishment and encouragement.

Regular homework.

Development of positive interpersonal relationships with peers, parents and kindergarten staff.

Attentive attitude to the problems of the child, his successes and failures.

The use of active forms of leisure.

Generalization of the experience of family education.

Instilling cultural and hygienic skills, self-service skills.

Moral education.

aesthetic development.

One of the groups represents a list. The participant reads each item in sequence. In the event that the second group has a similar thesis, then it is written / pasted on the “Our Common Tasks” tablet. Count the number of responses for each proposed option. Ranking of responses. Fixing answers on the wall in descending order.

Work in subgroups for 10 minutes.

After compiling a list of common tasks, it is necessary to deal with single requests / the request fits into the list of joint tasks or it is discussed why it cannot be general /.

7. Filling out the questionnaire “My idea about a good child /teacher, parent/”. (Attachment 1)

The facilitator invites parents and teachers to fill out the questionnaire “My idea of ​​a good child /teacher, parent/”, choosing 5 main significant qualities of the child /teacher, parent/.

The questionnaires are processed, the survey data is posted by groups.

Express survey /active learning method/

Do you follow articles in magazines, radio and television programs on parenting issues? Do you read books on the subject?

- if “yes”, then clap your hands;

- if “no”, then stamp your foot.

Do you and your spouse agree on the upbringing of the child?

- if “yes”, then wave your hand;

- if “no”, then touch the tip of the nose.

Who do you think is responsible for raising a child?

- if “family”, then smile;

- if “environment, environment, society”, then stretch your hand forward.

Conclusion:

3. Acquaintance with the leaflet “What does it mean to cooperate?”. Presentation of a memo to the participants of the training. ()

9. Exercise "Conductor".

The music plays, somewhat muffled. You can choose a classical piece.

All trainees stand in a large circle.

Leading.Imagine that you are the composer who created this music. By conducting, you can close your eyes and hear the melody in a new way. Start moving your hands. Excellent. Now move your elbows. Let the music flow through your body, feel proud that you have composed such amazing music. Now open your eyes and applaud the imaginary orchestra.

At the end, the participants have their say.

Leading.Each of you is a conductor of children's souls. Let your orchestra cause you only a sense of pride.

10. Prediction K. Gibran.

Your children are not your children:
They are sons and daughters of life itself.
They came through you, not from you.
And although they are with you, they do not belong to you.
You can give them your love, but not your thoughts.
You can shelter their bodies, but not their souls,
Because their souls live in tomorrow's house
Which you cannot visit even in your dreams.
You can strive to be like them
But do not strive to make them like you,
'Cause life doesn't move backwards
And does not linger in yesterday.

III. Final part.

1. Oath of teachers and parents.

Fanfare sounds.

Oath of teachers

/ read out by the senior educator - N.A. Gorodilova /

Dear participants, indicate in the title of the form who you are: a teacher or a parent.

You need to "shoot" the target four times - one in each sector, making a mark /dot, plus, etc./. The label should correspond to your assessment of the results of the interaction that took place. Evaluation is carried out on a 10-point scale.

Elena Stepankova
Training for parents of preschool educational institution "Let's get acquainted"

Training for parents« Let's get acquainted» within the framework of the communication club "Harmony"

Material: chairs according to the number of participants, strips of paper of different colors, a badge for each participant, sheets of paper, colored pencils, matches of 10 pieces for each,

Music sounds. Members training come to the office, choose a colored strip of paper to determine their mood and well-being. They sit in a circle.

Leading: In our life great place occupies the principle of insufficiency. We do not have enough time for meetings, affection and attention to each other. We are always running, in a hurry, not noticing each other. Let's not stop this run for a moment and talk to each other.

- Perhaps something has been bothering you lately?

Or do you feel tired?

- Or even minor events throw you off balance?

If you answered "Yes", then today we should talk about the fact that nature endowed a person with the ability to self-regulate, that is, no one else, but only you yourself can control your emotional state.

To start fruitful work, let's see what mood and well-being prevails in you. The psychologist comments on the meaning of the chosen color. Cards "Color Meaning"

In order to make group work more efficient and environmentally friendly, a number of rules have been developed that are adopted depending on the characteristics of the group.

CIRCLE RULES

1. NAME CARD RULE

Each member of the group wears a name card on his chest at all times. training. On the card, the participant writes the name that all other members of the group will call him.

Cards allow group members and the facilitator to solve the problem of remembering each other. On the other hand, since the members of the group undertake to call everyone exactly as he himself wants it, this rule "works" on the feeling of psychological comfort of group members. And, in addition, the opportunity to call oneself by a fictitious name contributes to the weakening of the stereotypical self-consciousness and behavior of the participants.

2. RULE "HERE AND NOW"

Many participants are characterized by the desire to go into the area of ​​general considerations, discussion of events that happened to other people, etc. This triggers a psychological defense mechanism. The main idea training- turn the group into a kind of mirror in which each member of the group could see himself during his various manifestations, get to know himself and his personal characteristics better.

Therefore, it is necessary to talk about the problems that are of concern now. (even if they happened before).

The second aspect of this rule is that it is necessary to discuss the processes that occur in the group (style of address, relationships, conflicts, etc.).

3. RULE "FEEDBACK"

First, try to make the speaker feel how you feel about his message. Secondly, the speaker must strive "catch" presented to him "feedback".

4. THE RULE OF INADMISSIBILITY OF DIRECT ASSESSMENTS OF A HUMAN

When discussing what is happening in a group, it is not the participants who should be evaluated, but only their actions. (statements). Can't use statements type: “You talk a lot and vaguely…” or instead of the phrase "I like you" better to say "I don't like your tone of voice" etc.

It is psychologically important to emphasize that instead of assessing another person, we talk about our feelings, which he (or his actions) calls us.

5. RULE OF PRESENCE ON TRAINING

Presence on training each member of the group REQUIRED all the time of work training. This means that no late or missed classes are allowed.

This rule usually causes the most serious difficulties and objections. Everyone has very important things to do, objective circumstances, and everyone asks to soften the rule. But there are good reasons for strictly following this rule. Participation in training cannot but affect each of its participants. Over time, members of the group trust each other more and more, open up to each other and become more and more accustomed to the language and style of communication in the psychological group. Even with a single absence from classes, the participant, as it were, falls out of this process and is perceived by others as "stranger". And he himself does not immediately get involved in the work, he does not understand what is happening in the group.

6. TALK ON TRAINING

During group work, only one participant can speak at a time. This allows people to listen and hear others, which, in fact, is the main thing in the work of the psychological group. On the other hand, of the participants has the right to say whatever he wants, but only "in a circle", that is, it is not allowed to whisper with a neighbor and "mumble under one's breath".

Not allowed to discuss technology training with people not participating in the work of the group, and the group members are not allowed to discuss the procedure among themselves until the end of the work in the group. The host refuses to answer questions about the procedure, type: “Why are we doing this particular exercise?”, “Why is this necessary?”, "And it should have been done differently".

Questions of this type and, in general, focusing on procedural points mean the observer's position of the participant. Watching the group from the outside, evaluating the work of the leader and other participants, a person does not get involved in the work and instead of experiencing and analyzing his own feelings and experiences, he is engaged in analyzing and evaluating the behavior of other people. This again reduces the effectiveness of participation in the group. Therefore, the leader does not have the right to let himself be drawn into these conversations that have nothing to do with the meaning.

8. PRIVACY POLICY.

Group members must understand that they cannot take out of the group any personal information that they receive about one of the group members in the course of work. Only "HERE AND NOW"!

9. RULE "VETO"

This rule is (or right) mainly applies to leading groups who are primarily responsible for "environmental" work. The leader, observing the process, which can harm either an individual participant or the group as a whole, has the right to interrupt this process.

Removal of emotional stress.

Every person strives for success and well-being. He wants to be loved and respected. But look around, how many people are dissatisfied with the life around them. It was as if a load of problems hung over them that they were unable to cope with. And as a result, there is anxiety, fear, a sense of insecurity, emotional stress.

The ability to control oneself has been a dream of man since ancient times. This is the ability to relax or restrain, relieve physical and emotional stress.

1. Exercise: "Adjective starting with the first letter of the name".

Target: introduction of group members, anxiety relief.

Each participant calls his name and selects an adjective for the first letter of his name, which somehow characterizes him, reflects some features of his character, his personality. For example: "I am Marina. I am wise".

2. "Unification"

Participants roam freely around the room.

Instruction: "Find each other those who have the same eye color" options: "Those who have a birthday in the summer", "Those whose name has 5 letters", etc.

Other options are possible when participants are united in groups at the place of residence, zodiac sign, favorite color, etc.

3. Exercise: "Handshake".

This exercise is best done while standing. Now we will do a handshake, but the handshake is not quite ordinary. Your task is to connect the palms of your left and right hands behind your back. In this case, the elbow of the right palm looks up, and the elbow of the left palm looks down. First, try in this position just reach out to each other with the fingers of your right and left hands. If the fingers of both hands are touching, try to move your hands even further back, joining your palms in a handshake. So, the elbow of the right palm is up, the elbow of the left palm is down, we connect the palms behind the back. Please (Gong, pause 20 seconds). Good. Now we will repeat this exercise, changing the position of the hands. Leading will evaluate how far you managed to move your hands back, how strong the handshake turned out to be. Please (Gong). Thank you game over (Gong).

