The role of fairy tale therapy in communication among children with disabilities. "The fairy tale is a lie - but there is a hint in it!" (from experience in accompanying children with disabilities)
Olga Balotnikova
Fairytale therapy as a modern technology for correction and education of children with disabilities
In recent years, various art therapeutic technologies: music therapy, isotherapy, sand therapy, fairytale therapy, etc.. etc. are increasingly attracting attention with significant prospects "social healing" children with disabilities.
Having studied many innovative technologies, came to the conclusion that fairytale therapy is an effective remedy correction and education of children with disabilities. V.Z
Fairy tale therapy is the process of forming a connection between fabulous events and behavior in real life, the process of transference fabulous meanings into reality. It allows you to solve a number of problems that arise in children preschool age. In particular, through fairytale therapy You can work with aggressive feelings, anxious experiences, as well as with various kinds of psychosomatic diseases. In addition, the process fairytale therapy allows the child to fully establish healthy interpersonal interactions with peers and adults.
Distinctive and positive property fairytale therapy is to establish a partnership between the teacher and pupils, which help create trusting relationships between participants educational process.
Fairy tale therapy is an exciting educational game with other children and adults. Today fairytale therapy can solve several tasks:
Speech development and adjustment of emotional, mental, volitional indicators, development of large and fine motor skills;
Ability to solve problems and find ways out of various situations;
Determination of the required behavior model;
Development of the spiritual world.
There are certain requirements when organizing fairytale therapy:
1. Correct dosage (let the child first get acquainted with fairy tale, look at the pictures).
2. Unobtrusiveness (when analyzing the hero’s behavior, children say, teacher controls and directs the analysis in the right direction).
3. Read the text (it must be appropriate for the assigned task and age children).
4. Read and play (do not forget to dramatize what you read, make assessments, using intonation to express your opinion).
As a therapeutic educational material for preschoolers we chose:
1. Mediational fairy tales, characterized by the absence of evil heroes and conflicts.
2. Training, providing opportunities for development. Such fairy tales can teach writing, read, behave correctly.
3. Diagnostic. These stories will allow you to appreciate the characteristics of the child, thanks to what he prefers fairy tales.
4. Folk fairy tales, responsible for the formation of aesthetics and moral feelings in the child.
5. Psychological. This type fairy tales allows the preschooler, along with the main character, to overcome common fears and intelligently embrace failure.
In working with children we used the following methods:
1. A story about fairy-tale characters.
A box is added to the group (a box containing images fairy-tale heroes, and children are encouraged to choose their favorites. Children they tell, why they chose this or that character, describe his character, they tell, what they like about him and what they have in common.
2. Retelling a fairy tale.
Particular attention is paid to how child retells a fairy tale.
3. Telling a fairy tale in a circle.
Each of tells children a short excerpt from a well-known fairy tales.
4. Telling a fairy tale from the perspective of various characters.
Here you need to pay attention children's feelings that the heroes experience in a given situation.
5. Tracing – rewriting the old one fairy tales in a new way in a completely different genre.
Thanks to this fairytale therapy method, the child has the opportunity to complete any a fairy tale like this as he himself wishes.
6. Fairy tale"inside out" – giving fabulous heroes of opposite character traits.
7. Dramatization fairy tales - dramatization. Dramatization can be the most diverse: puppet theater, shadow or finger theater, life-size puppets, etc.
8. Illustration fairy tales, when, drawing and making crafts based on fairy tales unites in joint activities children and adults.
9. Create your own fairy tales.
Construction example fairy tales:
Start. "Lived once…", "In some kingdom...", - (in this phase the child gets acquainted with the characters, the area, and so on.
The climax. "And suddenly…", "One day…" - (a problem arises, obstacles in front of the hero).
Denouement (the main character copes with the task, showing the necessary qualities). Fairy tale ends on a positive note.
Morality (the character learns a lesson from what happened and his life gets better).
In conclusion, I would like to note that in the classroom fairytale therapy children experience emotional states, verbalize their own experiences, become familiar with words denoting various emotional states, thanks to which they develop the ability to better understand themselves and other people, and the ability to navigate emotional reality.
