Child says all the right things but chooses to do what they want anyway. Breaking agreements and not discussing broken agreements.

Refusal to follow directions and laughs- defiance

sensory seeking behavior

lying

regression with potty training

addicted to devices

demands things

adult behavior

sibling rivalry

showing aggressivity towards others through hitting spitting kicking

tantrums

Requirement about things and time

Telling lies

Attitude

Aggressive, argumentative

resilience, confidence, people skills, communication, moral compass

Give them their own voice, be able to ask what they want and need without fear

Kindness and adaptability

emotional regulation

Inner motivation to learning

honesty

respectful

Empathy

responsibility, respect

Confidence

Kindness and adaptabiity

Communicate verbally and try to be more understanding

respect and empathy

To bring their whole self to their relationships, to be an honest, kind person.

resilience

Give them their own voice, be able to ask what they want and need without fear

selfawarness an kindness about himself and others

• Welcome and class introduction (TP is… charts) (10-10:10)

• Facilitators’ introduction (10:10-10:15)

• Participants’ introduction (First name, where you are from, ages of "your" children) (10:15- 10:35)

• “I am my child” activity (p.24) in breakout rooms/pairs (10:35-10:45)

• Whole group sharing of insights from the activity (10:45-11:00)

• Overview of the parking lot, materials, agenda, independent study, padlet (11:00-11:10)

• Agreements and Jobs/Contributions for the group (11:10-11:25)

• Break (11:25-11:35) 

• Introduction to Alfred Adler's theory and the 5 Criteria of Positive Discipline, Iceberg & Video with experiments with children’s altruistic behavior (11:35-11:45)

• “Two lists” activity (p.351) and “Do as I Say” (p. 25) (11:45-12:00)

• Focus ONLY on Kind and Firm (p. 231) and Statements (p. 227) (12:00-12:25)

• Questions/Insights (12:25-12:30)

Independent Study (Before Session 2):

1. Read the assigned activity for Session 2 (found on Padlet) 

2. Watch required videos: 

   -Meet the trainers 

   -Introduction to the Course Manual

   -How to structure a parenting class 

   -Closing activity

3. Read Kind and Firm statements (p. 227)

-tune in

-body language, smiling, coming closer to camera

-feel strong and stay calm, otherwise we won't feel we control this situation

-ask questions

-active listening

-wait time

-embracing time

-warm up

-flexibility

-knowledge

-tone of voice

-not be critical with participants, not criticize them

-don't be afraid to make mistakes

-engaging all participants

-keeping the pace

-reflective

• Welcome back and check-in - What did you try/notice? (10:00-10:10)

• Discussion of recorded videos and learning - What did you learn? (10:10-10:15)

• Check-in – 5 mins for questions about facilitation, 15 mins in breakout rooms according to their activity groups (10:15-10:35)

• Competent Giant and Four R’s of Recovery from Mistakes (p. 99, 191) (10:35-11:00)

• Break (11:00 – 11:10) 

• Group 1 facilitates Curiosity Questions (p. 107) (11:10-11:30) 

• Feedback (11:30-11:40) Carol

• Group 3 facilitates “Empowering vs. Discouraging” (p. 155) (11:40-12:00) 

• Feedback (12:00-12:10)

• What did you learn about facilitation? (12:10-12:20)

• Questions and Wrap-Up (12:20 – 12:30)

Independent Study (Before Session 4):

1. Watch Videos: 

   -Parking Lot and Questions 2 

   -Two Lists and Draw a Child 

2. Go through the Table of Contents of the Teaching Parenting Facilitator's Manual, and find activities that have been facilitated so far in this workshop. 

3. Read over the activities Groups 1, and 3 facilitated today. 

4. Groups 2, 4 and 5 be prepared to facilitate the next session.

2-take a bath

4-pajamas on

1-clean up toys

6-story time

6-reading books

7-i love you

5-wash my hands

• "Do vs. Don't" activity (p. 26) (10-10:15)

• Kind and Firm statements (p. 223) (10:15-10:25)

• Introduction to the four parts of a Positive Discipline Parenting Class (10:25-10:30)

• "Brain in the Palm of the Hand" (p.93) (10:30-10:40)

• Assign participants to facilitate specific activities (10:40-11:10)

