The Effect Of Emotion Coaching On Children And Children With Their Left Brain For Healthy Development Of Emotion Essay

A child who utilizes his/her affect as a coping mechanism is relying upon the ability to express or ventilate through emotion. He/she will require opportunities to share anxieties, fears, anger, sorrow, and grief, and have those emotions validated by the adults in his/her life.”

Children are very complex, unique and varied individuals whose genetics, connections and backgrounds all perform significant roles in their emotional development (Wilson, 2003). The genetic blueprint a child inherits from its parents may plot a course for development but the environment and the influences within can affect how the child is shaped, how they connect with and are perceived by others and how their emotions are or are not expressed. Wilson (2003) points out emotions as an experience that is linked to cognitive interpretation, context, subjective feeling, physical reaction and behavioural expression. Campos, Campos, and Barrett (1989) suggest emotions are processes of establishing, maintaining, or disrupting the relations between the person and the internal or external environment, when such relations are significant to the individual.

Emotion regulation involves intrinsic and extrinsic processing of monitoring and modifying emotional reactions in both positive or negative situations (Martins, 2012). In order for individuals to have the ability to regulate emotions, they must beware of their emotions. Although infants are unaware and lack the ability to regulate their emotions, it then becomes the role of a primary carer to nurture the infant, thus acting as a model for regulating emotions. Evidently, infants grow to reflect the ways in which their carers control and modify their emotions as well as social boundaries. Furthermore, emotion regulation is considered an important aspect of an individuals life as it 'can moderate emotions and keep them in a manageable range

Young children need to understand that feelings are a part of life for all human beings. Caregivers are responsible to help children understand that their feelings are valid and very okay to have. Sometimes we give children mixed messages regarding this abstract concept for example if a child is fussy or crying we will say “be quiet there’s nothing wrong with you” when they may be tired or hungry. Sometimes we have to explain to children that you cried to get what you wanted when you were a baby because you did not have words; now that you know how to talk, you can use words to tell people what you need. The objectives of this lesson plan are to introduce children to the vocabulary associated with the feelings they have

Before starting the discussion of emotion-focused therapy, it is very important to have an understanding of what emotion is. Historically, emotions were seen as nonspecific and disruptive; however more recent analyses have emphasized the functions that emotions serve (Hebb, 1949). Although emotions address different adaptive problems, they generally facilitate decision making, prepare the individual for rapid motor responses and provide information regarding the ongoing match between organism and environment (Schwarz & Clore, 1983). In addition to this, emotion also serves as a social function for they inform us about others’ behavioral intentions, give us clues as to whether something is good or bad and control our social behavior (Greenberg & Safran, 1987). From an emotion-focused perspective, according to Greenberg (2004), emotion disorder is seen as a result of more failures in the dyadic regulation of affect, avoidance of affect, traumatic

Lewis (2013) explains the ability to control your emotions does not begin until a child nears the age of six (as cited in Berger, 2014, p. 276). The need to maintain control of feelings and emotions remains important throughout adulthood. It would not be normal for a 38-year-old lawyer to throw a temper tantrum in the courtroom because they did not win a case. Not everyone is great at controlling their emotions, but there is always room for improvement (Berger, 2014). A child is not born with this control, nor can one learn it on their own. Morris et al. (2007) discussed the importance of parents, teachers and other adults that may be in a child?s life to instruct and inform children of appropriate ways to manage their feelings for them to learn or develop over time (as cited in Berger, 2014, p. 276). It is the same aspect as manners. A child does not come out of the womb saying ?please? and ?thank you,? but must be taught to use such mannerisms. Eric Erikson explained that children believe they can achieve any goal just as long as they keep trying because their view of their abilities is not yet within reason (Berger, 2014). A child may see a fish breath underwater and believe they too can breathe while swimming

. • Effective expression and modulation are taught to help children and parents identify and cope with a range of emotions

Infants communicate important aspects of their lives, such as joy, fear, sadness and interest through emotions. In reference to behavioral organization, emotions help regulate social responses and adaptive behavior. Also, infants have negative and positive emotions. Infants’ emotions are influenced by both biological foundations and a person’s experiences. Chapter four provides that in a recent study of 18-24 month olds found that parents’ elicitation of talk about emotions was associated with toddler’s sharing and helping behaviors. Emotional interchanges also help the infant create attachment. Guilt, pride, despair, shame, empathy, and jealousy are all emotions that could potentially appear in the second year, if not before. By age two, infants can use language to define their feelings, such as the phrase “puppy scary”. Emotions are very developmentally important in the second