Publications on the topic:
Preserving and strengthening the health of preschool children is one of the most pressing problems of our time. When talking about health, we use the definition...
Technology for educating the sound culture of speech in older preschoolers Speech disorders in children are diverse. Some deficiencies concern only pronunciation, others affect the processes of phoneme formation and expression.
ICT - pedagogical technology as the basis for increasing the effectiveness of teaching and education An educated person is one who knows where to find what he does not know. Georg Simmel (1858 – 1918) The need for educational reforms.
Consultation for teachers of preschool educational institutions on innovative technology “Modern form of child development - experimentation” Significant changes that are taking place in the field of preschool childhood and changes in the perception of childhood at the level of society and the state are determined.
Pedagogical technology for nurturing self-organization in children of senior preschool age in outdoor games SL 1.- Dear members of the certification commission, we present to your attention a final qualifying work on the topic “Pedagogical.
November 18, 2010 Views: 3061"The fairy tale is a lie - but there is a hint in it!" (from experience in accompanying children with disabilities)
Fedoricheva Valentina Vladimirovna, social teacher, TO PMPK, GBOU SO "Novouralskaya Secondary School No. 59", Novouralsk
Over the past five years, the age of children committing illegal acts of a violent nature (assault, theft of personal belongings) has decreased at school. In addition to teenagers, primary school students are registered with the ATC ATC. Social maladjustment is formed as a result of a chain of failures, a previous period of experience, which leads to the formation of an affective complex - feelings of inferiority, humiliation, feelings of inferiority, offended pride. Such students react in a unique way, trying to attract the attention of others by shouting, running around, aggressiveness, and pugnacity.
The emotions and feelings of children with mental retardation are, as a rule, inadequate and poorly differentiated in relation to social objects. Most of these children do not have a positive experience of emotional and aesthetic knowledge of the world around them, as well as the experience of actively perceiving works of art.
The chain of human perception is built according to the following scheme: saw - felt - thought - did - felt. Feelings are the main motive of our actions. It is important to teach the child to be aware of the motives of his actions and their consequences, to control what is happening, to be objective and adequate to the situation.
Therefore, work on the prevention of aggressive behavior in younger schoolchildren is best based on the process of assimilating patterns of behavior and desirable stereotypes of response to various stimuli.
The child’s emotional activity is formed almost simultaneously with the voluntary regulation of mental activity. This is also typical for children with mental retardation. Therefore, methods and techniques of educational influence should be focused on positive emotional manifestations.
According to psychologists, teachers, and parents, a fairy tale is a great opportunity to help a child adapt to the real world, teach him to overcome difficulties that arise in the process of communicating with others. By listening to fairy tales, he learns to take responsibility for his actions. The fairy tale does not teach specific actions, but gives the student information for reflection. This approach is important for a growing person. The child realizes that by overcoming life's difficulties, the hero gains the necessary life experience and becomes spiritually stronger. The fairy tale teaches us to strive for success, not to be afraid of failures, and to believe in our own strengths. Taking into account these features of fairy-tale literary works, I decided to use elements of fairy tale therapy in my work supporting children with disabilities. This decision was due to the fact that fairy tale therapy is a direction that uses fairy tales as an archetypal metaphor for the purposes of psychocorrection (development of individual creativity as an expansion of the range of alternative solutions).
Fairytale therapy is also the “discovery” of the knowledge that lives in the soul and is currently psychotherapeutic.
Discussion of read fragments of a fairy tale develops the ability to see, feel, analyze fairy-tale situations, promotes awareness of the moral side of the action described in the plot, and teaches the choice of actions of the child in life situations.
In the process of discussing the actions of the heroes of the fairy tale, the formation of initial moral beliefs about good and evil, beautiful and ugly, good and bad occurs. For children with disabilities, the features of these ideas are significant, since they reflect the moral assessments of both adults and peers, are inextricably linked with assessments of the individual actions of others, and also lead the way from an elementary assessment of the actions of others to a moral assessment of one’s own actions.
