Self-instruction. Teaching
verbal self-control strategies through internal speech. (Meichenbaum, 1981).
Steps:
1. An adult model performing the task while talking to himself out loud (cognitive modeling).
2. The child performs the same task under the direction of the instructions of the model (external guidance and states).
3. The child performs the task while instructing himself aloud (self-guide says).
4. The boy whispers to himself as he navigates the user task (self-guided dimmed).
5. The child performs the task while guiding their action via internal speech, or nonverbal self-direction (self disguised).
METHOD OF SOLVING PROBLEMS THROUGH THE TEACHING OF COGNITIVE SOLUTIONS: id
the existence of a problem situation.
Describe a problem situation: "I want something .." "I need something ...."
Generate alternatives: "What can you do ... to solve problems? "
Anticipating consequences (immediate and delayed), both for oneself and for others.
Choose an alternative, which involves the maximum benefit at minimum cost and injury for others. Make a Plan
What shall I do first ...? What will I do then ...? How do I do?
RELAXATION TECHNIQUES
Objective: To train children in various relaxation techniques to learn to manage and / or decrease the voltage to produce the daily events of his life.
verbal self-control strategies through internal speech. (Meichenbaum, 1981).
Steps:
1. An adult model performing the task while talking to himself out loud (cognitive modeling).
2. The child performs the same task under the direction of the instructions of the model (external guidance and states).
3. The child performs the task while instructing himself aloud (self-guide says).
4. The boy whispers to himself as he navigates the user task (self-guided dimmed).
5. The child performs the task while guiding their action via internal speech, or nonverbal self-direction (self disguised).
METHOD OF SOLVING PROBLEMS THROUGH THE TEACHING OF COGNITIVE SOLUTIONS: id
the existence of a problem situation.
Describe a problem situation: "I want something .." "I need something ...."
Generate alternatives: "What can you do ... to solve problems? "
Anticipating consequences (immediate and delayed), both for oneself and for others.
Choose an alternative, which involves the maximum benefit at minimum cost and injury for others. Make a Plan
What shall I do first ...? What will I do then ...? How do I do?
RELAXATION TECHNIQUES
Objective: To train children in various relaxation techniques to learn to manage and / or decrease the voltage to produce the daily events of his life.
progressive muscle relaxation (THICK)
This type of relaxation consists of tensing or straining (hard to feel them) in different parts of the body and then relax them, (Ie Light feel them) and make you feel more comfortable as well.
imagination Let your body divided into 4 parts which will have to learn to tense and relax.
a) The feet and legs
b) The trunk (including abdomen, buttocks, chest and back)
c) Hands and arms
d) neck and face.
the tin soldier. " (RELAXATION IN STANDING POSITION)
Now learn how you can relax while standing, going in steps.
Step 1. Stand with your hands at your sides, legs together taut, back straight, neck straight, head up looking at the front (standing position).
Step 2. going to imagine that little by little you become a tin soldier and going to put your whole body tense, very hard ... as much as possible.
Step 3. going to imagine that you become a man of gum and gradually going to go relax your whole body, you're going to put Light, Light.
Step 4. When did I say INHALE Now, with your mouth closed you will quietly pull the nose as much air as possible and will take you to your abdomen mentally counting 1, 2, 3 when EXHALE hear you're going to get slowly for a count of 4, 5, 6.
Step 5. Now standing at attention (step 1), you will breathe deeply (step 4), and as you inhale you going tensing your whole body to become a tin soldier (step 2) is 1, 2, 3, 4, 5 Now little by little, as you exhale you will become a man of gum 6, 7, 8, 9, 10.
Step 6. Repeat this exercise 5 times or until you feel relaxed.
Stealth, J (1992). Relaxation Manual. Barcelona: Martínez Roca
WALKING RELAXATION .
There are situations where you will not be able to stay in one place to relax, this is not a problem because then show you how to relax your foot.
Step 1. Start walking slowly.
Step 2. When you hear "high, tense," stop and in the position where you are, your whole body tense (you'll be like a statue of ivory or frozen)
Step 3. When you hear "GO, RELAX" relaxes your body and keeps walking.
Step 4. Make deep breathing exercise.
Step 5. Make the sequence 5 times or until you feel relaxed.
As you can see this procedure can take it out where you want can be a small room in any area of \u200b\u200bthe hospital, at home and even on the street.
