{"id":300,"date":"2023-12-22T04:51:20","date_gmt":"2023-12-22T02:51:20","guid":{"rendered":"https:\/\/seliproject.eu\/?p=300"},"modified":"2023-12-22T04:51:20","modified_gmt":"2023-12-22T02:51:20","slug":"portofoliu-de-documentare","status":"publish","type":"post","link":"https:\/\/seliproject.eu\/index.php\/2023\/12\/22\/portofoliu-de-documentare\/","title":{"rendered":"Portofoliu de documentare"},"content":{"rendered":"\n

Thomas Gordon – P\u0103rintele eficient, editura 3, 2014<\/strong><\/p>\n\n\n\n

Capitolul 1. P\u0103rin\u0163ii sunt \u00eenvinov\u0103\u0163i\u0163i, dar nu sunt instrui\u0163i<\/strong><\/p>\n\n\n\n

Capitolul 2. P\u0103rin\u0163ii sunt oameni, nu zei<\/strong><\/p>\n\n\n\n

Conceptul de acceptare<\/em><\/p>\n\n\n\n

P\u0103rin\u0163ii pot s\u0103 fie \u015fi vor fi inconsecven\u0163i<\/p>\n\n\n\n

P\u0103rin\u0163ii nu trebuie s\u0103 fac\u0103 \u201efront comun\u201c<\/p>\n\n\n\n

Falsa acceptare<\/p>\n\n\n\n

Po\u0163i s\u0103 accep\u0163i copilul, dar nu \u015fi comportamentul lui?<\/p>\n\n\n\n

Cum \u00eei definim pe p\u0103rin\u0163ii care sunt ni\u015fte persoane autentice<\/p>\n\n\n\n

De cine \u201e\u0163ine\u201c problema?<\/p>\n\n\n\n

Capitolul 3<\/strong>. Cum s\u0103 ascul\u0163i astfel \u00eenc\u00e2t copiii s\u0103\u2011\u0163i vorbeasc\u0103. Limbajul accept\u0103rii<\/strong><\/p>\n\n\n\n

Puterea limbajului accept\u0103rii<\/p>\n\n\n\n

Acceptarea trebuie manifestat\u0103<\/p>\n\n\n\n

Comunicarea nonverbal\u0103 a accept\u0103rii<\/p>\n\n\n\n

Noninterven\u0163ia poate indica acceptare<\/p>\n\n\n\n

Ascultarea pasiv\u0103 indic\u0103 \u015fi ea acceptarea<\/p>\n\n\n\n

Comunicarea verbal\u0103 a accept\u0103rii<\/p>\n\n\n\n

Dou\u0103sprezece Blocaje ale Comunic\u0103rii<\/p>\n\n\n\n

Deschiz\u0103tori de drumuri la \u00eendem\u00e2na oricui<\/p>\n\n\n\n

Ascultarea Activ\u0103<\/p>\n\n\n\n

De ce ar trebui s\u0103 \u00eenve\u0163e p\u0103rin\u0163ii Ascultarea Activ\u0103?<\/p>\n\n\n\n

Atitudini necesare \u00een Ascultarea Activ\u0103<\/p>\n\n\n\n

Riscul Ascult\u0103rii Active<\/p>\n\n\n\n

Capitolul 4.<\/strong> Pune\u0163i\u2011v\u0103 \u00een practic\u0103 abilit\u0103\u0163ile pentru Ascultarea Activ\u0103<\/strong><\/p>\n\n\n\n

C\u00e2nd este problema \u201ela nivelul\u201c copilului?<\/p>\n\n\n\n

Cum fac p\u0103rin\u0163ii s\u0103 func\u0163ioneze ascultarea activ\u0103  <\/p>\n\n\n\n

Danny: copilul c\u0103ruia \u00eei e fric\u0103 s\u0103 doarm\u0103  <\/p>\n\n\n\n

C\u00e2nd decide un p\u0103rinte s\u0103 foloseasc\u0103 ascultarea activ\u0103?<\/p>\n\n\n\n

