We work on emotions: What an Emotion

Level: Middle Cycle and Upper Primary Cycle

Disorder: Behavioral Disorder

Technique: Thread puppet

One of the most identifying features of students with conduct disorder is that they interpret conflicts only from their point of view. Surely they can't put themselves in the other person's shoes. They have no empathy.

They also have difficulty expressing their own feelings.

This activity with puppets has a dual function, first of all it helps them to put themselves in the place of the puppet to be able to interpret on stage what the character does and at the same time it is a common thread to express their own feelings.

Controlling the puppet's emotions strengthens his or her safety, as the student with a conduct disorder often cannot do so on his or her own.

With these students the main goal is to achieve psychological well-being and academic learning becomes tools that should help to achieve these basic goals.

The teacher must show a constant positive verbal reinforcement, in addition to his emotional unconditionality towards the student.

The technique used is that of the wire puppet, as being manipulated by means of threads, it allows you to have enough physical distance to be able to move away from the character and at the same time identify with him without coming into direct conflict with his self. This could cause anxiety and what is intended with this activity is for the student to do a learning in which they feel comfortable and enjoy the game. At no time do you want to do a psychodrama session.

TEACHING GUIDE

WE WORK ON EMOTIONS: WHAT AN EMOTION!
Level: Middle and Upper Primary Cycle
Attitudes, values and norms.
Disorder: Behavioral disorders 

TARGETS 

• Show acceptance and self-respect.
• Show respect for others.
• Respect one's own productions and those of others.
• Take care of your own material as well as that of others.
• Reflect on one's own behaviors.
• Get used to modifying your own actions when necessary.
• Learn to value one's own progress.
• Empower empathy.
• Recognize one's emotions.
• Learn to control emotions.
• Recognize the emotions of others.
• Handle the puppet correctly. 

CONTENTS 

• Self-acceptance.
• Reflection on one's own behaviors.
• Assessment of one's own progress.
• Recognition of one's emotions.
• Recognition of the emotions of others.
• Control of emotions.
• Manipulation of the puppet
• Feeling of empathy 

METHODOLOGY

The puppet is manipulated, working on the technique (manipulation) and character creation (as it is, what feelings does… have).

All this learning is done with exercises appropriate to each situation.

In each practice the teacher is not an observer but participates in the game with the other puppet. During the sessions, comparisons are made of how the student demonstrates emotions and how puppets demonstrate it. 

PROCEDURES

• Experiment with one of the puppets in front of a mirror (you can choose between sad or happy), and see the possibilities of movement it has:

1. Raise one arm, lift the other.
2. Walking slowly, walking fast, flying, crawling.
3. Kneel down, lie down, sit down.
4. Walk with your right foot, walk with your left foot.
5. Make head movements: lower and raise your head, move it to the right corner, move it to the left corner.
6. Discover new movements
7. Place two puppets facing each other and make a mirror effect.

The teacher works in parallel with the other puppet, also performing the movements.

• Game of the King:

First of all the teacher is making different movements in the space and the student must follow behind doing the same.
Then the king is the student.
Puppets can be exchanged during this session. The teacher's passes to the student and vice versa.
It is important to ask the student why he or she has chosen one or the other puppet.
To end the session, music is played and the rhythm must be followed with the puppet. The teacher also participates with his.

• In the second session we will try to work on the emotional expression of the puppets, based on the basic emotions:
  • The puppets get angry with each other.
  • The puppets laugh and have fun with each other.
  • The puppets cry together.
  • The puppets are scared.
  • The puppets are embarrassed.
  • This exercise is open to any other emotion indicated by the student.
• In the third session there will be an improvisation:

The cheerful character meets the sad one, for one reason or another (the student has to invent it), the cheerful puppet becomes sad and the sad cheerful.

TIMING 
1 hour sessions
First session: Discovering the physical possibilities of the puppet.
Second session: Discovering the emotional possibilities of the puppet.
Third session: Preparation of a short story with the two puppets.
Fourth session: Demonstration of manipulation in front of the class. 

EVALUATION 

By means of an observation grid.  

MATERIALS

1. Two thread puppets: sadness and joy
2. Teaching Guide
3. Evaluation grid
4. Small dictionary of feelings and emotions
5. Box for storing puppets 

HOW TO BUILD THE WIRE PUPPET

Evaluation grid 

"WE WORK ON EMOTIONS: WHAT AN EMOTION!" Level: Middle and Upper Primary Cycle Attitudes, values and norms Disorder: Behavioral disorder

TARGETS A (achieved) NA (not reached) EP (in progress) OBSERVATIONS Show acceptance and self-respect             Show respect for others             Assess one's own progress             Take care of the material             Empower empathy             Recognize one's emotions             Learn to control emotions             Recognize the emotions of others