LIGHT TECHNIQUE
Ease of understanding how the traffic light for children means that we can use the Technical Semaphore as learning strategy for many situations, both at home as the school .
This technique is particularly suitable for teaching self-control of negative emotions: anger, aggressiveness, impulsivity, etc.
This resource is essential at this time given the importance of education on attitudes of tolerance, respect, harmony ... The society is becoming more aware of the need to eradicate acts of violence and bullying in schools, resulting in primary education emotional aspects of intelligence .
Steps to Teaching Technical Stoplight
1. Associate traffic light colors to emotions and behavior :
a. RED: STOP. When we can not control an emotion (feel very angry, we want to attack someone, we get very nervous ...) we have to stop as when a car is the red light. B.
YELLOW: THINK. After stopping it is time to think and realize the problem that is being proposed and what they are feeling. C.
GREEN SOLUTIONS. If one is given time to think about alternatives or solutions can arise when conflict or problem. It's time to choose the best solution.
To attach the lights to go with the emotions and behavior can make a mural with a traffic light and the following steps:
Red Light:
1 - HIGH, calm down and think before acting
Yellow Light:
2 - THINK solutions or alternatives and their consequences
Green Light:
3 - FORWARD and put into practice the best solution
2. Learn ways to control :
We can begin by asking the children make a list of what you can do to calm down in a conflict situation. Typically, between all different possibilities arise, such as physical distance from the situation (leave the area, never again to be calm), psychological distance (respirar profundamente, hacer un rápido ejercicio de relajación, pensar en otra cosa), realizar alguna actividad distractora (contar hasta 10, pasear, hablar con un compañero) etc.
Cuando los niños se dan cuenta de que existen muchas maneras de pararse y calmarse, se trataría de ver cuáles serían las mejores para cada uno.
Como padres o educadores podemos ayudar en esta fase proponiendo alternativas educativas que no se hayan planteado, por ejemplo respuestas incompatibles a “llegar a las manos” (cruzar los brazos, alejarse rápidamente del lugar, meter las manos en los bolsillos, etc.)
3- Hacer prácticas de autocontrol a través del Role-Playing :
The teacher and peers serve as a model of self-control behaviors and each will have the opportunity of being in a situation where you have to put into practice what they learned.
4 - Using semaphores as discriminative stimuli :
will place lights in different places of the school, that way you will know that must stop, think and solve their conflicts peacefully, or improve your emotional state.
1. Associate traffic light colors to emotions and behavior :
a. RED: STOP. When we can not control an emotion (feel very angry, we want to attack someone, we get very nervous ...) we have to stop as when a car is the red light. B.
YELLOW: THINK. After stopping it is time to think and realize the problem that is being proposed and what they are feeling. C.
GREEN SOLUTIONS. If one is given time to think about alternatives or solutions can arise when conflict or problem. It's time to choose the best solution.
To attach the lights to go with the emotions and behavior can make a mural with a traffic light and the following steps:
Red Light:
1 - HIGH, calm down and think before acting
Yellow Light:
2 - THINK solutions or alternatives and their consequences
Green Light:
3 - FORWARD and put into practice the best solution
2. Learn ways to control :
We can begin by asking the children make a list of what you can do to calm down in a conflict situation. Typically, between all different possibilities arise, such as physical distance from the situation (leave the area, never again to be calm), psychological distance (respirar profundamente, hacer un rápido ejercicio de relajación, pensar en otra cosa), realizar alguna actividad distractora (contar hasta 10, pasear, hablar con un compañero) etc.
Cuando los niños se dan cuenta de que existen muchas maneras de pararse y calmarse, se trataría de ver cuáles serían las mejores para cada uno.
Como padres o educadores podemos ayudar en esta fase proponiendo alternativas educativas que no se hayan planteado, por ejemplo respuestas incompatibles a “llegar a las manos” (cruzar los brazos, alejarse rápidamente del lugar, meter las manos en los bolsillos, etc.)
3- Hacer prácticas de autocontrol a través del Role-Playing :
The teacher and peers serve as a model of self-control behaviors and each will have the opportunity of being in a situation where you have to put into practice what they learned.
4 - Using semaphores as discriminative stimuli :
will place lights in different places of the school, that way you will know that must stop, think and solve their conflicts peacefully, or improve your emotional state.
0 comments:
Post a Comment