Fairytale therapy most deeply allows you to mobilize children’s readiness to commit socially significant actions, intensify mental activity, and evoke emotional experiences.
In my work supporting children with disabilities, I use the compilation program “A fairy tale is a lie - but there is a hint in it!”, which is best suited for children with mental retardation aged 7 to 10 years. It uses elements of fairy tale therapy, which, in combination with elements of art therapy, is the most suitable method in the process of working to prevent aggressive behavior of primary school students with disorders of the emotional-volitional sphere. Organizing such activities allows children to more deeply understand the meaning of a fairy tale and evaluate both the negative and positive actions of fairy tale characters.
The goal of the program: prevention and correction of aggressive behavior.
Tasks:
- familiarization with moral standards of behavior;
- learning to choose actions in certain conflict situations.
Principles of the program:
- Reliance on the child’s positive qualities and belief in an optimistic perspective.
- Realization of the child’s need to feel like a “unique person.”
- Recognize his right to those forms of respectful, cultural relations that exist between adults (including the right to admit mistakes).
The program “The fairy tale is a lie - but there is a hint in it!” consists of 10 lessons. The fairy tales used in the program are already familiar to children, such as “The Frog Princess”, “Ivan the Tsarevich and the Gray Wolf”, “Ivan the Peasant Son”.
In the process of conducting classes, I try to build interaction in such a way that children learn correct communication, empathy, and caring relationships with peers and adults. This contributes to the moral development of the individual, provides orientation in the system of moral norms, and the assimilation of ethical behavior.
During the discussion of the fairy tale “Ivan the Peasant Son”, I reveal to the children the topic of protecting the weak and disadvantaged, and orient the boys towards the future defense of the Fatherland. In classes on the fairy tale “Sivka-Burka” I introduce children to new concepts such as: parental blessing, i.e. approval, permission, instruction, parting words for some good deed; humility; mercy; compassion.
During classes on the program in front of the children, I try to discover a new meaning of words already known to them, such as: “hello” - wishing a person health; “thank you” - God bless you; “to live - to live”, i.e. live well, happily, etc.
Experience working on the program “A fairy tale is a lie – but there’s a hint in it!” shows that classes are best conducted in the following way: the teacher reads a fairy tale, after the read fragment there are questions, by answering which children learn the necessary moral norms and rules. Then the teacher asks the children to color the plot prepared on a piece of paper or, if they wish, to draw their own drawing on the topic of the situation being discussed. Reading fairy tales in roles is always of great interest to children. As a rule, children try to choose the roles of positive heroes, which confirms one of the principles of the implemented program - reliance on a preserved positive moral foundation.
At the final stage of the lesson, children are invited to discuss a conflict situation that occurred in real life, during the discussion of which a positive solution is sought. In the process of implementing the program, students experience a decrease in emotional tension, the formation of a sense of personal security, increased self-confidence, and stimulation of cognitive activity. Thus, among students attending classes, the academic performance of 30% of children improved, the culture of organizing the educational process increased in 60% of people, and a stable negative attitude towards committing offenses was formed in 80% of people.
Classes on the program “A fairy tale is a lie - but there is a hint in it!” I try to organize them in such a way that they contribute to the development and correction of the emotional and personal sphere of students, to instill in children such positive qualities as a willingness to empathize, responsiveness, goodwill towards others, love and respect for work, and interest in creative self-expression. Most children overcome negative manifestations in the behavioral sphere.
In the final lessons of the program, I focus on the formation of a semantic orienting basis for an action - a link between the desire to do something and the unfolding actions, which, in turn, allows a more adequate assessment of the future action in terms of its results and more distant consequences.
In conclusion, it should be noted that the children with whom work was carried out under the program “A fairy tale is a lie - but there is a hint in it!” began to develop skills of constructive communication with classmates. There was a decrease in aggressive reactions to various stimuli. Schoolchildren have become more emotionally responsive. The guys give an adequate assessment of their own actions and express their point of view. All this allows us to draw a conclusion about the positive dynamics of the child’s personal growth.
