One of the things I spend time doing, explaining and reiterating with myself, as well as my clients with and without children, is emotional intelligence. If there’s anything that gets in the way of living a full, rich, and meaningful life, it’s our experience with our emotions. The ability to gain emotional intelligence is a key skill in allowing us to truly understand ourselves and our reactions to events around us, because those are the only things we can really control – ourselves and our reactions. As we enter a new school year and support the children in our lives with the changes that inevitably come with it, I am sharing a few key concepts related to emotional intelligence as a starting point for a successful year.
Emotional Intelligence is briefly discussed here by its popular advocate and author – Dr. Daniel Goleman. One of the first things he says is that Emotional Intelligence is that it is how we handle ourselves in our relationships.
Then, he lists 4 domains that create emotional intelligence:
Self awareness – knowing what we’re feeling and why we’re feeling it.
Self management – handling distressing emotions in an effective way so that they don’t cripple you & tuning into them for what they can teach you – because even though they aren’t fun, they still serve a purpose and it’s okay to explore what that purpose is.
Empathy – knowing what someone else is feeling.
Social Interaction Skills – Putting it all together as a skill in significant relationships.
He then talks about how the part of our brain that allows us to do this is the part that grows the slowest – chronologically and developmentally – in our brains. He then goes on to talk about neuroplasticity which is basically the flexible nature of the brain as an organ. He mentions that our brains develop based on repeated experiences and he uses that as the foundation to encourage us to talk about self-awareness, self-management, empathy, and social skills with kids at early ages and in systematic ways.
There are a number of books that have helped revolutionize parenting in this respect and they have been really helpful to me, personally and professionally. One of the struggles in parenting that I have seen with other parents and caregivers is the habit we have of associating our ability to make sense of the world to our children’s abilities to do the same thing in the same way. On our lesser days, it can be frustrating when they don’t act like the little adults that many of us may have been raised to be when we were kids! Yet, when we remember Goleman’s words, we can remind ourselves that neurotypical children’s brains are not developmentally capable of verbally articulating the four concepts outlined above if they aren’t taught to recognize what the 4 concepts feel like and helped to identify when they are feeling any of the four concepts. That is our job as the adult in a child’s life.
The important thing that has helped me, the parents, and caregivers that I work with has been to understand that our kids feel a lot of things – good and bad – that they struggle to explain to us in words. Again, our job as parents, is to help them gain the vocabulary to do so. However, we can’t teach them what we don’t know or haven’t personally experienced, so it’s important that we practice becoming aware of our own emotional experiences, managing them, practicing empathy, and enhancing our social skills in the relationships that matter most to us, especially with the people who depend on us for guidance and support.
Emotional intelligence is probably the coolest thing to have in our backpacks as we head into the new school year! Find ways that you can sharpen your skillset and pass your understanding on to your kids by modeling healthy steps towards emotional intelligence.
As a child therapist, there is one thing I know about exceptionally intelligent kids: they are often misunderstood, and for good reason. Gifted children possess an inner world so rich and complex, that quite frankly, others just don’t get them. We tend to view gifted and talented kids narrowly, in terms of their performance: “Wow, Landon has a huge vocabulary. Jane made a fully functioning robot. Sam reads all day.” This is where we sometimes miss the mark. Yes, gifted kids think more, know more, create more, but to truly understand them, is to see how uniquely they experience the world. If the young gifted child could teach us, this is what she might say:
“My feelings are bigger and different than everybody else’s.”
Super Sensitivity and Emotional Intensity: Just as gifted kids’ thinking is more complex, so is their feeling. Teachers, friends, and parents often see their emotional eruptions as a sign of instability, when actually their ability to sense and feel on such a deep level is one of their greatest strengths.
“I don’t feel my age.”
Uneven Development: Gifted children’s intellect, social skills, and emotional self-control can progress at different rates. If you can imagine a child housed in an eight-year-old body, with the mind of a thirteen-year-old, and the social skills of a six-year-old, then you can begin to comprehend how complicated daily life can get for these kids.
“People don’t make sense and I’m the only one who cares.”
