Problem solving training

As the name suggests, problem-solving training aims to solve everyday (and recurring) problems in a targeted manner. There are different structures of problem solving training, so-called problem solving models, which are intended to promote the ability to recognize problems as such and to solve them by (alternative) actions. In relation to the problem of attention deficit syndrome, this means that the classical problem symptoms are analyzed and named.

Together with the therapist, we think about how to react more appropriately to certain (recurring) problem triggers. This means that alternative strategies for action and solutions are created and determined. The conscious decision for a changed behavior should cause the new action strategy to be applied first in the sanctuary, later naturally in everyday life. It is important to recognize many (different) triggering moments so that the transfer into everyday life can be successful. Even at this early stage, it can be seen that it makes sense to involve the parents as important caregivers of the child, since they (and the family as a whole) can provide targeted support in the application of new problem-solving strategies and, if necessary, help.

Self Management Training

The social competence training is also called TSK (= Training of Social Competences) in the technical jargon and includes a therapy program that aims to treat social anxieties, phobias, depression, etc. Among other things, this training aims to achieve skills such as the ability to self-reflect, to communicate and (smooth) interaction with other people and the willingness to want to get in touch with other people. Of special importance is also the empathetic dealing with each other, especially the peaceful solving of conflicts, which might not always be easy especially for ADHS children.

An essential element of the social competence training is therefore the contact with other people, especially in problem situations. With regard to the attention deficit syndrome, both with and without hyperactivity, this means in particular that key situations that can trigger serious problems are identified and named. Expressing feelings is particularly important in order to be able to determine appropriate measures that can lead to alternative and less conflictual forms of action.

All of this happens first of all in the sanctuary, i.e. within the framework of therapy, for example through role-plays, open discussions, etc. Together with the therapist, “new forms of behavior” that have been discussed together are also tested and finally tested in reality, for example in the home environment (family). Again, it is of particular importance that the family, especially the parents, are informed about the measures taken so that they can work together on the therapeutic goal and that the behavior in the family environment does not have a counterproductive effect on the therapeutic work.