Literature
- Belkin A.S. “Fundamentals of age-related pedagogy” M. Academy. 2000.
- Kashchenko V.P. “Pedagogical correction” M. Academy. 2000.
- Kiseleva M.V. “Art therapy in working with children” St. Petersburg. 2006.
- Corrective pedagogy. Moscow publishing house “Correctional pedagogy. 2004 No. 3.
- Kosaretsky S.G. Directions of psychological and pedagogical support//(http://humanities/edu.ru).
- Kulagina I.Yu., Kolyutsky V.N., “Age psychology” M. Creative Center, 2001.
- Lendret G.L. “Play therapy: the art of relationships” M. 1994.
- Methods and technology of work of a social teacher / B.N. Almazov, M.A. Belyaeva, N.N. Bessonova, etc. / Ed. M.A. Galaguzova, L.V. Mardakhaeva. - M.: "Academy", 2007. - 188 p.
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Children with “disabilities” are a complex, unique contingent. They have underdevelopment of cognitive activity as the main symptom,
a symptom of mental retardation and some features of the emotional-volitional sphere.
The emotions of “special children” are unstable and changeable. They can react differently to the same recurring phenomenon. Therefore, before telling a fairy tale, it is necessary to create a positive emotional mood, calm the child, put him in a state of magic, interest in seeing and hearing something unusual.
Fairy tales play a big role in correcting the emotional sphere of “special children.” The emotional background that the psychologist creates when reading a fairy tale, the change in the voices of the characters, the reflection on the psychologist’s face of the emotional states of the characters in the fairy tale - all this contributes to the fact that the child unconsciously begins to “reflect” on his face the feelings that he experiences when listening to the fairy tale.
This work uses the terminology of the international classification, according to which severely mentally retarded children are characterized as “children with severe mental retardation”, children with “special needs”, children with “disabilities”, “special” children.
Work experience and analysis of long-term observations led me to the conclusion that fairy tales have a corrective effect on the emotional sphere of children.
Fairytale therapy is one of the least traumatic and painless methods of psychotherapy. A fairy tale not only teaches children to worry, rejoice, and sympathize, but also encourages them to make verbal contact. Its meaning expands to the concept of “social adaptation,” which means that the fairy tale plays an important role in the correction and compensation of gross developmental anomalies, preparing children with “special” needs for life and work. The program was compiled, tested and applied at the municipal educational institution Severskaya (special) correctional boarding school by psychologist of the 1st qualification category R.G. Deryabina.
Goal: Development of the emotional sphere in children with “disabilities.”
Tasks.
- Learn to identify objects in a group (fairy tale), based on a visual image.
- Understand the emotional states of fairy-tale characters, transfer knowledge about emotional states to specific images
- Develop verbal communication skills.
Organization of classes
Fairytale therapy classes are held individually. The duration of classes is 15–20 minutes, however, with strong positive motivation, the lesson can last up to 30 minutes.
After completing the program, you can stage a fairy tale with the children. In preparation for the performance, children can use their acquired knowledge and skills and demonstrate their achievements to the audience.
To achieve the assigned tasks, the following methodological techniques were used:
Conversations aimed at getting to know different emotions and feelings. Verbal, board-printed and outdoor games. Drawing a fairy tale. Playback.
The main stages of working on a fairy tale
1. Introducing the characters of the fairy tale.
2. Meet the main character of the fairy tale.
3. Primary telling of the tale.
4. Secondary telling of the tale.
5. Analysis of the tale.
6. Encouraging “hints” from children. Repeated telling of a fairy tale by a psychologist.
7. Joint telling of a fairy tale by a psychologist and a child.
8. Holding games
Program effectiveness criteria
Children's performance of diagnostic tasks.
Program“Fairy tale therapy”, in addition to an explanatory note, contains a thematic plan, a brief summary of the content of the lesson, and a list of literature.