  • Breakout rooms to agree on who will facilitate which portion [Activity Groups: 1. Curiosity Questions (Motivational) (p.107) (Anna, Antelina, April, Areti, Asimina), 2. Positive Time Out (p. 287)(Blanche, Cheryl, Crystal, Donnella, Efstratia), 3. Empowering vs. Discouraging (p. 155) (Eleni, Eva, Gredder, Hollise, Kiki M.), 4. Solutions vs. Consequences (p.315)(Jacqueline, Kyriaki, Lysiane, Martha, Mary, Maryam), 5. Encouragement vs. Praise (p. 149) (Nafsika, Parker, Polly, Sofianna, Tijana)

  • Facilitate each activity for 20 minutes, then answer 4 questions: 1. What was your learning goal? 2. What Adlerian/Positive Discipline theory matches this activity? 3. What went well? 4. What would you do differently next time? Then other participants and trainers will share what went well; and what might be done differently next time. 

• Break (11:10-11:20) 

• Discussion on Mistaken Goals of Misbehavior (behaviour is purposeful, but often based on mistaken ideas of how to get belonging, private logic, etc.) and the Mistaken Goal Detective Clue Form (p. 253, p. 355) (11:20-12:00)

• Routine Chart (p.305) (12:00-12:15)

• Questions, insights (12:15-12:25)

• Independent Study/Parking lot/ask if it is okay to share emails (12:25- 12:30)
  

Independent Study (Before Session 3):

1. Watch videos:

   -Parking Lot and Questions 

   -Mistaken Goal Chart

2. Groups 1 and 3 be prepared to facilitate during the next session. 

2. Click on "My Account"

3. Enter your email and password (respect)

4. Click on "courses"

5. Open up Teaching Parenting the Positive Discipline Way

6. Downloadable materials - Teaching Parenting manual (this is where all of the activities are), parent tool cards, Positive Discipline book. parent workbook for 6 week course with facilitator's guide that goes along with workbook

7. Prerecorded videos are also available here

For material questions, please contact contact@positivediscipline.com.

I am curious to understand a little more about the Adlerian principles? I have heard a couple of books mentioned, perhaps someone has a TED talk that is accessible? or other option?

Answer: The Positive Discipline Association offers learning opportunities throughout the year - stay tuned! This is a website with a lot of information from North American Society of Adlerian Professionals: https://www.alfredadler.org/alfred-adler.

Books:

-Children the Challenge by Rudolf Dreikurs (or any books by him)

-What Life Means to You by Alfred Adler

-Adlerian Theory: An Introduction by Eva Dreikurs Ferguson

Question : what do we do when an activity doesn't work?

Question:

About activities , there is some questions,

in what order do we start the activities, how do we combine eg p.107-119, or pages 149-155

QUESTION: why we always have to chase time?

Question: for group 4 it says we should write the ideas on the flip chart

Which flip chart exactly?

Answer: The instructions in the manual are designed for in-person meetings, where we typically utilize a flip chart, paper, or whiteboard to record our ideas, contributions, or brainstorm solutions. In the virtual setting, alternatives such as chat, a virtual whiteboard, a document, or Padlet can be employed. An actual flip chart (like shown in the prerecorded videos with Jane Nelsen and Lynn Lott) can also be used.

Question: what happens if we don't have volunteers for our activity?

ANSWER:

1)Facilitator volunteers

2)Lottery

3)Randomly picking up participants

4)combination of the above

5)arrange before

6)make them feel safe to participate

7)describe the activities beforehand

8)!!!!!!!!!!!!!!be aware of trauma!!!!!!!!!!!!!!!

Moreover, consider the impact of your attitude on participants. Sometimes, if you express hesitation, participants can pick up on it.

For certain activities, it can be helpful to provide a clear description of what volunteers will be doing (for example: "As pretend children, you don't need to provide answers but observe your thoughts, feelings, and decisions").

Just wait quietly for a volunteer.

Consider using humour in a lighthearted manner to encourage participation.

Share information about how the technique being used is designed to facilitate collective learning.

Demonstrate the activity you're asking them to engage in.

For some activities, pair participants up. They may feel more confident practising in smaller groups.

Consider incorporating written reflections. This allows for individual contemplation and can be followed by group discussions.

see p. 362 in the manual

Question: Will we be receiving hard copies of the books? Or do we have to print the book out?

Answer:

• If you live in the United States, physical materials will be shipped to you.

• If you live outside the United States, you have access to electronic download materials.

• International participants will have the option to receive physical materials by paying an additional shipping fee of $35.00 for Canada and $125 for other countries. Please email contact@positivediscipline.com for more information.

