PORTUGAL MOBİLİTY

Describe the content of the proposed activity.

                                                                                                                          Filial therapy

 Filial therapy is a period of time in which parents, after receiving an education, apply what they have learned to spend special play time with their child. In filial therapy, which is also called Parent-Child Relationship Education, families learn and practice therapeutic play with their child at home. This therapy, which facilitates the contact of the child with his emotions, can be applied after the training received from competent specialists. Filial therapy aims for the child to benefit from the play. In this activity, teachers will receive filial therapy training from a play therapist. When they return to their country, they will give this training to the families of their students. Families will apply filial therapy methods to their children at home. . Our activity, which will take place on 20-24/11/2023 in Lisboa, Portugal, will last for 5 days. (2 days of travel time will be added) 3 teachers from partner schools and a total of 12 teachers will take part in this activity. Powerpoint presentation by the game therapist, video examples, The content of the filial therapy activities to be carried out with role re-enactments, handbook, article documents are as follows: Day 1: Teachers: Advantages of filial therapy over individual play therapies or family therapy models Types of families in which filial therapy can be effective 2 days How to teach parents practical parenting skills How to give them constructive feedback that supports their parenting skills 3 days How to explain to parents the themes in their children's plays? How to discuss with parents about their child's reactions in play sessions 4 days How to apply different formats of filial therapy They will learn to teach parents how to use the skills they teach in daily life outside of play. 5 days The supervision training will take place in groups of 5 people. The participants' experiences with filial therapy will be discussed. The activity will be evaluated 

Describe the target group for this activity.

 Who is going to take part and who is going to benefit from the results? Our target group is teachers. An official announcement will be made for the activity. A fair and transparent selection of participants will be made by the project team. The criteria sought for these teachers are as follows: Those who apply play therapy methods in their classes or have different studies in this field (20 points) Collaborating with us on our eTwinning project (Special Playmate) (1O points) National and European award-winning teachers with experience of running eTwinning projects (15 points) Open to innovations, willing to take part in project activities and work collaboratively (20 points) Have the language proficiency to represent their country abroad (15 points) Teachers attending the classes of students with special needs (2O points) Teachers, students of partner schools and their families will benefit from the results of the activity. Teachers will have competence in filial play therapy methods and will be able to give this therapy training to families. Thus, families will understand how to use the game to understand their children with filial therapy, and they will be able to get down to the source and eliminate the problems. A positive interaction will be ensured between parents and children. The relationship between parents and children will be strengthened. Using the game in the process of revealing children's feelings and solving their problems will be a comforting and changing factor for every member of the family. Communication, coping and problem-solving skills of the family will increase. It will be ensured that they can cope with future problems more effectively. They understand and feel unhappy, insecure or abused for an apparently small reason. Usually, parents cannot help children who are not aware of their feelings and needs. Therefore, communication between them is inadequate and incomplete. Families will be able to overcome these problems more easily thanks to filial therapy. 

Explain how is this activity going to help to reach the project objectives

. Teachers who learn Filial play therapy methods, which serve purposes such as getting down to the source of the problems and producing solutions, providing empathy between parents and children, improving the communication and problem solving skills of the family, and coping more effectively against the problems that may occur in the future, provide filial services to every family who want to strengthen the parent-child relationship. It will create the opportunity to benefit from play therapy. It is of great importance to include the families in this process while trying to solve the social emotional problems of our students. Sometimes the source of the problem may be the child's own family. In these cases, we will present filial therapy as a method that can be a remedy for families. We, the teachers and their families, can solve the problems of these children who have problems such as anxiety, fear, introversion, insecurity, tantrums, aggression, and stubbornness. We should produce a new project so that these children can develop their social emotional skills and be included in the society like their other peers. This is our project goal. Teachers also teach parents the methods of working with filial therapy; Families will understand the psychological development of the child in general They will reduce their frustrations with their children. They will be able to help their children develop problem-solving and coping skills. They will increase their parenting skills. They will increase their communication with their children and will be able to work as a team. They will be able to study their own issues related to their children and parenting in a safe environment. Our students with special needs; Their ability to recognize and express their emotions in a constructive way will increase. They will get the opportunity to be heard. Problem solving and coping skills will be developed. Their confidence in themselves and their families will increase. 

Describe the expected results of the activity. 

Teachers participating in the activity will learn in detail how to apply Filial play therapy while working with children with special needs. They will have the competence to train families about Filial play therapy. They will be able to give information about the history of filial therapy. They will learn how to educate families about filial therapy practices. They will learn about toys suitable for filial applications at home. They will learn basic game themes. They will be able to see the differences between families who apply filial therapy and those who do not, and will be able to give information to families. Teachers will be equipped to teach parents the methods of working with filial therapy. Teachers will give filial play therapy training to families in their schools. Thanks to these trainings, families will be able to apply filial therapy to their children. Involving families in this process in order to improve the social emotional skills of students with special needs will make it easier for us to reach our main goal. Children with special needs will have developed social emotional skills and will be able to participate in society. Thanks to the increased communication and cooperation in this activity, new project ideas will be formed in the teachers. During the activities, language interaction will increase and these skills will develop. The feelings of Europeanness will be strengthened. will strengthen it. 

