Table 1
Program for accompanying parents with SEN children.
| DAY | THE ESSENCE OF THE PROGRAM | AMOUNT OF TIME | FEEDBACK MECHANISM | EXPECTED OUTCOME |
|---|---|---|---|---|
| 1 |
discussion of the results of the day. | 2-3 hours | Questionnaire, open discussion, individual reflection | Establish trust and open communication lines. Understand parental baseline knowledge. Clarity on family relationships. |
| 2 |
discussion of the results. | Lecture – 1 hour Each exercise for 20 minutes | Interactive poll, feedback forms, group discussion | Enhanced mutual understanding. Improved communication strategies. Recap and reinforce learning. |
| 3 |
discussion of the results. | Lecture – 1 hour Exercise – 10 minutes | Role play feedback, feedback sheets | Improved emotional intelligence. Confirmation of grasped concepts. |
| 4 |
discussion of problems. | Exercise – 40 minutes | Pair-sharing feedback, Group reflections | Enhanced focus on children’s needs. Engage in proactive measures for child’s growth. |
| 5 |
discussion of the results. | Fairy tale activity – 30 minutes Lecture – 1 hour | Story analysis feedback, role play feedback | Foster creativity and mutual understanding. Improve conversational skills. |
| 6 |
discussion of the results. | Method of communicative tolerance – 40 minutes Exercise – 15 minutes | Group consensus feedback | Foster understanding and tolerance. Engage in non-verbal communication |
| 7 |
final conversation. | 2 hours | Group feedback session, individual feedback forms | Comprehensive understanding of the program. Recognize areas of improvement. |
Table 2
Summary of parental training exercises and methods.
| EXERCISE/METHOD | DESCRIPTION/GOAL | KEY POINTS/OUTCOMES |
|---|---|---|
| Attention | Place parents in the child’s perspective during discussions | Understand child’s self-esteem and how often parents discuss the child with others |
| Activity | Reproduce child’s movements | Enhance sensory experience, highlight difficulties faced by parents |
| Dialogue or monologue | Identify parent communication styles | Types: 1) Parents-dictators 2) Custodial parents 3) Parents-diplomats |
| Fairy tale Activity | Use fairy tales to solve motivational problems | Importance of teacher’s skills; parents identify child problems and relate them to fairy tales |
Table 3
Results of the survey “Analysis of family relationships”.
| RESULTS | PERCENTAGE | DESCRIPTION |
|---|---|---|
| Instability of Parenting Style | 15% | Constant changes in the style of education, lack of gradation in education. |
| Hyper protection | 13% | Parents pay too much attention to the upbringing of their child. |
| Indulgence | 13% | Over-indulging a child in various things at his will. |
| Excessive requirements | 12% | High demands on the child in the field of development, education, talent and sociology. |
| Ignoring | 9% | Parents lack the strength and desire to meet the needs of the child. |
| Excessive demands-prohibitions | 8% | Many prohibitions on various activities, communication, thoughts on the part of parents. |
| Insufficiency of requirements-prohibitions | 8% | The absence of any prohibitions for the child, that is, all permissibility. |
| Minimality of sanctions | 7% | Lack of sanctions and punishments for non-performance of work. |
| Lack of child responsibilities | 6% | Parents give a small number of responsibilities to children in the home. |
| Hypo protection | 5% | Parents do not have time for the development and upbringing of their child, respectively, do not deal with the child at all. |
| Excessive sanctions | 4% | Severe penalties for non-compliance with assigned tasks. |