4. Acquaintance.

Target: познакомиться with new people or take a closer look at old ones acquaintances.

A circle. Everyone has paper and a pen.

The moderator reads the questions (they can be superficial or deep - the host comes up with them). Answer (in writing) candidly and be prepared for others to know your answers.

1. Who is your favorite poet?

2. What is your favorite color?

3. What quality do you value most in people?

4. What season do you like the most?

5. If you could spend a week in any country in the world, which country would you choose?

Sheets are being collected. The facilitator reads each answer in turn. After listening to them, try to understand who they belong to. Everyone can make one guess. If the author will be named, he reveals himself, if not - remains anonymous.

5. Exercise "In what I was lucky in this life"

Target: increasing the level of optimism in life, creating a good mood for work.

The group members are divided into pairs. The host proposes exercise: "For three minutes, tell your partner about what you have been lucky in this life. After three minutes, switch roles." After the exercise, a short exchange of impressions is held.

Test "Hidden Stress"

All participants training prepared test forms are issued.

You are offered 9 situations. Note which ones bother you the most.

1. You notice that someone is watching you.

2. You want to make a phone call, but the desired number is constantly busy.

3. You are driving a car, and people sitting next to you continuously give you advice.

4. You are talking to someone, and the third one constantly interferes in your conversation.

6. When someone interrupts your train of thought.

7. You are annoyed by the combination of colors that, in your opinion, are not compatible with each other.

8. When, when shaking hands, you feel a partner's sluggish palm.

9. Talking to a person who knows everything better than you.

Result: if you have marked 5 or more situations, this means that everyday troubles hurt your nerves. Try to avoid such situations or pay less attention to them.

6. Exercise "Roaring Motor"

Purpose of the exercise: warm-up, emotional discharge.

Leading: Have you seen real car racing? Now we are organizing something like a car race in a circle. Imagine the roar of a racing car - "Rrrmm!" One of you starts by saying "Rrrmm!" and quickly turns his head to the left or right. His neighbor, in whose direction he turned, immediately "enters the race" and quickly says his "Rrrmm!", Turning to the next neighbor. Thus, the "roar of the motor" is rapidly transmitted in a circle until it completes a complete revolution. Who would like to start?

Description: 6-8 participants portray "train", standing in a column and putting his hands on the shoulders of those in front. All but the first close their eyes. This "train" you need to pass through the obstacles that other participants represent. With a small number of players playing part of the obstacles can be depicted with the help of chairs. A task "trains"- proceed from one wall of the room to another, be sure to go around 3-4 obstacles along the way (leader indicating which ones) and not bump into others. Obstacles depicted with the help of other players (it is desirable that those that need to go around in a circle are from among them, when approaching them "train cars" at a dangerously close distance, they can make warning sounds - for example, start singing. The game is repeated several times to give everyone the opportunity to be both in the role of obstacles and in the composition. "trains". If there are many participants and the size of the room allows, you can make the games more dynamic by running two games at the same time. "trains".

The meaning of the exercise: Cohesion, increasing mutual trust of participants, workout confidence of behavior, if necessary, to act in conditions of lack of information, relying on partners. Development of the ability to coordinate joint actions. Discussion: Who liked to be more - "locomotive", "wagons", obstacles; what is it connected with? What emotions did anyone have when moving in the "trains"? What real life situations can this game be likened to?

8. "Find a couple"

Purpose of the exercise: - development of predictive capabilities and intuition; - the formation of the members of the group setting for mutual understanding.

A piece of paper is attached to each participant's back with a pin. name on the sheet fairy tale hero or a literary character who has his own mate. For example: Crocodile Gena and Cheburashka, Ilf and Petrov, etc.

Each participant must find his "other half" by interviewing the group. It is forbidden to ask direct questions. type: "What is written on my sheet?". Questions can only be answered with "yes" and "no".

10 minutes are allotted for the exercise.

9. "Matches"

The exercise is done in pairs. Each participant is given ten matches. People sit in each pair with their backs to each other. One is the leader, the other carries out his instructions. The leader in a pair of these matches builds a figure and tries to explain it to another. As a result, the figures should be the same. Then the participants switch roles. There is a discussion at the end.

10. Rock climber

Description: Participants stand in a tight line, creating "rock", on which protrusions stick out ( "snags", formed from the exposed arms and legs of the participants, bodies leaning forward. The driver's task is to walk along this "rocks" without falling into "chasm", i.e. without putting your foot outside the line formed by the feet of the other participants. The driver himself chooses a way to solve this problem. You can't talk. It is most convenient to organize the exercise in the form of a chain - participants from one end "rocks" alternately make their way to another, where again "embedded" into her.

The meaning of the exercise: Building trust, breaking spatial and psychological barriers between participants. In addition, the exercise works to develop non-verbal communication skills. (communication without the help of words through gestures, facial expressions, etc.) and coordination of joint actions. Physical and emotional warm-up.

Discussion: Exchange of emotions that have arisen during the game. What feelings did the leaders and components have? "rock" while doing this exercise? What helped and what hindered the task?

An exercise "Basket of Tips".

Each participant takes turns taking cards and reading aloud the suggested tips - Share with us, what techniques do you use?

1. Get regular sleep.

2. Try talking and walking more slowly.

3. Walk more in the fresh air.

4. Make a to-do list for today.

5. Set only realistic goals.

6. Set aside at least one hour a day for yourself.

7. Smile and compliment yourself when you look in the mirror.

8. Tell your loved one about your troubles.

10. Prepare a cup of warm herbal tea, take a warm bath or shower.

12. Know your ups and downs.

13. Live for today, do not demand too much for yourself.

14. Remember how you felt when everything was fine.

15. Don't try to please everyone - it's not realistic.

16. Remember that you are not alone.

17. Be an optimist! This will help you find much more joy in life than despondency.

18. Take your time to make any decisions. Calm down first.

19. Accept your failure! Each person has their own merits and demerits.

20. A job you love can be a good stress reliever.

If you find yourself in a stressful situation, then the most important thing is calmness, even if only externally. By maintaining your composure, you can prove to yourself that you are a strong person. And most importantly, you will keep your health.

11. Exercise: "Dishwasher" or "Car Wash".

Target: stress and anxiety relief, development of group cohesion.

All participants stand in two lines facing each other, the distance between them is about 1 meter. In turn, each of the participants introduces himself as either some kind of kitchen utensils or some kind of car, and passes inside the line. Everyone imitates him "wash" touching it with varying intensity. They can simulate strong hot water jets, light cool showers or warm air rubbing. The one who passed stands at the end of any line, and the one standing from the beginning of one of their lines begins to walk.

12. Exercise Run of words "

Purpose. The exercise will allow you to "stir up" tired, relaxed participants in a group psychological training.

For this exercise, the facilitator will need a stopwatch or timer with the ability to set it to 20 seconds.

The facilitator explains the meaning of the game to the participants. First member (the host himself does not participate in the game) pronounces a word (Russian). It can be any noun or proper name. The next participant in the circle must say a word that begins with the letter that ended the previous word. If the word ended in soft sign or"s", the penultimate letter is taken. That is, the same thing happens as in the famous game "Cities", only you can pronounce any nouns or proper names. The chain of words might look like So:

Life, etc.

If a player said a word that already existed, or if it was not a noun or a proper name, then he is out.

Players drop out for other reasons as well. The host starts the stopwatch (timer). After twenty seconds, he stops the game. The player on whom the queue has stopped (the previous participant managed to say his word, but this one has not yet or did not have time to say it completely, is eliminated from the game. Thus, the participants are motivated to say their word as quickly as possible. To avoid disputes, the host immediately announces the verdict (for example): "Vasily is out!" The eliminated participant leaves the circle.

The last remaining participant is declared the winner.

In order for the participants to understand the rules of the game, it is advisable to do several preliminary runs in which no one is eliminated.

13. "Transmission of movement in a circle"

Purpose of the exercise: - improving the skills of coordination and interaction at the psychomotor level; - development of imagination and empathy.

Everyone sits in a circle. One of the group members begins the action with an imaginary object so that it can be continued. The neighbor repeats the action and continues it. Thus, the object goes around the circle and returns to the first player. He names the object passed to him, and each of the participants names, in turn, what he passed on. 10 minutes

14. "Kids-Kids"

There are situations when we have to convince a person or a large number of people or, on the contrary, such an impact occurs on us, and we do not always understand what is behind this impact: desire to help or deceive. Everyone knows the fairy tale "The Wolf and the Seven Kids". There are seven kids and one wolf in the story. We have will be seven kids and seven guests, but under the guise of 4 of them real wolves will be hidden. Guests will come and ask to come into the house. A task guests: to persuade the kids to let them go. The goats must figure out who is who, but out of the seven guests, four must be allowed in. The decision of the goats is made jointly.

15. Summer rain

A well-organized exercise in which the players feel like a team -10 minutes- Preparation Move the tables and chairs to the side and make room for the game.

Members of the squad should form as regular a circle as possible. Once this has been done, everyone turns to the right, so that now all the players are standing behind each other at arm's length.

Tell the players that in this exercise everyone will be able to hear the noise and rustle of a summer heavy rain. And the better will be interaction in the squad, the more beautiful there will be a feeling of the game.