Deep Social Concerns: Gifted kids are often highly troubled by issues of suffering, injustice, and hypocrisy. As such, they can react intensely when such things directly affect them or they observe this is the larger world. Most people will understand how an adult approaching mid-life could worry about the meaning of life, death, pain, and the injustice of the world, but when the 5th grader is crying about such issues during recess, it leaves most people rather confused and even uncomfortable.
“There is no one in the whole world like me.”
Profound Sense of Loneliness: A keen self-awareness accompanied by the feeling of being different can leave gifted kids feeling like aliens––it doesn’t help that their passionate curiosity and interests often do not match those of their classmates. Because of these difficulties, the school experience for gifted kids can be sometimes one of painful rejection.
Despite their many differences, gifted children have the same basic emotional needs of every other kid: they long to be accepted and understood. As parents, educators, and mental health professionals, we can help by simply listening when they try to show us that being exceptional does NOT always feel like a “gift.”
As we enter into summer, one question I am frequently asked by parents is : ‘What can I be working on so that my child continues to progress over the summer?’ If your child has had a difficult school year, having two full months with no formal academic activities can certainly cause worry. Looking for answers, and at times not finding much, it can seem like there’s not much for parents to do but enroll kids in tutoring, or if possible a skill building workshop or class, or resort to working with their kids on their own with worksheets and materials from their child’s teachers – not always a fun endeavor when kids want to be outside with peers or doing something non-academic related.
My number one recommendation to these types of requests (while keeping in mind that every child is an individual and will require individualized recommendations)? READING. Yes. Regardless of your child’s age, reading ability, level, and grade, the more time your child reads, the better. Reading, and if your child is struggling with reading, reading with your child, is simply the strongest recommendation I can offer to help your child succeed academically. 20 minutes every day. That’s the recommendation. Not a workbook. Not a program, not a technique, not a workshop. Read with your child. 20 minutes, everyday. You don’t need to learn ‘how to teach your child to read’. You don’t even need really great reading skills ! Just read with your kids. 20 minutes. Everyday. Here’s why:
In the world of education, 20 minutes a day is a magic number regarding reading. This is connected to a famous study conducted in 1987 by Nagy and Herman. The study examined how much time students spent reading, how many words read, and then performance on standardized tests measuring reading achievement. I probably don’t need to tell you; students who spend 20 minutes a day reading scored at the 90th percentile on tests measuring reading achievement. Those in the study that spent 5 minutes reading? Scored in the 5oth percentile. That’s a big difference.
Thanks to Pinterest and the internet, type in ‘why your child can’t skip reading tonight’ and the visuals that accompany this statistic will astound. But here is the logic: one student, Amy, reads 20 minutes a night, 5 nights a week. In one week, that’s 100 minutes of reading; in one month, 400 minutes; one school year, 3600 minutes; and by the end of the sixth grade – 21,600 minutes of reading! Her friend, Mark, reads only 4 minutes a night, or not at all. In one week, that’s 20 minutes of reading; in one month, 80 minutes; one school year, 720 minutes; and by the end of the sixth grade – 4320 minutes of reading.
Is your child more of an Amy (by the end of the sixth grade, has read 21,600 minutes or 60 days) or more of a Mark (by the end of the sixth grade, 4320 minutes or 12 school days)? Given that the fluency (how fast or slow a student reads) can vary, the number words read might be somewhat different, but it’s estimated that Amy would have read 1.8 million words, and Mark over 282,00o words.
It’s such a dramatic difference, I myself had to look at that math twice just to be sure it wasn’t a trick.
Now ask yourself, who is the better reader? Who would you expect to know more? And so on…..
So this summer, let yourself and your student truly relax and enjoy some reading! In the long run, it might be the best thing you can do to help your child’s school achievement for next year.
Children who are experiencing grief and loss struggle with identifying how and what they are feelings, as there are often no words to describe the emotions they experience. Oftentimes, they feel isolated and alone in their pain and confusion. Camp Gregory gives young children the experience of healing together with other children who have also suffered loss and are trying to process their feelings of grief. Join us for a weekend of play therapy, laughter and healing.
Location: Grandview Family Counseling, 1576 S. 500 W. Bountiful, Utah.
Dates: Friday, August 5th and Saturday, August 6th.
Facilitating: Holly Willard, LCSW RPT-S and Clair Mellenthin, LCSW RPT-S.
Ages 5-8 from 9am-12pm Friday and Saturday.
