Training skills for managing problematic situations in preschoolers through psychotherapeutic methods applied to the group
At preschool age, the child has a huge potential to receive information and knowledge and to develop skills that will be useful to him in the future. In the case of problematic children, more than in the case of children without any disorder, the game is a way of interaction, of relating to those around them, of explaining to them the world that is often different for them. Play is a natural need for all children of all ages. The need for it is truly strongest at a very young age and is activated by the force of natural motivation that all children have. Even if this need is not supported by parents or kindergarten teachers, the child plays because he wants to gather information, for the feeling he has during the game, in order to develop his physical and social skills and to collect information that he can link to cognitive aspects. The stages of play and drawing appear gradually and lead to the development of skills and abilities. Play therapy is the best form of therapy for these special children. Therapeutic play is a way of catharsis/release of accumulated psychic tensions.
Date: 11-15.08.2026 Venue: Cluj-Napoca
Cluj-Napoca: A Blend of Heritage and Innovation
Cluj-Napoca, often referred to as the “Heart of Transylvania,” is a vibrant city in northwestern Romania. Nestled amid the picturesque Carpathian Mountains, Cluj-Napoca is a harmonious blend of rich historical heritage and contemporary innovation.
The city’s historic center is adorned with stunning architecture, including the Gothic-style St. Michael’s Church, which dominates the skyline. Cobblestone streets wind through the Old Town, where charming cafes, medieval buildings, and lively squares create an enchanting atmosphere.
Beyond its historical allure, Cluj-Napoca is recognized for its vibrant festivals, eclectic nightlife, and thriving tech industry. Hosting events such as the Untold Festival, the city has become a cultural epicenter, attracting both locals and international visitor
The game being a means of multilateral psychological development of the child, becomes the most complex form of activity in the preschool period.
Module I. Presentation of alternative methods (psychodramatic, art therapy, through board games) of working with children that can also be applied to the group (individual and group).
Module II. Organization and functioning of a therapeutic group for children in the group. The role of the group in the process of therapeutic discharge of the child.
Module III. Experimenting with psychodramatic techniques that can be applied in the group.
Module IV. Symbolization and its role in therapy with children.
Modulul V. Experimenting with psychodramatic techniques that can be applied in the group.
Competencies
• Understanding the concepts of therapeutic group, dynamics, symbolization in working with preschoolers and how to intervene in the group to improve children’s behavior in different learning situations;
• Using specific psychodramatic/art therapy/board game therapeutic techniques to improve/compensate for behavioral difficulties
• Using effective intervention strategies in the group involving the family and stimulating family involvement in therapeutic activities (parent counseling);
• Knowing the component elements of a parent counseling plan/program, respectively a remedial intervention plan/program by exemplifying and developing such a program within this course using the group’s professional resources and the trainer’s experience.
• Experimenting with different projective assessment methods through drawing/art therapy as well as effective psychodramatic techniques with group/individual applicability that can be applied to the group in order to understand the child’s problems in more depth as well as to improve/disruptive behavior.
Evaluation
The following evaluation methods will be used:
1. Self-evaluation by mirroring others in the group
2. Feedback from other participants in the roles
3. Evaluation through online questionnaires
4. Portfolio as a form of final evaluation: identifying a case that the student encounters in the group/class, establishing an intervention plan on a certain issue, applying some of the methods covered and presenting the difficulties encountered
At the end, we will provide:
- Certificate of Attendence;
- Europass Mobility Certificate (by request).
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