Stand in a circle with the group and demonstrate the hand movements that produce the desired rustles:

a. put your palms on the back of the player in front, approximately in the area of ​​\u200b\u200bthe shoulder blades, and describe a circle with them. The resulting rustle corresponds to the wind preceding the torrential rain. (phase A);

b. slowly begin to gently pat your partner's back with your fingertips, while alternating both hands. It's the beginning of the rain (phase B);

c. now start drumming with your palm on your partner's back (phase C);

d. return to phase B;

e. go to phase A;

f. stop, let your hands rest calmly on your partner's back.

Explain to the group that this exercise is amazing if everyone closes their eyes.

Start the game in phase A. The player in front of you "transmits" this movement is further - to the participant standing in front of him, etc., until it returns to you. When you feel your partner's arms circling your back, begin phase B, and so on until the sequence is complete. (Everyone continues to perform the movement that he feels with his back until he receives a new signal.)

On that our training completed, looking forward to our next meeting, where I will show you how to make boxes "happiness".

Members: group of parents preschool age 8-12 people.

Equipment: badges (according to the number of participants), magnetic board, projector, tape recorder, musical recordings, paper f. A4, pencils (felt-tip pens).

Time: 2–2.5 hours.

Location: music hall.

Course of the training

Light music sounds. Parents sit in a circle. The host approaches each of the parents, gets to know each other, draws up a “common business card” - writes the name of the parents on a large sheet (in the form of a flower).

Leading. Good evening dear parents. I thank you for coming to the training. Today we will talk in a close, family circle.

Psychological training is the training of the soul, mind, body. A person absorbs 10% of what he hears, 50% of what he sees, 90% of what he does.

In the course of work, we will have to communicate with each other, so we ask all participants to: sign and attach business cards-badges so that everyone knows how to contact you.

Topic of today's training: Path of parental love.

Acquaintance.

Exercise "Good warmth"(10 min.)

Target: promoting cohesion in the group, creating a friendly atmosphere.

Now I invite you to get to know each other.

Stand in a circle and hold hands. “Heat” will go from me to the right (left), that is, I will lightly touch my neighbor’s shoulder with my shoulder , calling my name, written on a business card-badge, and remembering how affectionately they called me in childhood, my neighbor did the same - to the next one, and so on in a circle. Let's try.

And now the same thing, but with closed eyes. Let's see how the group works together.

Was it difficult to complete the task? Why? How do you feel after completing the task?

Let's continue our acquaintance:

Find a couple. (2 minutes.)

Let's fantasize: Warm autumn, the leaves fall, colorful leaves lie on the ground. You walk through the forest, the leaves rustle under your feet. There is a beautiful lake in front of you, the water is shining, and you want to go on a boat and enjoy the smell of the forest, water and this beauty. Hoops are boats. To the music, you will walk along the shore of a wonderful lake, around which there is an autumn multi-colored forest, when the melody stops sounding, you need to choose a boat for yourself, their number is limited. Nobody should stay on the shore.

Questions: How did you feel while playing this game? What is your mood?

Main part

Leading.

It is in such a kind and warm atmosphere that one should probably talk about the most important thing in the life of every person - about parental love. Everyone considers themselves loving parents, and this is quite natural. We really adore our children, and the best confirmation of this is that we feel constant love in our souls. But one more thing is important for children - how we show this feeling.

Parenthood is perhaps the most profound responsibility an adult can take on.

Most importantly, the special role of parenting is to love and educate their children, as well as to form in them feelings of high self-esteem and self-confidence.

Communication and relationships with other people are born and developed in childhood. For a child, adults are a model in everything. Children learn well what is presented visually, they want to learn everything on own experience. He is especially attracted to those activities that adults try to hide from him. The baby does not remember everything, but only what struck him. They always try to imitate adults, which is sometimes dangerous. Unable to distinguish between good and bad, they tend to do what adults forbid them, but allow themselves. In this regard, in the presence of children, one must refrain from such actions and deeds that cannot serve as a good example for them.

Children's speech develops better in an atmosphere of love, calm, when adults listen carefully to them, communicate with children, read fairy tales to them and discuss what they read.

If a child does not feel sensitivity and love from those around him, then he develops a distrustful attitude towards the world, and possibly a feeling of fear, which can persist for a lifetime. In the process of developing a child's communication skills, great attention must be paid to the formation personal qualities baby, his feelings, emotions. When people are happy and at peace with themselves, they transfer those feelings to relationships with others.

Today we must understand that parental love will bring a child much more happiness if he constantly sees that it manifests itself in the relationship of parents not only to him, but also to each other, and the child should feel love.

“Happiness is when you are loved and understood,” and this understanding does not come by itself, it needs to be learned.

So, let's go with you along the path of parental love.

The aim of the training is: contributing to the improvement of parent-child relations and the formation of skills for effective interaction.

Our task- show parents the degree of understanding of their child, help to better understand their relationship with children and emotionally enrich them.

Group rules.

Target: Emphasizing the participants on the observance of the rules of work in the group and the regulation of work.

Leading. The trainees do everything themselves. In order for our meeting to be productive, certain rules must be followed.

We will not judge each other, we will not discuss anyone. We will create an atmosphere of security, trust and openness. This will allow you to experiment without being shy about making mistakes.

The rules are printed on sheets (can be written on the board), let's discuss and choose those that suit us for effective interaction:

• Appeal by name, and to you.
• Do not judge each other, do not discuss anyone.
• Listen, don't interrupt.
• Confidentiality.
• Rule of participation - I take part in the games.
• Lifebuoy rule - if I find it difficult during the training, I can take a break (__times).
• good mood rule.
• ________ (training participants can add their own rules).

So, we have defined the rules of conduct at the training. Perhaps someone wants to make adjustments?

Exercise "My expectations"

Target: determining the expectations of participants from working in a group.

Leading. Dear parents! Here are stickers cut out in the shape of a heart. Draw a symbol that characterizes your family and write down your hopes and expectations from our meeting on them. Next, you should voice them and attach them to the poster "Path of parental love", which depicts a path stretching upwards from the house "Parental love" Stickers must be attached at the beginning of the path, near the house.

Picture 1.

Exercise "Immersion in childhood"

Quiet, light music sounds.

Leading. Sit comfortably, put your feet on the floor so that they feel good support, lean back on the back of the chair. Close your eyes, listen to your breathing: it is even and calm. Feel the heaviness in your arms and legs. The flow of time takes you back to your childhood - to the time when you were little. Imagine a warm spring day, you are three or four years old. Imagine yourself at the age at which you remember yourself best. You are walking down the street. Look at what you are wearing, what shoes, what clothes. You have fun, you walk down the street, and next to you is a loved one. Look who it is. You take his hand and feel its warmth and reliability. Then you let go of your hand and run away merrily forward, but not far, waiting for your loved one and again take his hand. Suddenly you hear laughter, look up and see that you are holding the hand of a completely different, unfamiliar person. You turn around and see that your loved one is standing behind and smiling. You run to him, take his hand again, move on and laugh with him at what happened.

Now it's time to go back to this room. When you are ready, you will open your eyes.

Reflection

- Did you manage to plunge into childhood?

- Did you feel a reliable shoulder that accompanies you in childhood?

– What does “reliable shoulder” mean to you?

How did you feel when you lost support?

- What would you like to do?

Exercise "Role playing"

Task for group No. 1.(Time to complete - 5 minutes).

On behalf of the child, tell us how you managed to wet everything that was possible from your clothes in the only spring puddle, at the moment when the mother was talking with a friend who unexpectedly approached. Hint: speak on behalf of the child, voicing the possible course of his thoughts.

And the reaction of the mother when she saw the wet child ...

Summary. I think a reminder of this opportunity for adults to penetrate into the world of children will help organize the process of education more competently, build interaction in the family more fruitfully.

Task for group number 2.(Preparation time - 5 minutes)

Parent and child are selected.

Dear parents! You are in a hurry, you ran to the kindergarten for your child. A car is waiting for you on the street, and your daughter (son) is naughty, does not want to get dressed.

Your reaction, actions, etc.?

Summary. Data role-playing games not only illustrate possible situations, but also allow everyone to think about how I would react to the behavior of my child, what I could teach him.

Exercise to lift the mood, relieve fatigue.

Music sounds. Parents together with the leader perform the "Dance of the Little Ducklings".

Exercise "Associations"(3-5 minutes)

Our goal is to educate happy child. Who can raise a happy child. Who it happy child? Who is an effective parent? We will answer these questions by working in groups.

Instructions: The group is divided into 2 teams.

Team 1: Write your associations when you hear the word "happy child".

Team 2: Write your associations when you hear the word "effective parent"

Discussion.

The most important teachers for children are parents. The parental home is the first school for the child. The family has a huge influence on what the baby will consider important in life, on the formation of his value system. No matter how long a person lives, from time to time he turns to the experience of childhood, to life in the family: "what my father and mother taught me."

I invite you to watch the video "Happiness is simple"(Attachment 1). The author of the video is Alisa Pashkova.

Reflection.

• What do you feel now?
• What feelings did you experience while watching the video?
• Wanted to do something?
• Have you changed your mind about your relationship with your child?

Leading: Often, parents and caregivers, making comments to kids in life-threatening situations, use the wrong tactics. Instead of telling the child what to do, parents tell the child what not to do.

