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Chapter 934

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    ?

    Perhaps everyone was too involved, and no one noticed that it was time to eat.

    Whenever Chu Lihua stops, the whole hall is silent, everyone is recalling, corresponding, and thinking in their minds

    Until someone's cell phone rang and his family asked him when he would go back for dinner, everyone realized that time passed too fast.

    Under the circumstances that they were all reluctant to part with each other, everyone chose to go extravagant and order takeaway.

    While waiting for the takeaway, everyone didn't let Chu Lihua idle.

    Chu Lihua also talked about addiction, "Let's continue with what we just said, the next second step, we can teach him to refute himself.

    ? First tell the child the story of Johnny, a primary school student. From this story, the child can learn how to refute.

    The story goes like this: Johnny's classmates made an appointment to go camping by the beach on weekends, and Brian's father drove them there, and they wanted to stay at the beach for one night.

    Johnny is very excited and wants to play with his classmates.  But when he mentioned this to his mother, Johnny's mother seemed very hesitant. One was worried that Brian's father was unreliable in driving, and the other was worried that there was no phone at the seaside.  very worried.

    In the end, Johnny's mother still didn't agree to let him go camping.  Johnny was so angry that he thought: I really hate her!  She was like a witch, she always did this to me, she never let me have fun, she made me cringe in front of my friends.

    At this point in the story, you can stop for a while and ask the child, is Johnny thinking more like Ulmus at this time?  Or like Sherlock Holmes?  why?

    The child may say that Johnny's behavior is more like a muddled Holmes.  Guide children to think, the real detective Sherlock Holmes will not make himself angry because of the first thought in his mind, he will look for evidence.

    Next, let's finish the story and see how Johnny found evidence in the story?  Is it true, Johnny thought, that Mom never allowed herself to have fun?  No, because last week she also let me go to the big adventure playground, and she also let me go to the movies by myself.

    Oh, and also, she usually asks me to invite friends over to play video games, and I think she does have some fun activities for me to do.  You see, at this point, I need to remind the child that Johnny said that his mother never let him play happily is not right.

    Next, let's see why my mother didn't let me go camping. Is it true?  Johnny recalled that Brian's father did have a bad driving record. He often ran red lights and had a bad temper. He almost hit pedestrians on the side of the road several times.

    Thinking of this, Johnny felt that his mother's worry was justified.  My mother is also worried that it is inconvenient to contact without a phone at the beach. Last year, when I twisted my foot while playing football, I didn't call home in time, which made my mother find out very late.

    Well, thinking of this, Johnny found a good reason to explain that his previous understanding of his mother was wrong, and his mother did not deliberately oppose him.

    Although he is still very disappointed, he doesn't hate his mother anymore, because he understands that his mother's reasons are right, which makes him feel much better.  Finally, Johnny suggested that his parents take him to the beach and invite a few good friends to go together. This time, his mother agreed.

    The story is over here.  Through this story, let the children know that Johnny's approach successfully refuted himself and changed his pessimistic thoughts.

    Just imagine, do we always think of something the first time we think of it?  And what's even more amazing is that they deliberately found many reasons to support it.

    The next step is the main event, and the child can try to refute his own pessimistic thoughts.

    Ask the child to recall a bad event in his life, for example, classmates pointing at her; the teacher asked her again when he was distracted in class; he had an appointment with a friend to go to the movies, but the friend canceled it temporarily  I made a date and said I was going to the neighbor's house to play games.

    Let the child write down the incident, and then write down what the child thought and how he did it after the situation happened.

    This process is helping the child identify his own abc patterns.

    For example, a child's poor record may be that he only scored 70 points in an English test, and his explanation to himself may be, 'I'm stupid' or 'I'll never learn well', 'It's over  No, I won't be able to go to university in the future'.

    And his approach c may be to give up on himself and give up his efforts.  Well, at this point, you have to tell the child that these written words are all about the bad thing and the main reason why it happened.? Opinion.

    Then, let the child write down the evidence against this idea, and at the same time think about whether there are other optimistic explanations for this problem. There can be many different explanations, and write them down.

    For example, the rebuttal evidence the child finds may be, "I usually study English very hard. Every day I spend an hour reviewing the content of the teacher's lectures and doing exercises. I have scored 90 points. This shows that I am not  fool.  '

    At this time, guide him again and see if there is any other explanation?  Maybe he will continue to think, 'Well, I didn't do well in this exam, maybe because I didn't prepare enough, I spent too much time playing games in the first two days, and I didn't work hard to memorize some words and phrases, so do  Difficult to read comprehension.

    In fact, one exam does not mean that my whole life is over. This seems to be a bit too exaggerated. I have just entered elementary school, and I am still far away from university. There is still time to study hard.  '

    After the child writes down all these rebuttal evidences, you can guide her to compare and compare these new explanations with her previous thoughts, which kind of thinking will make her give up her efforts, and which kind of thinking will make her  Work harder yourself.

    At this point, you have taken your child to complete the learning of refuting this technique; try to practice more, you can try three times a week, and practice for 20 minutes each time.

    When you encounter similar things again, record them with your children in time; write down bad things, thoughts and practices, and then let your children find evidence to refute themselves.

    Through this process, children will understand that imagining bad things as disasters will make them lose their efforts and become depressed and disappointed, while positive and optimistic thinking will make people work harder.

    Well, it corresponds to us, isn't it the same?

    Sometimes, are things really bad?  Personally, I think that without going through a bit of cold, how can you get the fragrance of plum blossoms?  "(Remember this site URL: www.hlnovel.com
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