Gre\u015feli frecvente \u00een folosirea ascult\u0103rii active<\/p>\n\n\n\n

Manipularea copiilor prin \u201e\u00eendrumare\u201c<\/p>\n\n\n\n

Deschizi o u\u015f\u0103, apoi o \u00eenchizi tr\u00e2ntind\u2011o<\/p>\n\n\n\n

\u201eP\u0103rintele\u2013papagal\u201c  <\/p>\n\n\n\n

Ascultare f\u0103r\u0103 empatie<\/p>\n\n\n\n

Ascultarea Activ\u0103 \u00een momentele nepotrivite  <\/p>\n\n\n\n

Capitolul 5<\/strong>. Cum s\u0103\u2011i ascul\u0163i pe copiii prea mici ca s\u0103 vorbeasc\u0103  <\/strong><\/p>\n\n\n\n

Cum sunt copiii mici?<\/p>\n\n\n\n

Cum ne d\u0103m seama ce nevoi \u015fi probleme au copiii mici  <\/p>\n\n\n\n

Folose\u015fte Ascultarea Activ\u0103 pentru a\u2011i ajuta pe copiii mici<\/p>\n\n\n\n

D\u0103\u2011i copilului ocazia s\u0103\u2011\u015fi satisfac\u0103 singur nevoile<\/p>\n\n\n\n

Capitolul 6<\/strong>. Cum s\u0103 vorbe\u015fti \u00een a\u015fa fel \u00eenc\u00e2t copiii s\u0103 te asculte<\/strong><\/p>\n\n\n\n

C\u00e2nd problema \u0163ine de p\u0103rinte<\/p>\n\n\n\n

Moduri ineficiente de a\u2011\u0163i \u00eenfrunta copiii<\/p>\n\n\n\n

Trimiterea unui \u201emesaj\u2013solu\u0163ie\u201c  <\/p>\n\n\n\n

Transmiterea unui \u201emesaj descurajant\u201c<\/p>\n\n\n\n

Moduri eficiente de a discuta cu cei mici<\/p>\n\n\n\n

Mesaje la persoana a II-a \u015fi Mesaje la persoana I  <\/p>\n\n\n\n

Componentele esen\u0163iale ale unui Mesaj la persoana I<\/p>\n\n\n\n

Descrierea comportamentului inacceptabil  <\/p>\n\n\n\n

Sentimentele p\u0103rintelui \u00een privin\u0163a comportamentului<\/p>\n\n\n\n

Cum \u00eel afecteaz\u0103 pe p\u0103rinte comportamentul copilului<\/p>\n\n\n\n

De ce sunt Mesajele la persoana I mai eficiente  <\/p>\n\n\n\n

Capitolul 7. Cum s\u0103 pui la treab\u0103 Mesajele la persoana I<\/strong><\/p>\n\n\n\n

Mesaje la persoana a II-a \u00een forme deghizate  <\/p>\n\n\n\n

Nu pune accent pe partea negativ\u0103<\/p>\n\n\n\n

Instrumentele potrivite<\/p>\n\n\n\n

Erup\u0163ia vulcanului Vezuviu<\/p>\n\n\n\n

C\u00e2t de eficiente pot fi Mesajele la persoana I  <\/p>\n\n\n\n

Trimiterea de Mesaje nonverbale la persoana I copiilor mici  <\/p>\n\n\n\n

Probleme cu Mesajele la persoana I<\/p>\n\n\n\n

Alte aplica\u0163ii ale Mesajelor la persoana I<\/p>\n\n\n\n

O alternativ\u0103 la oferirea de laude  <\/p>\n\n\n\n

Cum s\u0103 evi\u0163i anumite probleme<\/p>\n\n\n\n

Cum rezolv\u0103 problemele Mesajele la persoana I<\/p>\n\n\n\n

Capitolul 8<\/strong>. Schimb\u0103 comportamentul inacceptabil modific\u00e2nd mediul<\/strong><\/p>\n\n\n\n

\u00cembog\u0103\u0163irea mediului<\/p>\n\n\n\n

S\u0103r\u0103cirea mediului<\/p>\n\n\n\n

Simplificarea mediului<\/p>\n\n\n\n

Restr\u00e2ngerea mediului  <\/p>\n\n\n\n

Oferirea unui mediu securizat  <\/p>\n\n\n\n

Substituirea unei activit\u0103\u0163i cu alta  <\/p>\n\n\n\n

Preg\u0103tirea copilului pentru schimb\u0103rile de mediu<\/p>\n\n\n\n

Planificarea \u00een cazul copiilor mai mari  <\/p>\n\n\n\n

Capitolul 9<\/strong>. Inevitabilele conflicte p\u0103rinte\u2013copil. Cine ar trebui s\u0103 c\u00e2\u015ftige?<\/strong>  <\/p>\n\n\n\n