As a result, the child does not receive necessary information, and the words of an adult provoke him to do the opposite (For example, what will the child do to the words: “Don’t come near the TV!”).

Appeal to the child should be positive, i.e. expect action, not inaction.

Exercise "Non-Children's Bans"

One participant is selected and sits on a chair in the center of the circle. Everyone else comes up to him one at a time and tells him what they forbid him to do - what the participants most often tell their child. At the same time, the part of the body that was affected by the ban is tied with a ribbon. For example: "Don't scream!" - the mouth is tied, "Don't run" - the legs are tied, etc.

After all the participants have spoken, the seated person is invited to stand up. Since he will not be able to get up, he must be untied. To do this, each participant approaches the ribbon that he tied up and removes the ban, that is, he says what you can do. Thus, the essence of the prohibition remains. For example: "Don't shout - speak calmly."

Reflection

Reflection of the participant who played the role of the child:

- What did you feel when your "parents" fettered, limited your freedom?

What part of the body did you feel most acutely limited in movement?

How did you feel when you were asked to stand up?

- What did you want to untie in the first place?

– What do you feel now?

Reflection of the participants who played the role of an adult:

What did you feel when you saw the immobilized child?

- What did you want to do?

– Is it easy to find words to reformulate the prohibition?

- What are your feelings now?

Leading: It is known that ready recipes education does not exist. How to act as an adult in a given situation, it is up to him to decide. However, you can play difficult situations, as in the theater, discuss them and try to understand what the child is experiencing in this or that case.

The child's ideas about the world are not yet formed, and life experience negligible. Our task is task of adults surrounding the child - to help navigate in a world that is still incomprehensible to him, to explain what is dangerous and impermissible, and what is permissible and even necessary for the baby. Who, if not an adult, will protect the child, warn against dangers and at the same time teach them to understand the endless “don’t” and “can”! To teach this to children, parents themselves need to be well versed in this.

Exercise "We forbid - we allow"

Three colored sheets are attached to the board, corresponding to the prohibited zones.

• green symbolizes the Total Freedom zone;
• yellow - zone "Relative freedom";
• red - "Forbidden" zone.

Participants of the training are invited to make a list of possible actions for children, distributing them into three main zones. The resulting options are analyzed: parents, together with the leader (psychologist, teacher), predict possible situations and mistakes.

Leading: How much warmth of the heart is ruined because of the inability to understand the other and oneself. How many dramas, large and small, would not have happened if their participants and those around them had the ability to sympathize, forgive, love. You also need to know how to love, and this skill is not given by mother nature.

The biggest deficit our children experience is affection deficit. Parents sometimes do not find time, forget or maybe even hesitate to caress the child just like that, obeying some inner impulse. Fear of spoiling children causes parents to be overly harsh with them.

This task will allow each of us to show a little more affection, attention, love.

Exercise "Sun of Love"

Each participant draws a sun on a piece of paper, in the center of which he writes the name of the child. On every ray of the sun, you need to list all the wonderful qualities of your children.

Then all participants demonstrate their "sun of love" and read out what they have written.

I suggest you take this Sunshine home. Let its warm rays warm the atmosphere of your home today. Tell your child about how you assessed his qualities - give the child warmth, affection and attention.

Reflection

Leading. Our meeting is coming to an end, so let's determine if our expectations have come true. If so, you need to rearrange the stickers on the path of Parental love. The path of parental love does not end, walk with your children with love, care and hope. Bon Voyage!

At the end of the training, parents with the leader drink tea at the round table!

29.08.2017 09:57

Program focus

Psychological program "Let's do it together!" is intended for parents with inadequate styles of family education, with communication disorders in the family: disunity, role perversion, etc. The program is relevant for behavioral problems of children: negativism, deceit, theft, etc., associated with problems in the family.

Relevance, novelty, pedagogical expediency.

The experience of practical work in the Social Orphanhood Prevention Service shows that in many families parent-child relationships become a real pain point: parents often complain about problems with their children. But how successfully parents solve the problems of raising children in the family, ultimately, depends on how happy parents and children are, and whether they enjoy communicating with each other.

The family has a special place in the life of every person. The child grows up in a family, and from the first years of his life he learns the norms of the hostel, the norms of human relations, absorbing both good and evil from the family, everything that is characteristic of his family. As adults, children repeat in their family everything that was in the family of their parents. The family regulates the relationship of the child to the environment, in the family he receives the experience of morality, moral standards behavior. And although parents as a center of orientation and identification recede into the background during adolescence and youth, this applies only to certain areas of life. For most young people, parents, and especially the mother, remain the main emotionally close persons even at this age. So the family remains the leading institution in the formation and development of socially significant values ​​and attitudes of the child's personality, his socialization.

Recently, there has been some decline in the educational role of the family; there are serious changes in the conditions of personality formation in the country, difficult conditions of economic and political instability are observed, traditional values ​​are breaking down, and therefore the problem of the influence of the family on the process of personality formation is relevant.

The proposed version of the program for parents and children is aimed at finding joint solutions, bringing together two worlds - so close, interdependent, but not always peacefully coexisting.

aim this program is the formation of primary value ideas about the family, family traditions, responsibilities; bonding between children and parents. As well as the harmonization of parent-child relations through joint activities.

When working with a child-parent pair in this direction, the following tasks:

1. Unity of family members.
2. Harmonization of family relations
3. Development of children's communication skills, increasing self-esteem.
4. Positive dynamics in parents' assessments of their relationship with children.

The target audience for which the program is designed and the period of its implementation.

Parents and children of senior preschool and primary school age participate in the program.

The duration of the program is 3 months.

Organization of classes: the cycle of classes includes 12 meetings, classes are held once a week for 1 hour. 30 minutes. From 1 to 8 lessons - joint for parents and children, 9-11 lessons - only with the participation of parents, 12 lessons - joint final.

Class structure:

1. Greetings, warm up.
2. Work on the topic: games, drawing, discussions, exercises.
3. Reflection.

Methodological tools used in the program:

communication games, Team work parents and children (drawing, designing), role modeling.

Cycle structure:

diagnostic stage. It is held at a preliminary meeting of a psychologist with a child-parent couple and at the final lesson.

Task: diagnosing the style of family education, the characteristics of interpersonal relationships in the family, the level of communication skills of children.

For parents: questionnaire (DIA), assessment on a five-point scale of interpersonal communication with a child, family kinetic pattern, family sociogram.

For kids: kinetic drawing of a family, diagnostics of the level of communication skills, joint drawing with a parent on one sheet, family sociogram.

Practical (joint) classes for parents and children.

Main goals:

1. Acquaintance of participants, formation of an atmosphere of trust and security in the group.
2. Teaching parent-child cooperation skills.
3. Removal of barriers in children's communication with adults.
4. Development of reflection skills.

Practical lessons for parents

Main goals:

1. Teaching parents how to communicate effectively with their children.
2. Approbation and development of new ways of communication and interaction, reflection of the experience gained.

Final.

Main goals:

1. Summarizing.
2. Confirm program effectiveness through participant diagnostics.

Expected results and ways to measure their effectiveness

As a result of the implementation of the program, a positive trend is expected in parents' assessments of their relationship with their children. Unity of family members, harmonization of intra-family relations, increasing the self-esteem of the child.

Diagnostics is carried out before the start of classes at a preliminary meeting of a psychologist with a child-parent couple and at the end of a cycle of classes at the last meeting.

Parents fill out a questionnaire for the analysis of family relationships (DIA), evaluate interpersonal communication with the child on a five-point scale, perform a kinetic drawing of the family, as well as a joint drawing with the child on one sheet.

Children perform a kinetic drawing of the family.

The psychologist assesses the level of children's communication skills by standardized observation.

At the final meeting, at the end of the cycle, parents fill out a training participant questionnaire, re-evaluate their interpersonal communication with the child, children and parents fill out a family sociogram, parents and children perform a family kinetic drawing. The psychologist assesses the level of communication skills of children on a three-point scale.

Efficiency is measured by qualitative analysis of drawing samples, positive dynamics in parents' assessments of their relationship with children, and improvement of children's communication skills.