Training Dates: November 27 - December 12, 2023

https://www.surveygizmo.com/s3/5598272/Online-Workshop-Evaluation-Form-English-2020

• Welcome and check in on participants' feelings about facilitation. Discuss in breakout rooms; How are you feeling about facilitation? What have you learned? (10:00-10:05)

• Group 2 facilitates “Positive Time Out” (p. 287) (10:05-10:25)

• Feedback (10:25-10:35)

• Group 5 facilitates “Encouragement vs. Praise” (p. 149) (10:35-10:55)

• Feedback (10:55-11:05)

• Break (11:05-11:15)

• Review and demonstration of Parents Helping Parents Problem Solving Steps (PHPPSS) – Whole Group (p. 359) (11:15-11:45)

• What did you notice and questions about PHPPSS? (11:45-11:55)

• Top Card (p. 331) (11:55-12:20)

• Questions, comments, and parking lot items (12:20-12:30)

Independent Study (Before Session 5):

1. Watch video: 

   -Warmup: Squiggles

   -Fighting and the 3 B's 

2. Read over activities Groups 2 and 5 facilitated today. 

3. Bring Teaching Parenting Facilitators Manual and Parenting tool cards to Session 5 and 6

4. Read what groups wrote based on their respective Top Cards.

• Warm up: Thoughts on Facilitation Skills reading (10:00-10:10)

• Family meetings in breakout rooms (4 people/room) (p. 169, 171) (10:10-10:25 breakout)

• Family meetings discussion (10:25-10:35)

• Continuum of Change Activity (p. 105) (10:35-10:45)

• Parking lot, questions/discussion (10:45-11:00)

• Break (11:00-11:10) 

• Information on the Positive Discipline Association (11:10-11:25), certificates, parenting classes

• One small step - breakout rooms, then share with the group (11:25- 11:40)

• Questions about anything that has been covered (11:40-11:55)

• Closing celebration and sharing of the biggest takeaways (11:55-12:15)

• Evaluations (12:15-12:30)

Newspaper Headline:

Name and Age of the Child:

Other People who are present:

Solutions suggested by the group:

• Learning from Top Card, impact of Top card as parent educator, parking lot (10:00-10:10)

• Group 4 facilitates “Solutions vs. Consequences” (p. 315) (10:10- 10:30) 

• Feedback (10:30-10:40)

• Breakout rooms for small group PHPPSS – Round 1 (app. 3-4 people in each room, they can try different roles during the different rounds) (10:40-11:00)

• Break (11:00-11:10)

• Check-in, questions (11:10-11:20)

• Breakout rooms for small group PHPPSS – Rounds 2 and 3 (11:20-12:00)

• Questions and comments about PHPPSS (12:00-12:10)

• Expanding on the facilitation list (12:10-12:20)

• "Focus on Strengths" activity (p. 317) (12:20-12:28) and one feeling word

• Look at independent study (12:28-12:30)

Independent Study (Before Session 6):

1. Watch videos:

   -The change process 

   -Routine Chart 

2. Read "Class Facilitation Skills" pages in the manual (p.43-46) 

3. Read the activity that was facilitated today by Group 4

4. Read questions and answers in the Parking Lot (in 1st column of Padlet), and ask questions if anything is unclear at Session 6

5. Bring a flashlight, a cell phone that can turn the flashlight on or a candle to session 6

Sharing our experiences

Learn new things together

Be open

Acceptance

Understanding

Caring for children and our group

Respect

Be inclusive (e.x families, neurodivergent, special needs)

Share stories and examples to make things clear

Make it as practical as possible (hands-on)

Be prepared

Mindful of the time difference

Encouraging

Agree to share emails

Stay connected

Be on time - respect each other's time

trustful relationship

respectful relationship

child seems happy

child feels understood

boundaries between adult and child??

leads to confidence and independence??

reinforce positive behaviour

good modeling in tone of voice and attention

Do not develop boundaries

no resiliency

lack of problem solving skills

lack of self regulation skills

lack of authenticity from the parents

lack of responsibility

Children do not know how to accept the word "NO"

Decreases connections

Fear connection

Mistaken beliefs stick with child

Child will become afraid to come to parent

Power struggle (parent v. child)

Liabilities: sensitive, push others

Invites from Others: positive outlook, motivation, pulling back

Would like to improve: allowing others to see the best in them, be open to others' ideas

Bumper Sticker: you are worth more than you think

Liabilities: hard to delegate, need to be in charge of everything

Invites from Others:

Would like to improve:

Bumper Sticker:

cool, calm, optimistic, prepared, carry the house, flexible, solution focus, humor life

Liabilities:

problems not solved, don't want others to know we internally are freaking out, don't ask for help

Invites from Others:

calm, dependable

Would like to improve:

Bumper Sticker:

Liabilities: neglect own desires, boundaries , acquirements

Invites from Others: give in

Would like to improve:

Bumper Sticker: Greek phenomeno!