Thematic plan
| Week no. | Subject | Content |
| 1. | Acquaintance with characters from the fairy tale “Turnip”. |
Draw the child’s attention to the appearance of the characters in the fairy tale, size, color (color), shape, onomatopoeia, form of movement. |
| 2. | Consolidation. | Characteristics of the characters (size, main parts, shape, color). |
| 3. | Construction from volumetric and planar figures, sticks. | Primary storytelling. |
| 4. | The main goal is to establish emotional contact with the child and pay attention to the psychologist’s emotions. | Secondary storytelling. |
| 5. | The goal is to pay attention to the characters of the fairy tale, and the sequence of appearance of each. | Analysis of a fairy tale. |
| 6. | Questions about the content of the fairy tale, clarifying the attitude towards each character in the fairy tale. | Re-telling a fairy tale. |
| 7. | Stimulating children's “tips” | Joint storytelling: psychologist and child. |
| 8. | Flannelgraph with planar images of characters from the fairy tale “Turnip” | Carrying out a game - improvisation with a child. Game “Guess who I told you about.” |
| 9. | Goal: recognize fairy tale characters by verbal description Game “Cheerful - Sad” |
|
| 10. | Learn to understand the emotional state of fairy-tale characters. | Consolidating the content of the fairy tale. Game “Let's tell a fairy tale together” |
| 11. | Goal: to develop verbal communication skills. | Fairy tale “Turnip” |
Joint storytelling: psychologist and child in the classroom. Tabletop theater.
Game “Let's tell a fairy tale together”
Target. Continue to develop children’s verbal communication skills, strive to ensure that children engage in genuine communication, that is, act emotionally. Equipment.
Progress of the game. The psychologist slowly tells the fairy tale “Turnip”. The child sequentially displays the episodes of the fairy tale on the flanellegraph. Then, when all the episodes of the fairy tale are laid out correctly, the psychologist tells the fairy tale again, while pointing out each episode of the fairy tale, supporting it with the text of the fairy tale.
Literature
- Chernyaeva S.A. Psychotherapeutic tales and games. Saint Petersburg. Speech 2004.
- Introduction to the psychology of fairy tales. School psychologist No. 12/2001.
- Psychocorrectional and developmental work with children of different ages. Textbook Under. ed.I.
- V. Dubrovina. Ed. Center “Academy”, 1997.
http://www.umnyedetki.ru/skazki.html
Ignatova Lyubov Vladimirovna Job title:
educational psychologist Educational institution:
JV "Kindergarten Fairy Tale" GBOU gymnasium named after. S.V. Baymenova Locality:
Pokhvistnevo town, Samara region Name of material:
article Subject:
"Fairytale therapy as a means of development of preschool children with disabilities" 07.03.2017
Publication date: Chapter:
preschool education
Fairytale therapy as a means of development of preschool children
with disabilities.
“In a certain kingdom, in a certain state, there is a glorious city. There are many inhabitants in that city
both big and small. Small children love to visit the painted tower called “Fairy Tale”.
Fairy tales have been and are being passed on from generation to generation for many centuries. And in
In our kindergarten they have found their place of honor. After all, fairy tales have always been the most
effective means of communication with children.
The active use of fairy tale therapeutic techniques helps me, as an educational psychologist,
install
friendly,
confidential
relationship
preschoolers
parents. Sometimes the mysterious world of a child’s soul is so many-sided and diverse that it is impossible to know
It can be very difficult for him as an adult. Fairytale therapy acts as a guide
between an adult and a child, revealing the facets of the magical world of childhood.
So what is fairy tale therapy?
The first thing that comes to mind is treatment with fairy tales. But what is the connection between a fairy tale and treatment?
From time immemorial, knowledge has been transmitted through parables, stories, fairy tales, legends, and myths. And knowledge
intimate, deep, not only about yourself, but also about the world around you, certainly heals. People
reread and interpret religious literature, look for hidden meaning in fairy tales,
legends, myths, maybe also in order to rediscover what has been deep in the soul for a long time
known?