Thematic plan of the program

Topic	Target	Number of hours	Conduct form
Section 1. Diagnostic activities for parents
1. Questionnaire for the analysis of family relationships (DIA)	Identification of violations of the process of education.	45 min.	Group testing
2. Filling out the questionnaire "Assessment of your relationship with the child"
Parents' assessment of their relationship with their child.	Obtaining information about the subjective family situation of the parent under study.
4. Implementation of the projective methodology "Family Sociogram"	Obtaining information about interpersonal family relationships.
Diagnostic measures for children
1. Performing a kinetic drawing of the family	Obtaining information about the subjective family situation of the child under study.	45 min.	Group testing
2. Implementation of the projective methodology "Family Sociogram"	Identification of the position of the child in the system of interpersonal family relations.
3. Filling in the form of communication skills of the child by the psychologist	Determination of the level of formation of the child's communication skills.		Individual conversation
Section 2. Practical exercises for children and parents
Lesson #1 1. Warm up Exercises: “Remember my name?”, “Symbol”, “Change places”. 2. Main body Exercises: "Shapes", "Siamese twins", "Shadow". 3. Completion of the group. Exercise "Tangle".	Acquaintance, increasing the level of trust between the participants.	1,5 hour
Lesson #2 1. Warm up Exercises: "Snowball", "And I'm going!". 2. Main body Exercises: “Parents and children”, “Blind”, “Brainstorm. (Aphorisms about the family). 3. Completion of the group. Exercise "Magic wand".	Increasing group cohesion. Cooperation between parent and child.	1,5 hour	Group (parents together with children)
Lesson #3 1. Warm Up Exercises:"Execution Ground", "Confusion", "Find a mate". 2. Main body Exercises: "Blind listening", "What does the doll tell you?", "Construction". 3. Completion of the group.	Cooperation between parent and child. Diagnosis of anxiety states.	1,5 hour	Group (parents together with children)
Lesson number 4 1. Warm Up Exercises:"Compliments", "Chants - whispers - silences", "Breath of a kind animal". 2. Main body Exercises: "Driver", "I like it", "Brainstorming (You were left alone at home)". 3. Completion of the group. Exercise "Gifts".	Cooperation between parent and child. Identification of the level of independence of the child. Identification of the level of volitional regulation of the child.	1,5 hour	Group (parents together with children)
Lesson number 5 1. Warm Up Exercises:"Snowball", "Pass the item", "What can be done with the item?". 2. Main body Exercises: “Show off mom (dad)”, “Family portrait”. 3. Completion of the group. Exercise "Forehead".	Cooperation between parent and child. Diagnosis of intra-family relations.	1,5 hour	Group (parents together with children)
Lesson number 6 1. Warm Up Exercises:“Let's say hello with parts of the body”, “I am a + good engine”. 2. Main body Exercises: “Joint creativity”, “Quarrelled”, “Family collage”. 3. Completion of the group. Exercise "Applause"	Cooperation between parent and child. Updating the value of the family.	1,5 hour	Group (parents together with children)
Lesson number 7 1. Warm Up Exercises:"Me and Mom (Dad)", "Imitator". 2. Main body Exercises: "Keep your distance", "Sculpture", "Cover". 3. Completion of the group. reflection, receiving feedback.	Cooperation between parent and child. Study of psychological distance in family relationships. Identification of intra-family volitional structure.	1,5 hour	Group (parents together with children)
Lesson number 8 1. Warm Up Exercises:“I + you”, “Consistency of actions”. 2. Main body Exercises: "Reporter", "Family commandments", "I think we are similar." 3. Completion of the group. Reflection, receiving feedback.	Cooperation between parent and child. Study of family values ​​and traditions.	1,5 hour	Group (parents together with children)
Section No. 3. Classes for parents (Increasing the level of parental competence)
Lesson number 9 "I-statements" 1. Warm Up Exercises:"Non-Children's Bans" 2. Main body Mini lecture "You-messages", "I-messages". 3. Practical part. 1. Formulation of "I-messages". 2. Playing situations using "I-messages" 4. Completion of the group. Exercise "Sun of Love"	1. Understand the psychological difference between "I-statement" and "You-statement". 2. Master the skill of "I-statements."	1,5 hour	Group (parents only)
Lesson number 10 "Active Listening" 1. Warm Up Exercises:"Best Childhood Memory" Discussion homework. 2. Main body Mini lecture "Rules of active listening". Exercises: “Listen to the other”, “Listen to feelings”. 3. Completion of the group. Reflection, receiving feedback.	Acquaintance with active listening techniques, development of active listening skills.	1,5 hour	Group (parents only)
Lesson number 11 "Rewards and Punishments" 1. Warm up Exercise: "Association". 2. Main body Exercise: "A vivid negative childhood memory associated with parental punishment." Discussion of homework. Filling out the questionnaire: "Methods of influencing the child." Mini lecture "Catalogue of negative effects of typical parental reactions (according to T. Gordon)". 3. Completion of the group. Mini lecture "Basic principles of using rewards and punishments"	Acquaintance with the principles of using rewards and punishments and a catalog of negative effects of typical parental reactions (according to T. Gordon).	1,5 hour	Group (parents only)
Section number 4. The final stage
Lesson #12 End of the group. 1. Warm up. Exercise: "Favorite games." 2. Main body Exercises: "If". 3. Diagnostic part. 4. Completion of the group. Summing up, awarding diplomas, presenting photographs.	Summarizing. final diagnosis. Presentation of certificates and photographs.	1,5 hour	Group (parents together with children)

Workshops

Lesson number 1 (together children with parents)

Topic: Acquaintance

Tools: tokens with the names of the participants, sheets (A4 format) for each participant, felt-tip pens, pens, a small soft toy (symbol of the group), a rope (1 m.), several ropes (50 cm.)

Before starting work, it makes sense to acquaint the participants with the purpose of the program, its tasks, clarify organizational issues discuss group rules.

Group rules.

The trainer introduces the rules of the group and discusses them with the participants of the training.

1. Confidentiality (secrecy) of what is happening in the group.
2. We speak only from ourselves and about ourselves (“I-statements”).
3. Confidential communication style. Address by name to all participants, including the host (10 min).

1. Warm up.

Exercise "Remember my name?"(participants sit in a circle).

Instructions: At the beginning of the game, each participant receives a token on which he writes his name. The host walks around all the participants with a box, where everyone puts his token, loudly calling his name. The tokens are shuffled and the host again walks around the audience. Now each of the participants must remember who owns the token that he takes out of the box. (10 min).

Exercise "Symbol"(participants sit in a circle)

Instruction: “Draw a personal symbol that characterizes your character. It can be anything - an animal, a bird, an insect, etc. Then explain why you chose this symbol. (5 minutes)

Exercise “Changing places” (participants sit in a circle, the coach stands in the center of the circle).

Instruction: “Now we will have the opportunity to continue our acquaintance. Let's do it this way: the driver in the center of the circle (at the moment - me) will offer to change places to all those who have some kind of sign (for example, everyone who is wearing trousers). My task is to take one of the empty seats. Who is left without a place becomes the driver. So, we change places ... (10 min)

2. The main part.

Exercise "Shapes"(participants stand in a circle).

Purpose: Team building. In the course of this game, you can track many points important for training aimed at joint interaction. For example, roles of participants, group dynamics, etc. (15 min.)

Instructions: 1. “To perform the next exercise, you need the whole group to stand in a circle. Take the rope in your hands and stand so that the correct circle is formed. Now close your eyes and without opening them, build a square. Only verbal communication can be used. When you feel that the task is completed, let me know."

“Now I will offer you to build another figure under the same conditions. Can you build it in a shorter time? Good. I suggest repeating the experiment. We close our eyes. Your task is to construct an equilateral triangle.

Discussion of the exercise:

1. Do you think you succeeded in completing the task?
2. What hindered and what helped to build a figure?

Exercise "Siamese twins"(couple - parent and child)

Goal: Gaining Experience joint work, diagnosis of the ability to coordinate their actions. (15 minutes)

Instruction: “Pair up, stand shoulder to shoulder, hug each other with one hand on the belt, put your right foot next to your partner’s left foot. Now you are fused twins: two heads, three legs, one body, and two arms. Try to walk around the room, do something, lie down, stand up, draw, jump, clap your hands, etc.” In order for the “third” leg to act “friendly”, it can be fastened either with a rope or an elastic band. In addition, twins can “grow together” not only with their legs, but with their backs, heads, etc.

Exercise "Shadow"(participants are divided into parent-child pairs).

Purpose: development of observation, memory, inner freedom and looseness, the ability to adapt to another.

Instruction: One (parent) is a traveler, the other (child) is his shadow. The traveler walks across the field, and behind him, 2-3 steps behind, is his shadow. “The shadow is trying, exactly, to copy the movements of the traveler. After a while, the participants switch roles (10 min)

Exchange of feelings, impressions.

3. Completion of the group.

Exercise "Tangle"(participants sit in a circle)

Purpose: Unity of the group, fixing the main achievements of the training session.

Instruction: each participant in turn, passing the ball and unwinding it at the same time, talks about his feelings, what he liked, remembered, was unexpected. The leader is the last to speak, summarizes, sums up the day, tunes in positive thinking. (10 min.)

Lesson number 2 (together children with parents)

Topic: Increasing group cohesion. Cooperation between parent and child.

It would not be superfluous to thank the participants for coming to the lesson.

Tools: sheets of paper (format A 4), felt-tip pens, an eraser, blindfolds, a “magic wand”, cards with aphorisms about the family.

1. Warm up.

Exercise "Snowball"(participants sit in a circle).

Instruction: the participant, receiving a symbol toy, talks about some joint lesson with a child that happened in the week between classes, then passes the toy to the next participant. (5 minutes).

Exercise "I'm going"(participants sit on chairs in a circle, one chair should be free).

Instruction: The leader starts the game, next to which there is an empty chair. He moves from his seat to an empty chair with the words: "And I'm going!" The player, next to whom there was an empty chair, changes to it and says: “And I am nearby!”. The next participant, next to whom there was an empty chair, changes to it and says: “And I am a hare.”. The next player, changing to an empty chair, replies: "And I'm going with ..." At the same time, the name of any participant is called. The one who was named moves to an empty chair. The player next to whom there was an empty chair starts the game again. The game continues until the participants want to finish it (10 minutes).