Lupta pentru putere dintre p\u0103rinte \u015fi copil: cine c\u00e2\u015ftig\u0103, cine pierde?<\/p>\n\n\n\n

Cele dou\u0103 abord\u0103ri de tipul \u201ec\u00e2\u015ftig\u2013pierdere\u201c<\/p>\n\n\n\n

De ce Metoda I este ineficient\u0103  <\/p>\n\n\n\n

De ce Metoda a II\u2011a este ineficient\u0103<\/p>\n\n\n\n

C\u00e2teva dificult\u0103\u0163i suplimentare legate de cele dou\u0103 metode  <\/p>\n\n\n\n

Capitolul 10.<\/strong> C\u00e2t de necesar \u015fi justificat este apelul p\u0103rintelui la for\u0163\u0103?  <\/strong><\/p>\n\n\n\n

Ce este autoritatea?  <\/p>\n\n\n\n

Limitele majore ale puterii parentale  <\/p>\n\n\n\n

P\u0103rin\u0163ii \u00ee\u015fi pierd p\u00e2n\u0103 la urm\u0103 puterea<\/p>\n\n\n\n

Anii adolescen\u0163ei  <\/p>\n\n\n\n

Educa\u0163ia autoritar\u0103 nu se poate face dec\u00e2t \u00een ni\u015fte condi\u0163ii stricte  <\/p>\n\n\n\n

Efectele exercit\u0103rii puterii parentale asupra copilului  <\/p>\n\n\n\n

Rezisten\u0163\u0103, sfidare, revolt\u0103, negativism<\/p>\n\n\n\n

Resentiment, furie, ostilitate<\/p>\n\n\n\n

Agresivitate, revan\u015f\u0103, replic\u0103 violent\u0103<\/p>\n\n\n\n

Minciun\u0103, ascunderea adev\u0103ratelor sentimente<\/p>\n\n\n\n

A da vina pe al\u0163ii, a p\u00e2r\u00ee, a tri\u015fa  <\/p>\n\n\n\n

A te impune, a face pe \u015feful, a intimida  <\/p>\n\n\n\n

Nevoia de a ie\u015fi \u00eenving\u0103tor, evitarea cu orice pre\u0163 a pozi\u0163iei de \u00eenvins  <\/p>\n\n\n\n

Alierea cu al\u0163ii \u015fi organizarea rezisten\u0163ei contra p\u0103rin\u0163ilor  <\/p>\n\n\n\n

Supunerea, obedien\u0163a, maleabilitatea<\/p>\n\n\n\n

Lingu\u015firea \u015fi curtarea celor puternici  <\/p>\n\n\n\n

Rigiditate, lips\u0103 de creativitate, fric\u0103 de nou, urmarea c\u0103ilor b\u0103t\u0103torite  <\/p>\n\n\n\n

Retragere, evadare, fantasmare, regresie<\/p>\n\n\n\n

C\u00e2teva probleme \u015fi mai grave legate de autoritatea parental\u0103<\/p>\n\n\n\n

Copiii nu\u2011\u015fi doresc oare autoritate \u015fi limite?  <\/p>\n\n\n\n

De ce n\u2011am accepta autoritatea atunci c\u00e2nd este exercitat\u0103 \u00een mod consecvent?  <\/p>\n\n\n\n

Dar responsabilitatea p\u0103rin\u0163ilor nu rezid\u0103 tocmai \u00een a\u2011\u015fi influen\u0163a copiii?<\/p>\n\n\n\n

De ce exercitarea for\u0163ei a r\u0103mas o constant\u0103 \u00een istoria educa\u0163iei familiale?  <\/p>\n\n\n\n

Capitolul 11.<\/strong> Solu\u0163ionarea conflictelor prin metoda \u201eavantajului reciproc\u201c  <\/strong><\/p>\n\n\n\n

