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正面亲子教育小组讨论课程 - CNSST Foundation

Over View of Triple P Session Content

Session Content Session Duration
Session One: Assessment of presenting problem
  • Intake interview
  • Options for intervention
  • Keeping track of children’s behaviour
30 mins – 1 hour
Session Two: Developing a parenting plan
  • Feedback of assessment results
  • Why do children behave as they do?
  • Goals for change
30 mins – 1 hour
Session Three: Review of implementation
  • Update on progress
  • Refining parenting plan (with active skills training)
  • Identifying and dealing with obstacles
  • Other issues
30 mins – 1 hour
Session Four: Follow up
  • Update on progress
  • Keeping up the good changes made
  • Other issues
30 mins – 1 hour

Five Key Aspects

  1. Having a safe, interesting environment
  2. Having a positive learning environment
  3. Using assertive discipline
  4. Having realistic expectations
  5. Taking care of yourself as a parent

 

Managing Misbehaviour

Strategy Description Recommended Age Applications
Setting clear ground rules Negotiating in advance a set of fair, specific and enforceable rules 3 to 12 yrs Clarifying expectations (e.g. for watching TV, shopping trips, visiting relatives, going out in the car)
Using directed discussion for rule breaking The identification and rehearsal of the correct behaviour following rule breaking 3 to 12 yrs Correcting occasional rule breaking (e.g. leaving school bag on the kitchen floor, running through the house)
Using planned ignoring for minor problems The withdrawal of attention while the problem behaviour continues 1 to 7 yrs Ignoring attention seeking behaviour (e.g. answering back, protesting after a consequence, wining, pulling faces)
Giving clear, calm instructions Giving a specific instruction to start a new task, or to stop a problem behaviour and start an appropriate alternative behaviour 2 to 12 yrs Initiating an activity (e.g. getting ready to go out, coming to the dinner table), or terminating a problem behaviour (e.g. fighting over toys, pulling hair) and saying what to do instead (e.g. share, keep your hands to yourself)
Backing up instructions with logical consequences Using a specific consequence that involves removing an activity or privilege from the child or the child from an activity for a set time 2 to 12 yrs Dealing with disobedience and mild problem behaviours that do not occur often (e.g. not taking turns)
Using quiet time for misbehaviour Removing a child from an activity in which a problem has occurred and having them sit on the edge of the activity for a set time 18 months to 10 yrs Dealing with disobedience and children repeating a problem behaviour after a logical consequence
Using time-out for serious misbehaviour Taking a child to an area away from others for a set time when problem behaviour occurs 2 to 10 yrs Dealing with temper outbursts, serious misbehaviour (e.g. hurting others) and children not sitting quietly in quiet time.

 

 

Developing good relationships with children

Strategy Description Recommended Age Applications
Spending quality time with children Spending frequent, brief amounts of time (as little as 1 or 2 minutes) involved in child-preferred activities All ages Opportunities for children to self-disclose and practice conversational skills
Talking with children Having brief conversations with children about an activity or interest of the child All ages Promoting vocabulary, conversational and social skills
Showing affection Providing physical affection (e.g. hugging, touching, cuddling, tickling, patting) All ages Opportunities for children to become comfortable with intimacy and physical affection

 

For more information +64 9 570 1188

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