Ages 9-12 from 1pm-4pm Friday and Saturday.
To register, call (801) 406-9002 or visit grandviewfamilycounseling.com.
You can hear the kids now, “I’m boooooorrrrrrrrrreeeeeeeeddddddd.” And instantly, your anxiety levels begin to rise. Wouldn’t it be great if our kids came home from the end of the school year and built cocoons for 2.5 months before emerging as beautiful, colorful, next graders? Instead, they come home and any semblance of sanity we had begins to drift away when that last day of “school” (aka the 90 minute “day” that proves someone in the district scheduling office needs a best friend named Basket of Chocolate covered Fruit) ends.
So how do you have a sane summer with a full household? Here are a few ideas that have helped me and that I hope will help you.
Be aware of kids’ needs to simply decompress..
School has been a big year for them whether it’s their kindergarten or senior year. They may want to veg out and do nothing (teens) or they may have anxious excess energy to burn just because (elementary school). Our role as parents it to observe what our kids need and provide them access to meeting their need.
Learn how your kid decompresses.
Depending on their age and developmental stage, your child’s need for stimulation will vary. As parents, we are responsible to help meet their stimulation needs. My favorite resource for understanding the energy level of my kids is “Fire Child, Water Child” which I’ve written about here– it’s one of the best holistic approaches to attention and activity challenges in the school and family setting. I know that I have an earth child and a wood/fire child. I’m a water child and each of our elements feed into and feed off of each other. Learning about my kids’ needs and how it impacts my own needs helps me help them engage and relax. Teaching our kids what balance is will help them value it as part of a healthy life style.
Involve the family!
I’ve found that the best way to do this is to discover an activity that each of my kids might like and then as a family, work together on the activity. This way each individual person gets something that’s just for them and the family gets the experience of creating something for their loved one. Last summer, we made Lego Calm Down jars – you can find the information here – and my kids enjoyed the hours we spent talking about the activity, getting supplies for the activity, completing the activity and sharing the results with our friends. Involving your kids in the process from start to finish will take a bit longer than if you just did it yourself, however, this is actually part of disciplining your kid without drama. Discipline them to become a certain kind of person because of the relationship they have with you. This relationship is built in the activities you complete together just as much as the teaching and instructing we do in moments.
Don’t forget about the parents!
One thing I’ve worked on as a parent is understanding that my needs are as valid as my kids’ needs. My regulation is as important and necessary as their regulation. So when I do activities with them, I have them create activities with me too. I enjoy coloring and painting, so I have an easel for myself and each of my kids in our basement and we spend time painting. We each have our own coloring books and pencils, so we spend time coloring. When parents are balanced, we can teach our kids about balance.
When all else fails – and there will be those days – go for what’s easy.
My other go-to, when I’m not in my calm, regulated, trying to be Zen Mom mode is right here. It will give you about 45 minutes of peace until you can either find an escape or the strength to try again.
When working with a discouraged child, work to see them as a discouraged individual. Feeling discouraged isn’t just an emotion experienced by children, it is a very relatable feeling that adults often experience as well. Children, while developmentally less mature, are not experiencing something you lack the ability to empathize with. So lets start there! Empathy can soften even the most escalated situations. Now that we are going into this situation with empathy, explore how the four tips below could be implemented when you encounter a situation with your child who may be experiencing a moment of discouragement
1. How would you want someone to react to you if you were discouraged? Think back to a time when you last felt discouraged. How would you have like a loved one to respond to you? What would have felt good, comforting and supportive? Begin to respond to your child in a similar fashion.
2. How can you encourage the child to self-soothe and problem solve independently? Encourage your child to identify the state of discouragement and empower them to problem solve to help themselves to find relief and solutions.
3. Offer yourself as a resource but don’t insist on being one. When a child is discouraged it may be nice to know they are not alone and that you are there as a resource in their life to offer support when they feel they need it. You might say something like. “I can see you are discouraged right now. I know you are a great problem solver but if you need any help problem solving or if you just need a hug, I am here for you”
4. Acknowledge, validate and commend your child for overcoming a challenging emotional experience. When you see your child may be de-escalating, has successfully problem solved, or is just finding their way through feeling discouraged, acknowledge them and their emotional work. That might look something like this. “Wow, I could see that you were really discouraged and I bet that was tough, but you really handled that nicely and found a way to help yourself through it and/or coped with that discouragement really well. I am happy you are starting to feel better”
If you identify that you may have a child struggling beyond your and their ability to cope with everyday emotions it may be a great time to explore the idea of seeking professional support. A licensed therapist can support you and your child in exploring ways to cope with difficult emotions and emotional reactions. Connecting with a therapist during hard times can aid in coping strategies and building family skills!