2. The main part.

Game "Parents and children"

Purpose: for adults - to try to understand the feelings and experiences of children, for children - the feelings and experiences of adults.

Instructions: “Now, I’ll wave my magic wand and change your places. Now parents have become children, and children have become parents. Parents, you love your child very much, you want him to grow up a good man, and therefore give him advice on how he should be (neat, polite, obedient ...). Children in the role of parents (in turn) begin to give advice to parents (children). (10 min.)

Discuss the feelings that arose during the exercise.

Exercise "Blind"(couples - parent and child sit side by side at tables)

Instructions: mother and child sit side by side at the table. In front of them is a sheet of paper. One of the partners is blindfolded, and only he is allowed to draw. Another partner with open eyes will control the movements of the "blind" player's hand. Then there is a role exchange (20 min)

Discussion of the exercise.

1. What was more difficult: drawing with your eyes closed or directing the drawing? Why?
2. What do you like more: drawing or directing? (10 min).

Exercise "Brainstorm"(participants sit in a semicircle)

Purpose: organization of mental activity, analysis of the family situation, the emergence of insights.

Instruction: “Now I will give you cards with aphorisms about the family. Your task is to read and tell us how you understood what was written. Do you agree with what was written? You can give examples from your own life. (20 minutes)

Group Completion

Exercise "Magic Wand"

Instruction: The group members are given the task to think and say for 1 minute: “If my mother (my child) had a magic wand, then she (he) would think (a) ...” (5 min.)

Summing up the lesson. Exchange of feelings, impressions from the lesson.

Lesson number 3 (together children with parents)

Topic: Cooperation between parent and child.

Tools: Toy (symbol of the group), felt-tip pens, pieces of paper with animal names written on them for each participant (animal names are paired - cow-cow, rooster-rooster, etc.), 2 boxes of matches, cardboard partitions for tables, doll, ball .

1. Warm up.

Exercise "Execution Place"(about 15 min.)

Instruction: each of the participants (in turn), passing a toy (group symbol), shares his impressions of the past week, talks about a joint event with a child.

Exercise "Confusion"(participants stand in a circle)

Instructions: All participants stand in a circle and hold hands. A driver is chosen who goes out the door. Players get confused without opening their hands, it is possible to step over clasped hands. The task of the driver is to unravel the ball. Then someone else becomes the driver (15 minutes).

Exercise "Find a mate"(Participants stand in a semicircle).

The facilitator distributes pre-prepared leaflets with the names of animals written on them to each participant. Since all titles are paired, everyone will be able to find a pair after the coach's command.

Instructions: Close your eyes. At my command, each of you begins to scream in the language of your animal. Your task, without opening your eyes, is to find your partner by voice (10 min).

Main part.

Blind listening exercise(parent and child sit at the table opposite each other, a partition is placed between them).

Purpose: teaching the skills of cooperation, mutual understanding.

Instruction: each of the participants in the pair is given seven matches. The parent builds some figure behind the partition from his matches, and then tries to explain to the child in words how to build the same one. Neither parent nor child should see each other's actions. At the end of the work, the partition is removed, and the figures are compared. The parent and child then switch roles. If it is very easy for a couple to complete this task, then the number of matches can be increased. (15-20 min.)

Discussion of the exercise:

1. Was it difficult to explain, without the help of hands, how to build a figure? Why?
2. Was it difficult to understand from the words of a partner how to build a figure? Why?

Exercise "What does the doll tell you?"

Purpose: to reveal actual problems group members.

Instruction: the trainer picks up a doll and, turning to the participants, says: “A very wise and insightful lady came to visit us. (Turning to the neighbor on the left). She knows everything about you. Take her in your hands so that she looks at you. What can she tell you? Can you recommend something?" The participant addressed by the coach must answer the question directly. For example, "Misha, behave yourself!" or "You're too trusting, Tanya."

Discussion of the exercise. The attitude set by the coach on the wisdom and insight of the “lady” contributes to the fact that each participant in the game puts into the mouth of the “lady” a phrase usually associated with an actual problem for him (15 minutes).

Exercise "Construction"

Purpose: to develop communication skills, improve communication in a team.

Instruction: “Now we will build. The first task is to line up in height. The coach notes the time, then tells the group how much time it took to execute the command and checks the correct execution. “The next condition is to line up according to the color of the hair, from light to dark (the procedure is repeated), etc.” (15 minutes).

3. Completion of the group.

Summing up the lesson. Exchange of feelings, impressions from the lesson. Getting feedback (what I liked was a discovery) (10 min.).

Lesson number 4 (together children with parents).

Topic: Cooperation between parent and child.

Tools: ball, paper mock-ups of the palm of red, yellow, blue, "magic" wand.

1. Warm up.

Exercise "Compliments"(participants sit in a circle).

Instruction: “Now we will compliment each other. You need to throw the ball to any of the participants and say something nice to him. And he replies: “Yes, of course, but besides that, I also ... (5 min)

Exercise "Screamers-whispers-silencers"(parents sit in a circle, children stand in the middle of the circle).

Purpose: development of observation, teaching children to act according to the rule of volitional regulation.

Instruction: Give adults three palm silhouettes: red, yellow, blue. These are signals. When an adult raises a red palm - a “chant”, - children can run, scream, make a lot of noise. Yellow palm - "whisper" - you need to move quietly and whisper. At the “silent” signal - a blue palm - the children should freeze in place or lie on the floor and not move. End the game should be "silent".

Discuss the exercise with the children.

Exercise "Breathing of a Kind Animal"(break participants into family dyads or triads).

Instruction: “Now I will wave a magic wand and turn your family into a Big Kind Animal, hold hands, let's depict how it breathes: inhale - take a step towards each other. Exhale - step back. The animal breathes evenly and calmly. Let's hear how his big heart beats. A knock is a step forward. A knock is a step back. It is very important to do everything at the same time.

1. The main part.

Exercise "Driver"(family dyads)

Target: reaching an understanding on different levels interactions.

Instruction: Participants move freely in the room in pairs, while one participant (driver) is behind the other, directing him (the car) by the shoulders. The guided participant's eyes are closed, he must fully trust his driver that their pair will not collide with another. After a while, the host asks the couples to switch places. If the game turns out, then the leader asks to add speed. (10 min)

Discussion of the exercise. Exchange of feelings, impressions:

1. How was it for you to be in the role of "car"?
2. Did you feel comfortable with your "driver"?
3. How did you feel when you were the "driver"? (10 min)

Exercise "I like"(parent and child sit on chairs opposite each other).

Purpose: to establish a positive dialogue between the child and the parent.

Instruction: A couple (parent and child) talk to each other, constantly pronouncing the beginning of the proposed phrase: “I like that you ...” and add content to it. This creates a positive dialogue. The parent gives the child, and the child gives the parent "feedback" (10 min)

Exchange of feelings.

Brainstorming for kids(parents and children sit in a circle)

Purpose: organization of the mental activity of the child, analysis of the family situation, the emergence of insights.

Instruction: The trainer reads out the question (tasks), the children discuss how they would act in the current situation.

Tasks to be read by the trainer:

1. Your family is away for a month's vacation, but you're left at home alone. You need to water your indoor plants. How will you do it? How often? Etc.
2. How do you tell the time if there is no clock?
3. What should be done so that the necessary thing is never lost?
4. It is necessary to clean the inside of the winding pipe. How to be?

End of the group.

Exercise "Gifts"(25 min.)

Purpose: to enable group members to express their attitude towards each other and see themselves through the eyes of others.

Instruction: after 2-3 minutes of discussion, each family dyad (triad) “gives” other families what they lack for complete harmony in the family. For example: “Sveta and Andrey, we want to give you self-confidence, optimism. Once you stop doubting yourself, you will be the most harmonious family.” You must end your message with the words: “You will be fine, because you are a great family!”.

Lesson number 5 (together children with parents)

Topic: Cooperation between parent and child.

Tools: ball, scarf, A4 sheets, pencils, felt-tip pens.

1. Warm up.

Exercise "Snowball"(participants sit in a circle).

Instruction: the participant, receiving a symbol toy and talks about some joint activity with the child that took place in the week between classes, then passes the toy to the next participant. (5 minutes).

Exercise "Pass the item"

Purpose: This fun warm-up helps participants realize their creative inclinations, uplifting mood, and increases group dynamics.

Instruction: The coach takes an item (marker, ball, crumpled paper) and gives it to the nearest participant. “Your task is to pass this object to your neighbor on the right somehow theatrically, using unusual gestures, and so on in a circle. Moreover, transmission methods should not be repeated. If the object falls, we start over.” The most original can be rewarded with applause. (5 minutes.)

Exercise "What can be done with the subject"(participants sit in a circle).

Purpose: development of creative thinking.

Instruction: everyone, in turn, must say how this item (scarf) can be used. The coach starts the game, continues - the participant to his right and further in a circle. The participant who cannot figure out how to use this item is out of the game. The participant with the most ideas wins. (10 min)

2. The main part.

Exercise "Show off mom (dad)"(participants sit in a circle).

Purpose: development in children of communication skills, attention, observation, the ability to express in words sympathy for another person. Parents receive information about themselves.

Instruction: “Everyone really likes it when they say nice things about him. Today we are going to play bouncer. Only we will boast not of ourselves, but of our parents. It's so nice and honorable to have the best mom and dad. Look at your parents. Think about what they are, what's good about them? What can they do? What good deeds did you do? What might he like? Further, the leader can give an example of such a “boasting”. (15 minutes).