Steps to Becoming a Positive Discipline Trainer: https://positivediscipline.org/certification

Overview PDA resources: https://positivediscipline.org/resources/PD-Resources.pdf 

annalzg10@gmail.com

2 Antelina Boukouvala

Elina.bouk@gmail.com

3 April Jones

aprilynn2.0@proton.me

4 Areti Vamvoura

areti.vamvou@gmail.com

5 ASIMINA (Sylvia) KARTERI

silviahp17@gmail.com

6 Blanche Waggoner

blanche.waggoner@ndsu.edu

7 Cheryl Sparks

cherylsparks@all4kids.org

8 Crystal Tovar

c.tovar@islandcountywa.gov

9 Donnella Rodriguez

donnella.slp@gmail.com

10 Efstratia Tsoukala

stratoula777@yahoo.com

11 ELENI EIRINI GEORGIADI

elgeo49@gmail.com

12 Eva Granado

evgranado@mcoe.org

13 Gredder Rios-Lorenzo

gredder.rios@gmail.com

14 Hollise (Holly) Davis

davish@isdedu.de

15 Kiki Michailidou

kiki_mi@hotmail.co.uk

16 Kyriaki (Kiki) Sachpazidou

kiki_sach@yahoo.gr

17 Lysiane Ruf

lysruf@gmail.com

18 Martha Iliopoulou

misparth@hotmail.gr

19 Mary Dupont

mldupont@aol.com

20 Maryam Alkhayyat

mmhahk@gmail.com

21 Nafsika Limnaiou

nafsikw@gmail.com

22 Parker Dos Santos

pdossantos@preventchildabusenj.org

23 Polly Gage

polly.m.gage@gmail.com

24 Sofianna Spyropoulou

sofianna.spyropoyloy@gmail.com

25 TIJANA MITROVIC

mpoumpouki.chania@gmail.com

26 Jacqueline Ku

jacquelineku@gmail.com

2. What Adlerian/Positive Discipline theory matches this activity?,

3. What went well?,

4. What would you do differently next time?

-this is a learning opportunity for both of them

-place my hand on the shoulder of the child of Stayros while telling Panos he did amazing

-organise some games between them: cooperative games

-spend more time with Panos

-spend more time with Stayros

-find an activity Stayros is good at and encourage him in that activity

-everyone in the family household had a role

-family is a system

-get clear the role play to volunteers

-to be mindful of all steps and not to miss out on any

-Real-life examples

-Having the procedure keeps the opportunities for everyone involved to speak balanced - the volunteer is put in a bubble so she hears out everything

-System of family and the roles

-We are not alone with our problems

adelina boukouvala 10:11 AM

-it was clear and not with too many anneceasry infos

-That the facilitator let the particpants provide potential solutions

-Validation and including all family members for problem solving

-Individual aspect and combination in the family, dynamic family

-the value of change of responding

-learning from others

-Important for the facilitator to consider is showing appreciation /sharing appreciation for the volunteered parent who shares the scenario - without Judgement - and giving reign to the other parents to be involved in giving advice

-There wasn’t really a wrong answer, it was cool to see other parents helping come up with solutions.

-Structural

-the importance of sharing feelings and thoughts between the steps so they can understand the change on their own

-Helped mother try a new way of approaching both of the children

-How important it was for her to be in both the positions and roles, the change of the perspective and feelings

-Positive approaches means positive responses.

-tune in

-body language, smiling, coming closer to camera

-feel strong and stay calm, otherwise we won't feel we control this situation

-ask questions

-active listening

-wait time

-embracing time

-warm up

-flexibility

-knowledge

-tone of voice

-not be critical with participants, not criticize them

-don't be afraid to make mistakes

-engaging all participants

-keeping the pace

-reflective

-people will take what they are ready to hear and that is ok

-diversity - understanding which population we are working with - cultural aspects

-don't overthink or over analyze things.

-become aware of our own top cards as facilitators and co-faciltiators

-don't need to be experts

-remain neutral. don't react if something is good or bad. trust the process to work it out

-