Tale to the rescue (part 2)
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For me, as a speech therapist, the primary and most important task is to build interaction with the child. Some children open from the first contact. But more often this…

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Comparative analysis of the structural components of personality (part 3)
According to the results of express diagnostics, the following results were obtained. In the cognitive sphere of adolescents, the level of thinking in this sample of German schoolchildren is slightly…

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Game therapy and fairy tale therapy in the work of a child psychologist (part 4)

In order for the story to be therapeutic, it is important that the following rules are followed:

The situation should be close to the child, should resemble his life story.

The hero in a fairy tale is faced with a similar insoluble problem, a conflict situation.

In the tale may appear “helpers” – fairies, wizards. They give clues, but do nothing for the hero.

He has solutions, but the hero himself makes the choice.

The hero goes through trials, and through these trials gets a new experience.

Experience reveals a new way to solve the problem.

In a fairy tale there is the magic of transformation, reincarnation, metamorphosis.

This experience can be transferred to your real life.

The therapeutic history does not give instructions, does not explain how to, it helps the child to find the resource that he needs now. This is especially interesting when the child has the opportunity to continue the story himself, then draw his own story. By making changes in the plot and in the figure, it is possible to contribute to internal changes, which will certainly lead to real changes. In this sense, the work of fairy tales is called magical realism.

Favorable for the development of creative activity affects increased attention to the abilities of the child when:

adults support the child’s desire to search for new, unconventional solutions, original ways of manifesting themselves;

there is a positive pattern of creative behavior;

conditions have been created to imitate creative behavior and are blocked by manifestations of aggressive and destructive behavior.

Consider ways of social reinforcement of creative behavior in the family. Parents can create a supportive and collaborative search environment. Instead of saying to your son or daughter: “I think so”, “you should”, “don’t have to reason”, “are you the smartest?”, “I know better how to do”, etc., should to offer “let’s think together”, “we can discuss”, “let’s imagine”, “what can be changed in this situation”. In developmental classes, in which children learn to make postcards, applications, draw and sculpt, educators and parents pay more attention to ensuring that the child correctly copies the sample. After completing this task, the child can be asked the following questions:

– What would you like to change in the drawing or applications? This question helps the child see that there are other image options besides copying. But it is important that he makes changes only when he has completed the main task.

– If the Wizard-Artist touched your drawing, what do you think would happen in your drawing? Such a question develops the imagination and creates the basis for identification with the Wizard-Artist, that is, with the ability to transform his work.

– How can you complement your work? This question is addressed to the resources of the child. The answer to this question shows how the child can implement the changes, how he is ready to act, what means to use.

– What else can be portrayed using these paints, figures? With the help of this question, the child expands his idea of ​​his abilities. It goes beyond the usual stereotypes and template vision. For example, he can offer green paint not only to draw grass, leaves, but also for an image, for example, a green cloud.

– What reminds you of your drawing or craft? What does it look like? Discussion of these issues develop associative ranks, and help the child to find the connections between the image and his emotions.

Such questions help to make original additions to the child’s work, to make it individual and inimitable. Thanks to this discussion, the child sees that something depends on him, that he, too, can contribute to the creative process. Invite your child to continue the story you started. Come up with several options for this sequel. Such activities show the child the multivariance of the world, and that he can choose any of these options. Support and interest in the creative manifestations of the child by the parents creates an environment where the child believes in himself.

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