Community
Professionals

Expanding education and paramedical professionals’ emotional tanks in the challenging aspects and situations that accompany their roles.

The reflective programs for educators, who play caregiving roles in children’s lives (e.g., day-care caregivers and teachers), as well as paramedical professionals who provide treatments for children, is based on the method of reflective care, thought and communication. We believe that reflective caregiving is the foundation of beneficial, positive child-caregiver relationships; reflective capacities enable one to understand the behavior of another as motivated by mental states, such as thoughts, motives, intentions, desires, and emotions. In the program, education professionals will develop and reinforce their use of reflective language and thinking, increase their confidence and self-efficacy, and reduce automatic reactions. Participants will increase their ability to create meaningful, healthy and safe relationships with children under their care, reduce feelings of frustration and helplessness, and thus facilitate children’s sense of trust in the caregiver. Both the caregivers and the children under their care will benefit from increased abilities to regulate their emotions and behaviors.

Participants will increase their ability to create meaningful, healthy and safe relationships with children under their care, reduce feelings of frustration and helplessness, and thus facilitate children’s sense of trust in the caregiver. Both the caregivers and the children under their care will benefit from increased abilities to regulate their emotions and behaviors.

The Reflective Child-Care Program: Groups for Day-care and Preschool Educational Teams

In the Reflective Child-Care Program we address key issues for working with infants, toddlers, and preschool children:
Dealing with children in the pre-verbal phase; achieving developmental tasks (such as weaning from bottles, diapers, and pacifiers) in a way that sees the child and empowers their self-image and self-esteem; dealing with separations and behavioral problems (e.g., biting, hitting, etc.); forming beneficial interactions with parents; and facilitating positive and caring teamwork and atmosphere within the educational team.

The group will enable participants to share and process difficulties and negative feelings that arise in their day-to-day work with children, parents, and other staff members. The group will focus on each participant’s understanding of “what am I feeling and thinking?” in different situations. In the Reflective Child Care Program, the caregivers (the caregiving figures) will develop and strengthen their use of reflective thinking and communication, reduce their automatic reactivity towards children. Educators will increase their ability to create meaningful, healthy, and safe relationships with the children under their care; as a result, both the child’s frustration and helplessness will decrease, and children’s confidence and trust in their caregivers will increase. Above all, the program will help both children and caregivers display better emotional and behavioral regulatory capacities. This intervention improves the atmosphere at the preschool/daycare and reduces stress and anger.

The Reflective Teachers Program: School-Age Educational Teams

In the Reflective Teachers program, we address key issues for working with school-aged children: Dealing with children who exhibit difficulties in adaptating to the school environment and behavioral problems (such as refusal to learn, inappropriate speech, or violent behavior); understanding the processes that lead children to behave in this way, helping them feel understood and empowered, thus reducing these behaviors; empowering children who have difficulty learning in a way that strengthens their self-esteem and self-confidence; improving teacher-parent communication and relations by developing the ability to understand their concerns, anxieties, and anger, alongside the ability to express the teacher’s feelings in a promoting manner, thereby contributing to children’s learning processes; and strengthening the educational staff’s ability to work as a team, thus creating a positive and inclusive atmosphere.

The group will enable participants to share and process difficulties and negative feelings that arise in their day-to-day work with children. Teachers will develop and reinforce their ability to reflect, use reflective language, and reduce automatic reactivity, thus increasing their sense of self-efficacy as educators. Teachers will increase the ability to create meaningful, healthy and safe relationships with children. As a result, teachers’ frustration and helplessness will decrease, while children’s confidence in their teachers will increase. Above all, the program will help both children and teachers display better emotional and behavioral regulatory capacities.  This intervention improves classroom and school atmosphere and reduces stress and anger.

The Reflective Treatment program: Groups for Paramedical Therapists

Our groups for paramedical professionals address key issues related to meeting parents and children in the treatment room. Special emphasis is given to the importance of seeing the child and the parent during treatment. The group works on the ability to understand the concerns parents may have, what thoughts and feelings (anxieties, anger, etc.) parents face about treatment, and how the therapist can address them while strengthening the therapeutic bond and facilitating the treatment itself. We also work on the ability to understand the thoughts and feelings that arise in children throughout the treatment and to help the children feel cared for in a way that will strengthen their self-esteem and self-confidence. Often, when
a child has difficulties, the parent becomes task-oriented and is preoccupied with succeeding in various duties, all aimed at promoting the child’s functioning; at the same time, this may prevent emotional attachment. The group deals with ways in which paramedical professionals can help parents move from a task-oriented position to one that is “in the moment”, sees the child, and promotes enjoyment, flexibility, and playfulness.

In the Reflective Treatment program, paramedical therapists will develop and strengthen their ability to reflect on the inner worlds of parents and children seeking their treatment, and communicate this understanding. Therapists will increase their ability to create meaningful, healthy and safe therapeutic bonds with children and parents. Above all, the program will help both children and parents benefit from treatment. This intervention improves the atmosphere in the treatment process and reduces stress and anger.

28.5
18.6
24.9
29.1

Beer Sheva
Shderot
Shaar Ha’Negev
Kiryat Ata
Pardes Chana
Shderot