Family portrait exercise(Parents and children sit at different tables)

Purpose: Diagnosis of intra-family relations.

Instruction: The trainer asks the participants to draw a portrait of their family. At the same time, children should not see what their parents are drawing, and parents should not see what children are drawing. (15 minutes.)

Discuss the drawings of each family. What is the difference? What is the similarity? Pay attention to the location of family members relative to each other

3. Completion of the group

Exercise "Execution Place"- (15 minutes.)

Goal: getting feedback, reflection.

Instruction: each of the participants shares his impressions of the last lesson, talks about how he feels, what he learned about himself and about the child.

Lesson number 6 (together children with parents)

Topic: Cooperation between parent and child.

Tools: sheets of paper with words written on them, a sheet of paper, felt-tip pens.

1. Warm up.

Exercise "Say hello to body parts"(participants stand in a circle).

Purpose: to increase the emotional background, to establish tactile contact.

Instruction: “Well, well, we greeted you with words, and now let's say hello with body parts. It is necessary to say hello to all participants and do it as quickly as possible. Suggested sequence: “hand-elbow-shoulder-foot-knee-thigh. (10 min).

Exercise "I am a good engine"

Purpose: raising the self-esteem of each participant and the general emotional background of the group.

Instructions: Everyone stand one after another and put their hands on each other's shoulders. The leader of the training gets up first. The "train" begins to move around the room. The host first says: "I (says my name) are good." After that, the group says in chorus: “Of course!”. This continues until each of the participants calls himself good and receives confirmation from the group. The main condition of the exercise is that everyone speaks loudly. (10 min).

2. The main part.

Exercise "Co-creation"

Purpose: updating the value of the family.

Instructions: Parent and child turn into builders. The psychologist makes bricks out of paper in advance (cut out rectangles). Parent and child need to build a house out of bricks. At the same time, on each brick it is necessary to write or draw what is necessary for a strong, reliable home. In this case, the family is meant by the house. For example, obedience, help, love, care, attention, etc. Bricks are glued to paper. (20 minutes)

Exercise "Quarrel"

Purpose: to teach children to convey emotions (anger, anger, resentment) using non-verbal means of communication - facial expressions, and also to manage their emotions.

Instruction: Parent and child stand with their backs to each other and depict emotions of anger and anger at the offender on their faces. Strongly puff out the cheeks. Then the host says: “You quarreled. You do not have enough communication with mom (dad). You want to make amends. In order to do this, you need to turn to face each other. Carefully “blow off” the inflated cheeks of the offended with your fingers, resentment and anger will burst like a balloon. Laugh and hug." Performed with each family in turn. (10 min.)

Family collage exercise

Purpose: Unity of family members.

Instructions: Parent and child make a collage of their family using magazine clippings (30 min.)

Discussion of the activity: Each family presents their collage. Other members of the group can ask clarifying questions (10 min).

3. Completion of the group.

Exercise "Applause"

Purpose: the exercise gives an emotional lift to the participants, support for everyone, an understanding of the “completion” of the work done.

Instructions: The facilitator begins to quietly clap his hands, looking at one of the participants and gradually approaching him. At the same time, the volume of applause intensifies. When the contestant joins the facilitator's applause they become quiet again. Then this participant begins to clap along with the host (quietly at first) chooses the next from the group, to whom they both applaud loudly. The third joins the previous ones and starts quietly until he chooses the fourth, and so on. The whole group applauds the last participant. At first, the claps will sound quietly, and then become stronger and stronger, while each participant will choose the one to whom he applauds and so, in turn, everyone will receive an applause. The whole group will applaud the last one.

Lesson number 7 (together parents with children)

Topic: Cooperation between parent and child.

Tools: A4 sheets, bedspread, CD with relaxing music, tape recorder.

1. Warm up.

Exercise "Me and Mom (Dad)".

Instructions: Parent and child sit with their backs to each other. You need to answer questions.

Questions to Mom: What color are your child's eyes? What is he wearing? How was his day today, etc.?

Questions to the child: What color are mom's eyes? What color are they? When is mom angry (happy)? What is mom wearing today, what jewelry is she wearing? etc. (10 min)

Exercise "Airplane" (a pair of parent and child are sitting at tables)

Instructions: Give each team one sheet of A4 format. “You have five minutes to make an airplane out of this sheet. One person can make only one bend, then pass the design to the second participant. Then the couples line up and take turns launching their planes. The team whose plane flies the farthest wins.

Exercise "Imitator"

Instruction: “Your task is to simultaneously pronounce (simulate) a sound similar to: A boiling kettle to everyone at the same time. A vacuum cleaner. Creaking door. Braking car. The siren of the ambulance. The crackling of wood in the fireplace. Driving a nail into the wall. The buzz of an electric razor. Rain drumming on the roof, etc.” Initially, you can allow the group to select a leader who will signal the start. A complication may be the requirement to start imitating everyone at the same time, without giving the leader the opportunity to stand out.

2. The main part.

Exercise "Sculpture".

Purpose: study of interpersonal relationships in the family.

Instruction: now each of you will need to think and mold a sculpture of your family. One of you will now be a sculptor, the rest of the participants will be clay. The sculptor chooses for himself the one who will be dad, mom or husband, wife and someone for his role. When the sculpture is ready, the sculptor takes his place, replacing the participant representing him.

Discussion of the exercise.

1. What is the effect of the exercise?
2. What was unexpected?
3. Is there anything you would like to change in your sculpture now? (30 minutes)

Exercise "Keep your distance"

Purpose: to show the participants, using the example of the exercise, the importance of maintaining a distance of communication.

Instruction: All participants of the training are divided into two different groups. Each of the groups is built in a line so that opposite each member of the first group, facing him, there is one member of the second group. The distance between participants is 2 meters. If the number of participants is odd and it is impossible to divide the group equally, then the leader becomes a participant in the exercise.

The participants of the first group are given the task: “You need to say “Stop” at the moment when, in your opinion, the distance will be reduced to a comfortable one for communication.” At the command of the facilitator, the participants in the second group very slowly begin to approach the first group. At the same time, eye contact is mandatory for participants in both groups. After each of the participants in the first group pronounces his word “Stop”, the leader asks the participants in the second group to continue moving.

At this moment, usually, laughter begins, the participants of the second group avert their eyes. (10 min.)

It is advisable to have a discussion and a lecture by the facilitator about comfortable communication zones, about what causes irritability or agreement in terms of maintaining personal distance.

Exercise "Cover"

Purpose: development of confidence, relaxation.

Instruction: all participants stand around the bedspread and take it. One participant sits down or lies down on the blanket, the rest lift it up and carefully shake it, and lower it. The exercise is performed to relaxing music (10 min)

3. Completion of the group.

Exchange of feelings, impressions from the lesson (10 min)

Lesson #8

Topic: Cooperation between parent and child.

Tools: A4 sheets, ball.

1. Warm up.

Exercise "I + you"(children with parents)

Instructions: “Take one sheet of A4 format (or the coach distributes the sheets himself) for each pair. Stand facing each other, hold a sheet of paper between your foreheads, put your hands behind your back. Your task is to randomly move around the room to the opposite wall. You can't talk. If you drop a leaf, start over.”

Exercise "Mirror".

Instruction: participants become in two circles - external and internal. One circle is a “mirror”, the second is a person standing in front of it. A person shows different movements, the mirror should repeat them as accurately as possible. At the signal of the leader, circle 1 takes a step to the side. A new pair is formed, which continues to perform the task and so on until the participants return to their original position. Then the players switch roles: those who were the “mirror” become a person, and the person becomes a “mirror” (10 min)

Exercise "Concerted actions"

Children and parents are invited to show paired actions:

• sawing wood;
• rowing in a boat;
• winding of threads;
• tug of war;
• transfer of crystal glass;
• couple dance. (10 min)

1. Main body

Exercise "Reporter"

Purpose: "Research of interpersonal relations in the family."

Instructions: The coach asks one child to come to the center of the circle. Trainer and child sit opposite each other. The child is told the following:

“Imagine that now your mother is on TV and the reporter asks her questions about her child, that is, about you. But now you will act as your mother and try to answer my questions about you, the way your mother would answer. To enter the role, the child is asked questions about the name (he must introduce himself as the name of the mother), about the profession, age. The reporter then asks the child directly about himself. An approximate list of questions: “Tell me, do you have a child, what is his name, how old is he?”,

“What is his character?”, “What do you like to do together?”, “Imagine that your child is watching you now, what would you say to him?”. Each child should be the interviewee. Then the parent is called to the center of the circle and he answers questions about the mother from the role of the child. The list of questions is about the same (20 min)

Discussion of the exercise (10 min).

Exercise "It seems to me that we are similar ..."(Children with parents)

Purpose: research of interpersonal family relations.

Instruction: Participants (parent and child) throw a ball to each other, saying: "It seems to me that you and I are similar in that ...". If the person addressed agrees, then he answers: "Yes." If he is not sure or does not agree, he answers: "Maybe." “No” cannot be said. The exercise ends as desired.

Exercise "Family commandments"(parents and children sit in a circle, united in pairs).

Purpose: study of family traditions, values.

