Training Parents – for their own benefits and for the benefits of their child
What matters to me in parental trainings is that each session is relevant to the everyday lives and can convey methods and straight tips rather than giving lectures on theoretical grounds.
That is why I take the parent’s individual experiences, intuitions and inclinations into consideration. As a matter of course, this also applies for legal guardians. I also follow up on what has changed, for whom, when and how – or, if so, what has remained the same. Amongst other things, I am keen on preventing error blindness and aim at contributing to the parental negotiations, especially so with regards to finding congruent positions and feasible lay-outs of family-related structures.
Giving hold, security and joy may become more achievable when the pressure lessens or is taken off within the family itself.
On these grounds, some of my tasks also include…
- giving therapeutic guidance – for instance, if the matter at hand is to milden psychosomatic complaints in parents, children or juveniles. Or when there is a need for bridging waiting times during the clinical diagnositics – as is often the case in the first-line treatment that is given by medical specialists (such as paediatrists and child psychiatrists), say with regards to developmental disorders in young children
- to compensate for possible diseases on the part of the parents so that the impacts on the family fabric may be as negligible as possible
- to attend the experience of dying, death and mourning and, if necessary, to respond to aspects in the individual’s developmental psychology
- to give systematic assistance and moderate emotional imbalances – for instance when the matter at hand is to build up, stabilize or keep up the bonding capacity, the competence in communication or the overall interpersonal skills
- to make the Inner-Child-Concept comprehensible for adult family members as the learnings that have been made at child-age often tend to resonate in mature people.
At times, medical specialists such as child psychiatrists and paediatrists require a period of months for completing their diagnostics.
This may for instance be so with respect to (re-) classifing behavioural problems in children, say when there are indications given for Hyperkinetic Behaviour Syndromes (HKS, formerly known as Attention-Deficit Hyperactivity Disorder And Hyperkinetic Disorder, ADHD/ADD), or likewise, when there are indications given for disorders of Autism Spectrum. Among other things, I convey behavioural techniques for parents and for legal guardians as to prepare for the transition to therapeutic standby facilities, for instance when there is a tentative diagnosis of Asperger Autism and also when there may be the need for Educational Therapy.
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