De ce Metoda a III\u2011a este at\u00e2t de eficient\u0103  <\/p>\n\n\n\n

Copilul este motivat s\u0103 pun\u0103 \u00een practic\u0103 solu\u0163ia g\u0103sit\u0103  <\/p>\n\n\n\n

Metoda a III\u2011a ofer\u0103 \u015fanse crescute pentru g\u0103sirea unei rezolv\u0103ri mai bune  <\/p>\n\n\n\n

Metoda a III\u2011a dezvolt\u0103 abilit\u0103\u0163ile cognitive ale copilului<\/p>\n\n\n\n

Mai pu\u0163in\u0103 ostilitate, mai mult\u0103 dragoste  <\/p>\n\n\n\n

\u201eImplementarea\u201c solu\u0163iei este mai u\u015foar\u0103<\/p>\n\n\n\n

Metoda III\u2011a nu presupune apelul la for\u0163\u0103  <\/p>\n\n\n\n

Metoda a III\u2011a \u0163inte\u015fte adev\u0103ratele probleme<\/p>\n\n\n\n

A\u2011i trata pe copii ca pe ni\u015fte adul\u0163i  <\/p>\n\n\n\n

Func\u0163ia \u201eterapeutic\u0103\u201c a Metodei a III\u2011a  <\/p>\n\n\n\n

Capitolul 12. Temerile \u015fi rezervele p\u0103rin\u0163ilor fa\u0163\u0103 de metoda \u201eavantajului<\/strong> reciproc\u201c<\/strong>  <\/p>\n\n\n\n

Doar un alt nume pentru \u201ediscu\u0163ia de familie\u201c?  <\/p>\n\n\n\n

Metoda a III\u2011a privit\u0103 ca o sl\u0103biciune din partea p\u0103rintelui<\/p>\n\n\n\n

\u201eGrupurile nu pot lua decizii\u201c<\/p>\n\n\n\n

\u201eMetoda a III\u2011a ne ia prea mult timp\u201c  <\/p>\n\n\n\n

\u201eP\u0103rin\u0163ii nu sunt \u00eendritui\u0163i s\u0103 foloseasc\u0103 Metoda I de vreme ce sunt mai \u00een\u0163elep\u0163i?\u201c  <\/p>\n\n\n\n

\u201eMetoda a III\u2011a poate func\u0163iona cu copiii mai mici?\u201c<\/p>\n\n\n\n

\u201eNu exist\u0103 \u015fi momente \u00een care Metoda I trebuie s\u0103 fie folosit\u0103?\u201c<\/p>\n\n\n\n

\u201eNu risc s\u0103 pierd respectul copiilor?\u201c<\/p>\n","protected":false},"excerpt":{"rendered":"

Thomas Gordon – P\u0103rintele eficient, editura 3, 2014 Capitolul 1. P\u0103rin\u0163ii sunt \u00eenvinov\u0103\u0163i\u0163i, dar nu sunt instrui\u0163i Capitolul 2. P\u0103rin\u0163ii sunt oameni, nu zei Conceptul de acceptare P\u0103rin\u0163ii pot s\u0103 fie \u015fi vor fi inconsecven\u0163i P\u0103rin\u0163ii nu trebuie s\u0103 fac\u0103 Read More …<\/a><\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1],"tags":[],"class_list":["post-300","post","type-post","status-publish","format-standard","hentry","category-uncategorized"],"_links":{"self":[{"href":"https:\/\/seliproject.eu\/index.php\/wp-json\/wp\/v2\/posts\/300","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/seliproject.eu\/index.php\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/seliproject.eu\/index.php\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/seliproject.eu\/index.php\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/seliproject.eu\/index.php\/wp-json\/wp\/v2\/comments?post=300"}],"version-history":[{"count":1,"href":"https:\/\/seliproject.eu\/index.php\/wp-json\/wp\/v2\/posts\/300\/revisions"}],"predecessor-version":[{"id":301,"href":"https:\/\/seliproject.eu\/index.php\/wp-json\/wp\/v2\/posts\/300\/revisions\/301"}],"wp:attachment":[{"href":"https:\/\/seliproject.eu\/index.php\/wp-json\/wp\/v2\/media?parent=300"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/seliproject.eu\/index.php\/wp-json\/wp\/v2\/categories?post=300"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/seliproject.eu\/index.php\/wp-json\/wp\/v2\/tags?post=300"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}