Instruction: The parent and the child make a list of family commandments (customs, rules, prohibitions, habits, attitudes, views that all family members adhere to).

Then there is an interchange written in a circle (20 min).

Discussion of the exercise: Which commandments satisfy you and which do not? Why? (10 min)

3. Completion of the group.

Summarizing. Exchange of feelings, impressions from the lesson (10 min.).

Lesson number 9 (for parents)

Topic:"I am statements."

Purpose of the lesson:

1. Understand the psychological difference between "I-statement" and "You-statement".
2. Learn the skill of "I-statements".

Tools: Ribbons, pens, A4 sheets, felt-tip pens, paints, scissors, glue.

1. Warm up.

Exercise "Non-Children's Bans".

Instructions: One participant is selected and sits on a chair in the center of the circle. Everyone else comes up to him one at a time and tells him what they forbid him to do - what the participants most often tell their child. At the same time, the part of the body that was affected by the ban is tied with a ribbon. For example, "Don't scream!" - the mouth is tied, "Don't run" - the legs are tied, etc.

After all the participants have spoken, the seated person is invited to stand up. Since he will not be able to get up, he must be untied. To do this, each participant approaches the ribbon that he tied up and removes the ban, that is, he says what you can do. Thus, the essence of the prohibition remains. For example, "Don't shout - speak calmly."

Reflection of the participant who played the role of the child:

• What did you feel when "parents" fettered, limited your freedom?
• Which part of the body did you feel most restricted in movement?
• How did you feel when you were asked to stand?
• What did you want to untie first?
• What do you feel now?

Reflection of the participants who played the role of an adult:

• How did you feel when you saw the immobilized child?
• What did you want to do?
• Is it easy to find words to reformulate the prohibition?
• What feelings are you experiencing now?

1. The main part.

Information for parents. “I-messages”, “You-messages”.

"You - messages" often disrupt the process of communication, as they cause the child to feel resentment and bitterness, create the impression that the parent is always right.

Examples of "You-messages": "You always leave dirt behind." "Stop doing it." “You need to repeat the same thing a hundred times, and so on.

"I-messages" are more effective way in terms of influencing the child in order to change his behavior, which the parent does not accept. For example, let's take a message scheme for a parent who is tired and does not want to play with his son.

"You are the message." The parent is tired - "You tired me" - The reaction of the child "I'm bad."

"I am the message." The parent is tired - "I'm very tired" - The reaction of the child - Dad is tired.

Acquaintance of parents with the model "I - messages".

“I - the message includes 3 main components:

• description of the situation (when, if) that caused the tension,
• the exact naming of your feeling in this situation (I feel),
• your preferred outcome (I would like to).

Example: "When I see dirt on the floor, I get very upset, and I would really like you to take off your shoes in the hallway."

Practical part.

Exercise #1(everyone sits in a circle)

Parents are given schemes of "I-messages" (see Appendix No. 2).

Instruction: one of the parents describes some fact of the child's behavior that is unacceptable for him, the rest formulate “I-messages” and then present them in a circle (15 minutes).

Exercise number 2.

Instruction: parents are divided into pairs, one of the parents is the child, the second is his mother. The trainer pronounces the “You-message” prepared in advance to the parent - “child”, and the task of the second participant in the pair is to reformulate it into “I am the message”. Then the participants switch roles.

Examples of "You-messages".

“It’s useless to discuss something with you, you never listen to anything.”

“You can’t do your homework, you can’t clean your room. Can you do anything yourself?!”

“How many times do I have to tell you to wash your hands after the street!” (15 minutes)

Discussion of the exercise.

1. How did you feel as a child when you were presented with the You-message? What would you like to do or respond?
2. Was it difficult to formulate "I-messages", if so, what was this difficulty? (10 min)

3. Completion of the group.

Exercise "Sun of Love"

Instruction: Each participant draws a sun on a piece of paper, in the center of which he writes the name of the child. On every ray of the sun, you need to list all the wonderful qualities of your children.

Then all participants demonstrate their "sun of love" and read out what they have written.

Coach: “I suggest you take this Sunshine home. Let its warm rays warm the atmosphere of your home today. Tell your child about how you assessed his qualities - give the child warmth, affection and attention.

Homework: Use I-statements in communication with the child. Write down what worked and what didn't.

Lesson number 10 (for parents).

Topic:"Active listening".

Target: Acquaintance with the techniques of active listening, development of active listening skills.

Tools: toy (group symbol)

1. Warm up

Exercise "The best childhood memory"

Instructions: “When passing the toy, tell us about your most vivid childhood memory. What did you feel at that moment? What did you like or dislike? (10 min).

Discussion of homework in the form of an exchange of the content of the records (it was possible or not possible to use “I-statements” in communication with the child, what were the difficulties) (15 min).

2. The main part.

Exercise "Listen to others"(parents are divided into pairs and sit opposite each other).

Purpose: teaching the skills of active listening, empathy, reflection.

Instruction: First, the first participant expresses his opinion on a given topic, and the second listens carefully, trying to remember the information being communicated, then retells as close to the text as possible. When listening, the second participant uses keywords: “as I understand it ...”, “in other words, do you think ...”, “if I understand you correctly ...”. After 3 minutes, the host stops the conversation. “Now the speaker will have one minute, during which he will have to tell the “listener” what helped in his behavior and what made the story difficult. Then the pairs switch places.

Example of a topic for discussion: "Difficulties and problems in raising a child" (20 min).

Discussion of the exercise:

1. Was it “good” to hear from the other?
2. What helped and what hindered the narrator? (10 min)

Information part.

Informing parents includes talking about how listening can be - passive (silent) and active (reflective). Active listening creates a trusting relationship, parents can understand the child, feel his feelings, and children have a desire to listen to the opinion of their parents. Active listening techniques:

• retelling - a statement in your own words of what the interlocutor said;
• clarification - aimed at clarifying, concretizing something (“You said that this has been happening for a long time, but how long has this been happening?”);
• reflection of feelings - pronouncing the feelings that another person is experiencing (“I think you are offended ...”);
• pronunciation of subtext - pronunciation of what the interlocutor would like to say, further development of the interlocutor's thoughts (for example, in the phrase “Mom, did you notice what cleaning I did today?”, the subtext can be: “Would you praise me?”) ;
• summary is used in long conversations (“So, we agreed with you ...”).

Good Listening Rules:

1. Listen carefully, pay attention not only to words, but also to non-verbal manifestations of the interlocutor (facial expressions, gestures, posture).
2. Check if you understood the other person's words correctly using active listening techniques.
3. Don't give advice.
4. Don't give marks (15 min).

Exercise: Listen to feelings.

Instruction: the facilitator reads out some message on behalf of the child, and the task of the parent is to formulate in an affirmative form the feelings that they heard in this message.

Message examples:

1. “I will never play with Olya again, she is bad!”
2. "I have a test tomorrow."
3. “All the children went to the sea. I have no one to play with."
4. “Math is very difficult. I'm too stupid to figure it out."

3. Completion of the group.

Exchange of feelings, impressions, receiving feedback. (10 min)

Homework: Make a list of rewards and punishments for the child, write it down.

Lesson number 11 (for parents)

Topic:"Reward and Punishment".

Target: Familiarity with the principles of the use of rewards and punishments.

Tools: No

1. Warm up.

Exercise "Association"

Instruction: the coach looks at the neighbor on the right and says what month he associates with, and then everyone continues in a circle. Then everyone sits down in the order of the months of the year and again, looking at the neighbor on the right (but this is a different person), they explain why this person has such a month (5 min)

2. The main part.

Exercise "A vivid negative childhood memory associated with punishment by parents"

Discuss with parents the following questions:

1. What methods of encouragement and punishment are used in the family?
2. Is physical punishment necessary? (40 min)

Parents fill out the questionnaire "Methods of influencing the child" (10 min)

Introducing parents to the catalog of negative effects of typical parental reactions (according to T. Gordon) (10 min)

3. Final part.

Summarizing. The trainer writes on the board the basic principles for the use of rewards and punishments (10 min).

Homework: Come up with a new joint game with the child.

Lesson #12

Topic: End of the group. Summarizing.

1. Warm up.

Favorite games.

Instruction: The trainer asks the children what games they would like to play with their parents. These can be games that were played in the classroom, as well as new ones invented by children or parents. The group plays the suggested games (30 min.)

2. The main part.

Exercise “If…”(all participants sit in a circle).

Instruction: The trainer first addresses all adults and asks them to dream a little: what would happen if they became children for a moment - daughters and sons, and their children who are present at the lesson would become their parents. Then the coach passes the ball around and asks the adults to take turns saying literally one sentence at a time, what they would like to do in this situation or ask, etc. (10 min.)

Diagnostic part.

Parents fill out a training participant questionnaire and evaluate their relationship with their children on a 5-point scale. Children and parents perform a family sociogram. (30 minutes).

End of the group.

Summarizing(10 min)

The final word of the host: “Today we are completing our classes. Together we have passed some part of the way, managed to get used to each other, to make friends. Each family is unique in its own way, and I would like to give some special recognition to the contribution of each dyad to our group process.

1. Rewarding participants with certificates and photographs.
2. Exchange of feelings, impressions from this cycle of classes (10 min.).

Pankova Tatyana Vladimirovna, Khabarovsk, 2016