CAPÍTULO 2. LÍNEAS DE TRANSMISIÓN Y ANTENAS
2.7 Antenas de microcinta
Week Component (approximate duration of component in minutes) 1 Introduction to the course
Welcome and housekeeping (15)
Icebreaker activity–collective parental experience in the group and introduction to course (15) Q&A: what do parents want for their children? (10)
Activity: personal experience of having an injury, consequences and reflections (10); Q&A: difficulties parents may have in keeping their children safe (10)
Wrap up, give out parents’handbooks and suggest something for parents to try at home (10) 2 Child development and injury risk. Illustrate with head injury scenarios
Welcome back: reflections on previous week. Icebreaker activity: how to put on a triangular bandage (15) Discussion: how children develop physically and socially. How development links to injury risk (15)
Activity: what activities do children do at different ages? (10) then link accident risks to different activities (10). Head injury advice
Activity (25): hunt the hazards picture quiz
Wrap up: any questions, handouts to go in parents’handbook, suggestions of what to try at home (spotting dangers at home), what we will cover next week (5)
3 Communication between parents and children. Illustrate with choking risks scenarios
Welcome back: reflections on last session, experience of trying things at home. Introduction to this session (10–15)
Q&A: how do we communicate with each other? (10)
Activity: communication with and without active listening/interaction (15). Relate to communicating with your child (5)
Discussion: what communication do children need? (10)
Demonstration and discussion: choking risks. Choking tube activity (20)
Wrap up, any questions, handouts to go in parents’handbook, suggestions of what to try at home (practise communication tips), what we will cover next week (5)
4 Managing attention-seeking behaviour, using praise. Illustrate with burn and scald scenarios
Welcome back: reflections on last session, experience of trying things at home. Introduction to this session (10–15)
Activity: praise and how it makes us feel. How can we praise children? (20) Discussion: linking praise to communication skills from last week (10)
Discussion: burns and scalds–what activities can cause burns and scalds? (10) Demonstration: colour-change heat mug (5)
Activity: case scenarios with burns and scalds dolls and pictures. Check heat mug (10) What to do if child scalded (5)
Week Component (approximate duration of component in minutes) Activity:fire safety DVD (5)
Discussion: reflection on DVD, risks of getting distracted, not knowing what your child is doing/where they are, etc. (5)
Wrap up, any questions, handouts to go in parents’handbook, suggestions of what to try at home (fire escape plan, try using praise), what we will cover next week (5)
5 Setting and maintaining boundaries. Illustrate with ingestion and poisoning scenarios
Welcome back: reflections on last session, experience of trying things at home. Introduction to this session (10–15)
Discussion: how our children’s behaviour reflects our behaviour. Setting boundaries. Introduction to the 3Cs: choices, consequences and consistency
Activity: setting boundaries at different ages (activity cards) (15) Discussion on activity and what was learnt (10)
Q&A: differences between discipline and punishment (5)
Q&A: impact of what we call each other, reflect back to use of praise (5) Activity: identifying potential poisons (10)
Discussion: how to keep children safe from poisons (10)
Wrap up, any questions, handouts to go in parents’handbook, suggestions of what to try at home (fire escape plan, try using praise), what we will cover next week (5)
6 Appropriate expectations of children. Illustrate with safe play scenarios
Welcome back: reflections on last session, experience of trying things at home. Introduction to this session (10–15)
Q&A: differences between mums and dads in how we teach and play with our children. Having realistic expectations of children (10)
Q&A: what activities are appropriate for your child to try at different ages (15) Discussion: your child’s favourite toy (5)
Activity:‘choose well’activity cards–games for children at different ages (20) Discussion and activity: recognising unsafe toys. Activity cards (10)
Wrap up, any questions, handouts to go in parents’handbook, suggestions of what to try at home (think about how much time you spend in activities with your child, look at your child’s toys for hazards), what we will cover next week (5)
7 Attachment/how we react when upset or angry. Illustrate with unconscious child scenarios
Welcome back: reflections on last session, experience of trying things at home. Introduction to this session (10–15)
Discussion: development of the baby’s brain. Attachment and link to need for good communication. How we don’t think rationally when our brain is full of emotions (e.g. if angry/upset/scared) both in children and adults (15)
Activity: a child’s needs vs. a child’s wants (15), discussion (5) Q&A: how to manage emotions in ourselves and in our children (15)
Demonstration: link to a very stressful situation–what would you do if your child were unconscious? Recovery position and cardiopulmonary resuscitation (25)
Wrap up, any questions, handouts to go in parents’handbook, suggestions of what to try at home (use of calming techniques if you or your child are upset), what we will cover next week (5)
Week Component (approximate duration of component in minutes) 8 Drawing the course together
Welcome back: reflections on last session, experience of trying things at home. Introduction to this session (10–15)
Activity: how safe is my home? (10) Q&A: what makes a good parent? (10) Activity: what pushes my buttons? (10)
Q&A: how to respond if your child tests you (10)–reflect on the emotional brain, communication, etc. (10) Activity: I’m OK at…(parental self-confidence) (15)