Melanie works closely with children, teens and parents to develop healthy and positive coping strategies. If you would like to schedule a session with Melanie D. Davis, CMHC, NCC contact Wasatch Family Therapy at 801-944-4555
As I have worked with many families and parents, I have noticed that everyone has their own spin on the infamous Time-Out. Many families use this intervention as one of many alternatives to physical punishment. This is great! All of the research indicates that physical punishment is the least effective consequence. As a clinician I can tell you, I do not condone physical punishment, and it tends to be more damaging than educational to children. We would much rather our children make good choices because it makes sense to them, not because they fear a spanking. Fear is not empowering. You want children to develop internal controls.
Many of the Time-Out versions my clients are using when they come see me involve a timer. Some people do a minute for every year old a child is, some have a set 5 minutes every time, and some leave it open-ended and tell their children, “I’ll tell you when you are done.” These methods can turn Time-Outs into a power struggle, which you will lose every time. Children are in charge of themselves, and if you don’t get that, they will keep working to prove it to you.
If you think about your own experience in the world, many times, we can correct our inappropriate behavior as soon as we choose to. Nobody says, “Sorry, you can’t apologize for 20 minutes.” With my clinical background, and as a mother myself, I have developed what I call the Empowered Time-Out. This is a combination between your influence as a parent and a child’s power to choose. This works best for children who understand language, not tiny toddlers. This should be done with a calm voice. Here is how you do it:
Educate the child why the behavior is inappropriate. Warn the child that if they continue the behavior, the consequence is Time-Out.
When the child engages in the behavior again, direct them to your time out spot and remind them that they are going because they chose to keep engaging in the undesired behavior.
Let them know that they can let themselves out of Time-Out as soon as they are willing to engage in the appropriate behavior.
When the child comes out of Time-Out, if they choose the desired behavior thank them and give them praise. If they choose to get out and continue the undesired behavior, continue to direct them back to Time-Out with the same instructions.
Any new system of discipline is going to be hard to implement. Fair warning; your children will likely resist or may even try to take advantage as you begin this. Because this is empowering, you have to be okay if the child chooses not to engage in the desired behavior, and stay in Time-Out in order not to do it. It may be worth it to them in a moment to choose a negative consequence to prove their independence.
The whole point of this tool is to put children in charge of themselves. Our job as parents is to teach healthy behaviors, not make our children do them. So many parents stress more about what their children are doing than their children do. This tool puts you and child on the same page with the understanding that the child is in charge of making choices. You don’t have to hover with a timer and use your entire afternoon managing their choices.
If you are consistent with this, you will be surprised how well it works. With my own child, I am amazed how he has developed an internal control. At first it took more times of going to Time-Out before he would change the behavior. Now, he usually changes the behavior after one Time-Out, or simply at the warning before we ever make it to Time-Out. He simply helps himself out of Time-Out and says, “I’m ready mom.” We both go on with our day with no conflict or hard feelings. Consistently try this and I promise you will love it!
It’s Parent-Teacher conference time for many local school districts, and making those brief meetings as productive as possible is on everybody’s mind. Most likely, your child’s teacher is prepared with a specific list of items to discuss and that’s a good thing! It’s a clear indication of a teacher who’s prepared a plan to guide your child’s instruction and who can speak specifically to where your child ‘is’ in terms of her progress.
Does that mean parents should be passive during conferences? No – and most likely teachers would enjoy more of an exchange anyway. While it can often feel a bit rushed and there can be a lot of information to choose from to discuss during a conference, theses four areas may help you organize exactly what questions are important to ask during your child’s parent teacher conference this spring.
Homework. While homework is not ‘class work’ or even necessarily an emphasis of school work, it does speak to ‘soft skills’ related to school functioning. For example, how well a student is able to keep organized, work independently, follow-through with assignments, and so on. Some questions to consider as a parent might be are: is my child turning in assignments on time? Is the work completed in an acceptable manner?