Indeed, a fairy tale provides every opportunity to gain cognitive experience,
accumulates a certain “bank of life situations”. This “bank” can be activated if
necessary. Thanks to a fairy tale, both a child and an adult are capable of not only changing reality,
but also themselves. Therefore, a fairy tale can be an indicator and a catalyst for personal
growth and creativity.
Fairytale therapy is one of the most effective methods of working with children with disabilities.
health capabilities (HCH) of preschool age who experience difficulties in
emotional, behavioral or physical sphere. This method is comprehensive
and open to children's understanding. Allows you to solve problems of emotional and volitional
behavior control. Develops leadership skills, speech, imagination, thinking, and
helps eliminate such unfavorable qualities as: indecision, fears,
aggression, etc. Thanks to immersion in a fairy tale, the child opens up and experiences vivid
emotions and sensations.
Corrective and developmental activities with children with disabilities are built using five
types of fairy tales:
didactic tales – meaning and importance are revealed through a fairy-tale image
certain knowledge;
psychotherapeutic tales– reveal the deep meaning of current events;
psychocorrectional tales – are created to have a gentle influence on the child’s behavior
(age limit up to 11-13 years);
meditative tales - relief of psycho-emotional stress, development
personal resource.
In my work I use the following forms and methods of working on fairy tales:
Analysis of fairy tales– helps to realize and bring into life practice the most important
information, build a harmonious value system. Without this analysis, many
the meanings and lessons of the tale will remain unconscious.
Storytelling
fairy tales
– various
storytelling
allow
psychodiagnostic and psychocorrection tasks.
Composition
fairy tales
– reflection
internal
reality
are activated
unconscious
processes,
promoting
personal
development
permission
difficulties.
Fabulous
puppet therapy
manufacturing
usage
puppets,
finger puppets; production of fairy tales.
Fairytale image therapy– instant transformation through imagining oneself in
any image, change of costume or mask.
Fairytale therapy provides many opportunities for the development of preschoolers with disabilities by doing this
the process is spectacular and exciting, with the help of various art therapy and body
oriented techniques, as well as sand therapy.
Dina Fomina
Fairytale therapy in correctional work with children with disabilities
The use of fairy tale therapy methods in correctional work with children with disabilities of preschool age
Description: Presentation of a virtual project for organizing training courses in the field of fairy tale therapy for advanced training courses.
Definition:
Fairytale therapy is a movement in psychotherapy in which invented stories (fairy tales) are used to achieve a therapeutic effect.
Historical reference:
The method of fairy tale therapy appeared at the turn of the 60s - 70s of the 20th century, substantiated by M. Erickson. In Russia, the method of fairy tale therapy began to be used in the early 90s by I. V. Vachkov, D. Yu. Sokolov, S. K. Nartova-Bochaver. Currently, domestic psychologists and teachers: M. Osorina, E. Lisina, E. Petrova, G. Azovtsev, I. Vachkov, T. D. Zinkevich - Evstegneeva, A. I. Konstantinova, T. M. Grabenko, D. Sokolov, A. Gnezdilov. Many of them themselves “develop” fairy tales for the fairytale therapy process and offer options for work.
Functions of fairy tale therapy:
A diagnostic fairy tale involves identifying the child’s existing life scenarios and behavior strategies. A psychologist analyzes a fairy tale written by a child. In this way, the basic life scenario or behavioral stereotypes of the child that have become habitual ways of responding can be identified. Also, a diagnostic fairy tale can help identify a child’s attitude or condition that he does not want or cannot talk about out loud or is not aware of.
In the case when a potential development of events is diagnosed, we can talk about the prognostic function of a diagnostic tale. In these fairy tales, like a nesting doll in a nesting doll, the essence and features of a person’s future life scenario are revealed. A therapeutic fairy tale is a fairy tale, thanks to which positive changes actually occur in the child’s condition and behavior.
Corrective function of fairy tale therapy:
Working with a fairy tale is aimed directly at treatment and help. A fairytale therapist creates conditions in which a child, working with a fairy tale (reading, inventing, acting out, continuing), finds solutions to his life difficulties and problems. Both group and individual forms of work are possible.
