Whole Child Dealing With Feelings

Some children suffer from trust issues because parents didn’t care for them like they needed or abandoned them, which caused the child to suffer with trusting people and they could struggle with keeping healthy relationships with others. Some children have a mental illness like depression and/or anxiety, because some children

Managing feelings and behaviour: children talk about how they and others show feelings, talk about their own and others’ behaviour, and its consequences, and know that some behaviour is unacceptable. They work as part of a group or class, and understand and follow the rules. They adjust their behaviour to different situations, and take changes of routine in their stride.

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

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

| 7-12 years | * “police” situations with other children, emphasising rules * Consequence of actions awareness * Thoughtfulness increased

Positive relationships with children and young people are important as when children feel comfortable they can separate more easily from their parents and children are more likely to participate in the play and learning activities if they are secure emotionally.

The first method is 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.”

Some truths are universal. A child comes into this world with needs. Infants need to be physically close to their mother and be able to receive and give affection to form an ever-lasting emotional bond. Children need to feel that they are safe, that they will never be abandoned, and that they are loved and valued. This deeply special relationship between a mother and child steers the person's relationships for rest of his or her life. If this relationship is close and secure, then the child learns to trust and love. If this relationship is emotionally distant and inconsistent, and especially if there is abuse, then the child learns not to trust or care and believes that he or she is all alone and the world becomes a very large and

From the age of nineteen months old to about four and a half years old, Mikoto has progressed above average in his cognitive skills. In the beginning, he was above average in his skills of building block towers, copying shapes, coloring in the lines, and solving puzzles. As Mikoto got

For children or young people who have experienced harm or abuse, trust is destroyed, as often the abusers are often trusted by the child. When a person in a position of trust takes advantage of this, children find it difficult to trust again. It could destroy the child’s self-esteem forever.

Time Out, Consistency, Role Modeling, and Rewards It is important to remember first and foremost the goal of time outs, role modeling, and rewards. By raising a child with consistency they will sooner develop socially acceptable behavior appropriate for their age. It is vital to provide consistency when children

Children enter the world as part of preexisting systems. They enter parental systems and families that already have rules, roles and boundaries, and more are made as children grow and the family develops. These transitions can be confusing and challenging for all members involved leading to feelings of fear, anger and even helplessness. Members within the family

Developmental Psychology Name: Institution: Developmental Psychology Cairney, J., Veldhuizen, S., & Szatmari, P. (2010). Motor coordination and emotional-behavioral problems in children. Current Opinion in Psychiatry, 23(4), 324-329. The authors did not conduct any primary research but relied on literature review of other peer-reviewed journal articles. The relevance of this article to the research is that it has a focus on the attachment theory and discusses the significance of emotionally meaningful, intimate and open relationships between children and parents. The researchers show that children exhibit sensitivity towards the circumstances under which the distress takes place and the responses they exhibited towards distress cues are not automatically compassionate. Ideally, they have the capacity to assess the context in which the distress takes place and adjust their compassion responses (Cairney, Veldhuizen & Szatmari, 2010). This view is in agreement with the reviewed article from Week 2 because it also explores the Constructivism theory that portrays psychological development as a continuous process.

Example: 1. A kid must behave accordingly inside the classroom. If not, he will receive a corresponding punishment such as silence game depending on his actions.

Simply, our prior experiences reflect on how we deal with children. As Jacobson states, “the more I come to understand my own emotions, the more effective I will be in helping children manage theirs”(Jacobson, 2008, p.22). As a childhood memory, I remember I never had my parents on my back whenever I needed them, as we were seven brothers and sisters so I believe they were engaged with all of us. All I remember is that whenever I needed them they were not there which gives me the feeling that no one is here to listen to me and no one loves me (negative/insecure feelings). So I started faking things like if once in awhile my mother asked me “what happened” I replied “nothing”. And I have to admit that even until now I am doing the same thing with myself. As I have a feeling that no matter what happened no one cares and no one is there for me. That negative emotional development leaves a deep impact on me, but as a mother of two boys, I know today that I wanted to give my children what I never had (emotional support). When I see my children upset, I never asked them straight “what happened”, I observe them, then I sit with them alone and ask about their day, about their friends, about lunch, anything new or excited in school, while asking them questions, I try to develop an atmosphere where there will feel that I do care what is going on in their lives and they can share anything with me, as I am there to listen to them. At some point, they started sharing the events what