Class participation. Get feedback from your child’s teacher regarding her observations of your child’s engagement in classroom. Do they appear prepared? Do they listen and follow directions? Cooperate? A student’s functioning regarding following the structure and routine of the class is important, and sometimes is hard for parents to pick up on if not asked directly.
Social-emotional observations and/or feedback. Hopefully you have a good sense of your child’s relationship with his teacher. However, you may want to consider getting direct feedback. Asking for direct feedback regarding your child’s relationship(s) with the teacher, other adults, and/or other students may be helpful. Does your child get along well with other students? Manage frustration well? Social-emotional functioning in school is a significant factor regarding how well a student well perform.
Academics. Not just grades and progress on standardized tests, but is your child able and comfortable asking for help? Does she preserver regardless of task difficulty? Is this a strength, weakness, something to work on?
At best, your relationship with your child’s teacher is positive and open communication has already been established. If not, through considering these types of questions, your child’s teacher is aware that you’ve given careful thought and consideration to aspects of learning that occur both in and out of the classroom. Of course, you’re asking these in the spirit of wanting to work together to build on your child’s strengths in order to improve on weaker areas. These kinds of questions – hopefully – send a signal to your child’s teacher that you want their feedback and that you are ready and willing to help.
Need help having conversations with your child’s teachers?
Consider talking to your child’s school psychologist.
Most of us struggle in knowing how to give comfort to an adult who is experiencing a loss or death of a loved one, let alone a child. We often struggle with understanding death as adults and attempt to protect children from having to experience this same mess of emotions as we are. Many adults are uncomfortable discussing death and dying and use phrases that may be misunderstood by children. At times however, our well-intentioned messages do the complete opposite of giving comfort! Here are the top five to avoid!
1- “He/She is in a better place now”
This can be such a confusing statement to a child (or anyone struggling). What could be better than being here alive with me?? This type of a message can unintentionally cause the child to internalize a belief that “I must have done something bad” or “I must be bad” if being dead is better than being alive and spending time together. A better thing to say is, “Your Mom can’t feel any more pain or suffering now because she has died and her body isn’t able to feel these things now”.
2- “We lost your Grandpa”
A young child is going to be very confused by this. They may wonder “Did Grandpa run away?” or “What?! Grandpa is lost? Let’s go find him!”. The child may worry about their loved ones health and feel anxious if they are safe or being taken care of by someone nice. They may worry about them being alone and scared, which is exactly how a child would feel if they were lost too! A better thing to say is “Grandpa died last night” and answer what questions your child may have about his death.
3- “He/She has gone to sleep and won’t ever wake up”
Young children may become very scared to go to sleep after hearing this, after all, if this happened to Aunt Thelma, then it could happen to them also if they go to sleep! Many children struggle with sleeping in their own beds following the death of a loved one, as nighttime and being alone in their bed is a perfect combination for their worries and imagination to take hold and create very scary possibilities. It is normal for a child to experience some regression during this time, they may begin bedwetting, climbing into the parent’s bed, struggling with falling and staying asleep, as well as refusal to be alone.
4- “He/She has passed away”
This is a typical phrase we use culturally to describe the death of someone. However, most children do not know the definition of “passed away” is actual death. A better way to describe death to a child is to say, “Uncle Joe died today. This means that his heart is no longer beating, his mind isn’t thinking, his lungs no longer work and he has stopped breathing. His body can’t feel any pain or cold or discomfort”. Some adults feel uncomfortable about being this upfront or frank about death, but this is actually a really important lesson every single human needs to learn. Every single person will both live and die at some point. It is okay to talk about this openly and honestly.
5- “You should feel happy now that they are in heaven”
Who has ever felt happy when someone has died?? You may feel peace or tenderness or even relief, but most humans do not experience feelings of happiness and joy as part of their grieving process. When we say statements like this to kids (or adults) we unintentionally are shaming them for feeling otherwise. Happy may be the very last emotion they are feeling at this point in time. There are no “shoulds” in grief, especially in childhood grief. A better way to say this is, “Its okay to feel sad and mad and any other feeling you may feel right now”.