A fairytale therapist can work with a fairy tale in different ways:
discussion of an existing fairy tale;
a child’s independent writing of a fairy tale;
staging, dramatization of an already written fairy tale (this can be either acting or puppet theater);
art therapy work based on a fairy tale;
Fairy tale therapy as a psychological method imposes its own age restrictions when working with children: the child must have a clear idea that there is a fairy-tale reality that is different from the real one. Typically, the skill of such discrimination is formed in a child by the age of 3.5-4 years, although, of course, in each specific case it is necessary to take into account the individual characteristics of the child’s development.
Objective of the project: Organization of basic training courses in the field of fairy tale therapy “Fairy tale therapy for everyone”
The relevance of this topic is due to the fact that today the most effective and proven methods and means of raising children have become undeservedly forgotten. Fairy tales are one of the most ancient means of moral and ethical education, and also form behavioral stereotypes of future members of adult society. In this regard, the rejection of this method of raising children seems, if not a mistake, then a noticeable omission on the part of educational institutions and parents.
Fairy tale therapy can be effectively used for diagnosis and correction, since it allows you to easily penetrate psychological defenses and form a personality capable of solving your problems. Therefore, the use of fairy tale therapy in psychological counseling of children is an effective and relevant area.
Thus, the organization of basic training courses in the field of fairy tale therapy is useful and relevant for both specialists and parents.
Description:
The project is a plan for creating courses for teaching fairy tale therapy techniques in correctional and developmental work with children with disabilities of preschool age (including those that can act as advanced training courses).
These training courses are intended for parents (children with disabilities and normal development, specialists in the field of education, psychology, social, psychological support (teachers, psychologists, defectologists, methodologists, psychologists, social workers, educators, speech therapists, “Helpline” operators-consultants and d.r., personal assistants (PA).
The courses provide basic training in the field of fairy tale therapy. At the end of the training, an examination part is organized, which is a demonstration of the mastered practical knowledge.
Upon completion of the courses, a certificate and certificate of advanced training are issued.
The project contains theoretical information about fairy tale therapy and is of practical use for beginning PPs.
Expected results:
Creation of courses for organizing basic training in the field of fairy tale therapy “Fairy tale therapy for everyone.”
Providing those who wish with the opportunity to acquire practical skills in using fairy tale therapy techniques for correctional and developmental purposes.
Providing those who wish with the opportunity to improve their qualifications.
Preparation of PPs who are able to use fairy tale therapy techniques in their activities.
Development prospects:
Dissemination of information about the organization of courses to attract more people who want to learn fairy tale therapy techniques.
Creation of a website providing all the necessary information.
Organization of mass events.
Involving various organizations potentially interested in the problems and relevance of the project (pedagogical universities, psychological universities, preschool educational institutions, organizations in the field of social, psychological support, public organizations, in order to attract them to training and organize courses on the basis of these organizations.
Involving specialists from other psychological centers, other cities, countries.
Organization of separate classes of “exchange” courses (on the basis of various institutions providing similar educational services, directly applying this area, on the basis of branches in other cities and countries).
Organization of training courses in other areas of psychological work (art therapy, animal therapy, sand therapy, etc.).
Publications on the topic:
"The Tale about the Hedgehog Vitya." Fairytale therapy in the work of a speech therapist in a speech center with children of senior preschool age Goals: correctional and educational: development and enrichment of vocabulary on the topics “Mushrooms”, “Berry”, “Wild Animals”; education.
Adaptive physical education in correctional work with children with disabilities in preschool educational institutions Relevance. Numerous studies in recent decades indicate that significant things are happening in Russian society.
Visual modeling method in correctional work with children“Teach a child some five words unknown to him - he will suffer for a long time and in vain, but connect twenty such words with pictures.
The use of gaming health technology "BOS-Health" in correctional work with children Preserving and strengthening the health of preschool children is one of the most important problems of our time. Life protection and health promotion, functional.
