Institute of psychology, nanjing teacher training university
Promotion of activities, services to teachers and students
Min is a third grade student in primary school. During the epidemic, all off-line classes and outdoor activities were cancelled and only housekeepers were allowed to do so. However, after their mother and father had gone to work, only grandma took care of minnie, who slept every morning until about 10. 30 a. M., at lunchtime and at lunchtime only performed one or two tasks on the table during the day. When mom gets home from work, she'll finish the rest of the job with minnie until 9:00 p. M. During the house, minnie was in complete disarray, sleeping late, inefficient during the day and working late at night, a vicious cycle in which black eyes appeared. Parents are in a hurry. I don't know what to do
Recommended strategies:
1. Correcting minnie's behaviour
It is only a symptom that min is unable to rationalize the timing according to the schedule discussed with the parents, and that the parents are aware of the root cause, which may be the difficulty of one or several tasks on the schedule, the fear of which she is afraid to speak to the parents, the lack of a combination of effort and the over-scientific content that makes her feel ostracized, and the fact that it may also be a housekeeper who is too long to be bored, boring, and without motivation to learn。
Parents need to understand the causes of her irregularity in a calm manner and to view this behaviour correctly, thereby giving her psychological understanding and concern. Parents can ask, "well, it's a bit messy, can you tell mom why?" "you seem to be having trouble, what can mom do for you?" "let's look at how to adjust the table and make you feel better?"
Parents need to change their mind
After learning the reasons for a child's breakdown, it is impossible to realize that a 10-year-old child's self-regulation is still in her/his infancy. Parents must respect the children's physical and mental development patterns, embrace their imperfections and accompany them to overcome their difficulties. (b) the problem will only increase if parents leave their children out of context and make a big deal of blame
3. "good emotion" helps develop "good habits"
Parents want their children to be regular during their stay in the house, and good emotional conditions are more conducive to the development of habits. Parents, on the basis of an understanding of the child, work with the child to explore concrete ways to improve, support and encourage the elimination of the negative psychological and recusal behaviour of the child as a result of the epidemic home。
4. The "bright spots" of the child's praise without any stinginess
There were no children who did not like to be commended, but parents were often more accustomed to blaming. If the child is not even able to get the certainty of his family, where does his sense of security and self-worth come from? Parents can be sure of children like this: “you've been reading in the morning for two days in a row! It's amazing!” “you've got eight more jump ropes today than you did yesterday. How did you do that?” “you're so flat, you're such a housekeeper!”
5. Consistency with home-based caregivers
During the epidemic, many parents are on the front line of the epidemic or remain in the workplace, with children often being cared for by the elderly. Parents need to communicate with them to help them understand the child's physical and mental development, to accommodate the child, to reduce the level of chatter about the child, to ease the child's irritation and resistance and to help the child develop self-discipline. Parents can communicate with the elderly in this way: “ah, minnie doesn't want to study because she's having difficulties and needs our help.” “seeing her progress, you can compliment her and confirm her.”
The author, zoe, nanjing city camp elementary, seo han lee