Filial Therapy Training - Agrupamento de Escola De Constancia

SLIDE 1: Title Slide

Filial Therapy Training & Agrupamento de Escola De Constancia

• Prepared by: [Your Name]

• Date: [Date]

SLIDE 2: What is Filial Therapy?

Filial Therapy is a period during which parents, after receiving specialized training, apply learned techniques to engage in special play sessions with their children.

• Helps children express their emotions through play.

• Strengthens the parent-child relationship.

• Provides a structured approach to problem-solving.

• Enhances emotional regulation and social skills.

SLIDE 3: Training Program Overview

The Filial Therapy training in Lisboa, Portugal (20-24/11/2023) includes:

• Duration: 5 days (plus 2 days of travel)

• Participants: 12 teachers from partner schools (3 per school)

• Trainers: Professional play therapists

SLIDE 4: Training Content

• Day 1: Introduction to Filial Therapy & its benefits over other therapeutic models.

• Day 2: Teaching parents practical parenting skills and providing constructive feedback.

• Day 3: Identifying and explaining themes in children’s play sessions.

• Day 4: Applying different formats of filial therapy in daily life.

• Day 5: Supervision training and participant discussions.

SLIDE 5: Selection Criteria for Participants

Teachers were selected based on:

• Experience in play therapy or related studies (20 points)

• Collaboration on the eTwinning project (10 points)

• Experience with award-winning eTwinning projects (15 points)

• Openness to innovation & collaborative work (20 points)

• Language proficiency for international representation (15 points)

• Teaching students with special needs (20 points)

SLIDE 6: Who Will Benefit?

• Teachers: Gain expertise in Filial Play Therapy to train parents.

• Parents: Learn how to use play to understand and support their child.

• Children: Improve emotional expression, confidence, and problem-solving skills.

• Families: Strengthen communication and coping abilities.

SLIDE 7: Expected Results

1. Teachers will:

   • Gain proficiency in Filial Play Therapy methods.

   • Train parents to use play as a tool for emotional understanding.

   • Help create a more nurturing home environment for students.

2. Parents will:

   • Learn to better understand their children’s emotions.

   • Improve parenting skills and reduce frustration.

   • Strengthen their relationship with their child.

3. Students with Special Needs will:

   • Increase their ability to recognize and express emotions constructively.

   • Develop problem-solving and coping skills.

   • Gain confidence and feel more secure in their family environment.

4. Broader Impact:

   • Enhanced communication between teachers, parents, and students.

   • Stronger school-family collaboration.

   • New project ideas and future collaborations among teachers.

   • Improved sense of European unity and educational exchange.

SLIDE 8: Conclusion

• Filial Therapy is a powerful tool for fostering emotional and social well-being.

• Including families in this process maximizes impact and long-term benefits.

• Teachers trained in Filial Therapy will serve as a bridge between schools and families.

• This project will lead to more inclusive and emotionally supportive education environments.

Result

Results of the Filial Therapy Training at Agrupamento de Escola De Constancia

1. Impact on Teachers

• Teachers gained expertise in Filial Play Therapy techniques.

• They now possess the skills to train parents in applying these therapy methods at home.

• Improved ability to recognize and address emotional and social challenges in students.

• Strengthened collaboration between schools and families to support children’s development.

2. Benefits for Parents

• Parents learned how to use play as a tool to understand and communicate with their children.

• Improved parenting skills, reducing frustration and misunderstandings.

• Strengthened their bond with their child, fostering a more nurturing home environment.

• Gained confidence in helping their child cope with emotional and behavioral challenges.

3. Impact on Students with Special Needs

• Increased ability to recognize and express emotions constructively.

• Development of problem-solving and coping skills.

• Enhanced self-confidence and emotional security.

• Stronger parent-child relationship, leading to better overall well-being.

4. School-Family Collaboration

• Teachers and parents established better communication channels.

• Strengthened cooperation in supporting students' emotional and academic growth.

• Development of a support network among families with similar challenges.

5. Broader Impact and Future Prospects

• Teachers inspired to integrate Filial Play Therapy into their teaching practices.

• Parents motivated to continue applying therapy techniques at home.

• Schools encouraged to develop further projects focusing on emotional well-being.

• Strengthened European cooperation and knowledge exchange in special education.

Conclusion

The Filial Therapy training at Agrupamento de Escola De Constancia has significantly enhanced the skills of teachers, improved family dynamics, and provided children with better emotional support. The positive outcomes suggest that such training programs should be expanded and sustained to maximize their long-term impact on students, families, and educators.