If a student’s emotional regulation is increased towards their education they can pay more attention, work harder and achieve more in school. In the article, “A child’s increasing ability to “regulate” her emotions - to express her feelings in constructive rather than impulsive or hurtful ways - is now recognized as a critical factor in children’s psychological health.” “Children most effectively learn to regulate their emotions when they are confident that their feeling will be heard. When a child expects that her feelings and concerns will be appreciated and understood, her emotions become less urgent.” https://www.huffingtonpost.com/kenneth-barish-phd/how-do-children-learn-to-_b_3890461.html. Improving emotional regulation within students enables them to resolve conflicts with peers and show lower levels of physical stress. Emotional regulation produces children to be better behaved and more caring towards others. Emotional regulation means being able to think productively about how to manage with feelings. Children should have their feelings, but not be overwhelmed by them, should feel discouraged but not give up, be excited but not get so carried away in their enthusiasm that they use poor judgement in making decisions. Some therapist emphasize cognitive processes and have

Children who consistently display behavioral problems in the home and within a social context (Dunsmore, Booker, & Ollendick, 2013) characterize oppositional defiant disorder (ODD). According to Dunsmore, Booker, and Ollendick (2013), the widespread cases for ODD are “1 percent to 13 percent in children at the age of 6-17 years” (p. 444). Children with ODD have frequent explosive episodes of opposition, disputation, and antagonist behaviors that upset intercommunications with like-aged children, their own parents, and siblings (Dunsmore, et. al., 2013). Other evidence of ODD involves rage, quick agitation, and becoming nasty or revengeful (Dunsmore, Booker, Ollendick, & Greene, 2016). Oppositional defiant disorder links these children with the incapability to express feelings, connect and manage intimate relationships, and work within a team environment (Dunsmore, et. al., 2013). Children displaying behavioral problems lack the “parental emotional communication called emotion coaching than mothers of children without conduct problems” (Dunsmore, et. al., 2013, p. 445). However, once mothers of children with ODD undertake emotion coaching, then positive connections with others appear to surface for these children (Dunsmore, et. al., 2013). Therefore, integrating methods for “parental emotion coaching with evidence-based treatment programs” for troublesome behavioral disorders are likely to ameliorate

“Emotional intelligence is the ability to regulate your emotions and understanding others for effective problem solving and living happily” (236 kail). Logan and his brother Austin often fight about ‘who ate the chips,’ or’ who did not do their chores.’ They have both failed to demonstrate emotional intelligence, in which resulted in pushing each other and insults. “Emotional coaching is a style of teaching that help people navigate the world of emotions. This requires taking others emotions seriously, seeing things from their point of view, and helping them develop skills to deal effectively with their emotions (Byerwalter “Emotional Coaching Handout”). My boyfriend Austin and I both know how to emotional coach. Since

Selecting and implementing Social Emotional Learning programs should follow after a consideration of ‘school needs, goals, interests and mandates; staff skills, workload and receptiveness; pre-existing instructional efforts and activities; the content and quality of program materials; its developmental and cultural appropriateness to the range of recipient student populations; and its acceptability to parents and community members (Novick, Kress & Elias, 2002).’ Social Emotional Learning efforts are implemented and it

In the book, “Raising An Emotional Intelligent Child” author John Gottman guide’s parent’s toward raising an intelligent child by teaching them about the awareness of their emotions. Parents are known to be emotional coaches, parents who get involved with their child’s feelings. They accept negative emotions as a fact of life and use emotional moments as opportunities for teaching their kids important life lessons and building closer relationships with them. Emotional intelligence controls impulses, delays gratification, motivate themselves, reading others social cues, coping with life’s ups and downs. Parenting requires intellect, but most importantly empathy. In parent- child interactions, most parents fall into two categories: parents who give their children guidance about the world of emotion and those who do not. There are 3 types of parents who fail to teach emotional intelligence: the dismissing parent, disapproving, and Laissez-Faire. Dismissing parents tend to disregard and ignore children’s negative emotions. Disapproving parents are critical of their children’s displays of negative feelings and may punish them for emotional expression. Lastly, Laissez-Faire parents, accept their children’s emotions and empathize with them, but fail to offer guidance or set limits on their children’s behavior.

Because self-esteem is influenced by so many different things (e.g. society, media, friends, etc…) it is very important that parents and caretakers take the proper steps in helping a child develop a strong sense of who they are (Nuttall, 1991). By the time a child reaches three years of age they have experienced a very wide range of emotions (Cluff, N.D.) Parents, teachers and caregivers will lay the foundation upon which a child emotionally develops (Cluff, N.D.). Positive emotional development is important for children because this will not only determine their ability to develop healthy relationships with their peers but also how to successfully deal with their own emotions (Cluff, N.D.). Many theorists agree that there is a connection between a child’s emotional levels and development; they also

In John Gottman’s, Raising an Emotionally Intelligent Child, it is found that teaching children to regulate and understand their emotions is important in order to create an emotionally healthy generation. Emotional intelligence, which is referred to as an “IQ” of people and the world of feelings (Gottman 17), contributes to the success of life emotionally, socially, and mentally of oneself. According to Gottman, there are multiple contributing factors that influence a child’s emotional intelligence which are parents and their parenting style, parent’s emotional expression, a parent’s interest or relationship with the child specifically between father and child, and the influences of the parent’s relationship on the child. The