Pradinių klasių mokinių ir tėvų empatinio ryšio plėtojimo poveikis tarpusavio santykiams ir mokinių išgyvenimams
LTDarbe, taikant H-T-P (Namo-Medžio-Žmogaus) ir šeimos piešinio (pagal G. Chomentauską) techniką, atskleidžiama pradinių klasių mokinių išgyvenimų struktūra. Projekciniais metodais siekiama aprašyti ir analizuoti vaikų santykių šeimoje pobūdį ir apibūdinti pradinių klasių mokinių išgyvenimus. Tyrimo metu sudaryta nedarnių šeimų tėvams skirta „Tėvų grupių" programa ir pravesti dešimt užsiėmimų. Straipsnyje pateikiama šių užsiėmimų analizė siekiant plėtoti pradinių klasių mokinių santykius su tėvais ir empatinius ryšius. Atskleista, jog tėvų ir vaikų empatinio ryšio plėtojimas, panaudojant „Tėvų grupių" metodiką, keičia šeimos tarpusavio santykius ir vaikų išgyvenimus, kurie atsispindi vaikų piešiniuose. Hipotetiškai siūloma išbandytą programą naudoti bendrojo lavinimo mokyklų socialiniams pedagogams, kurie dirba su nedarniomis pradinių klasių mokinių šeimomis. [Iš leidinio]Reikšminiai žodžiai: Emociniai vaikų ir tėvų santykiai; Empatiniai ryšiai; Pradinių klasių mokiniai; Tėvai; Tėvų ir mokinių empatiniai ryšiai; Vaikų ir tėvų santykiai; Šeima; Emotion Relation between Parents and Children; Emotions; Empatic Bonds; Emphatic bond; Family; Parents; Primary school pupils; Relation between Parents and Children; Relations between parents and children.
ENThe work starts with a theoretical analysis of literature sources about the family structure, types of relations, the influence of family relationships on the child's social development and the influence of emphatic bonds on the interrelations and pro-social behaviour. The hypothesis was raised, that the development of the emphatic bond between parents and children by using the method of parent groups changes the family interrelations and children's experiences that are reflected in drawings of the children. 62 primary school pupils participated in the research. The projection of H-T-P drawing method was used and non-harmonious families were chosen, in which marks of psychological traumas were revealed in twelve 7-11 year old researched children. The family interrelations of the same 12 children were researched by using the Family drawing method. 10 guided sessions were organised for the parents of these children according to worked out Parents' group program (10 families). After these sessions, the same researched children drew paintings and the comparison was done to identify some changes in the family if the emphatic bond between parents and children became stronger.Basic conclusions are as follows: 1. The analysis of literature sources revealed that there were researches where authors researched family structure, types of the relations, influence of family relations on the child's social development but according to the analysis of the content of the accessible literature sources it can be stated that there wasn't a deeper research into the possibilities to develop the emphatic bond between parents and children. 2. The emphatic bond between a child and parents changed and became stronger in those families, where parents visited and were active in all Parents' group sessions. This change is evident in the details of drawings of the house, tree, man and family drawing. 3. There were families (Lina's family, Lilija's family), in which the emphatic bond between parents and children remained unchanged. The main reasons may be the following: Members of the family (Lina's mother) visited the Parents' group sessions irregularly Lilija's family has experienced a painful loss - the girl's mother died. 4. There were families, in which the emphatic bond between parents and children has changed only slightly. The reason of such a slight change is passive participation of parents in the Parents' group sessions. 5. It can be stated, that the hypothesis was confirmed: the development of the emphatic bond between parents and children by using Parents' group method changes family interrelations and the experiences of the children. Teachers can successfully use this method in working with non-harmonious families in primary schools. [From the publication]
