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2012 social emotional_booklet_military
2012 social emotional_booklet_military
2012 social emotional_booklet_military
2012 social emotional_booklet_military
2012 social emotional_booklet_military
2012 social emotional_booklet_military
2012 social emotional_booklet_military
2012 social emotional_booklet_military
2012 social emotional_booklet_military
2012 social emotional_booklet_military
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2012 social emotional_booklet_military

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  • 1. Supporting Children & Youth with Social-Emotional Needs
  • 2. Supporting Children & Youth with Social-Emotional Ne eds Table of ContentsUnderstanding Social-Emotional Needs . . . . . . . 2Exploring Emotions and the Brain . . . . . . . . . . . 4Modeling Control . . . . . . . . . . . . . . . . . . . . 8Program Supports & Accommodations . . . . . . . 10Resources for Program Personnel . . . . . . . . . . 12Recommended Book List for Children . . . . . . . . 14Recommended Book List for Teens . . . . . . . . . 15List of References . . . . . . . . . . . . . . . . . . . 15 Supporting Social-Emotional Needs 1
  • 3. Understanding Social-Emotional NeedsSocial-emotional development begins at a very young has trouble controlling their behavior in a group settingage, and continues throughout our lifetime. It impacts to a person with a diagnosis from a medicalhow we communicate, solve problems, control our be- professional. Diagnosis examples include anxiety orhavior, interact with others and develop relationships. attachment disorder, depression, bipolar disorder, obsessive compulsive disorder, and more.Early childhood experiences shape social-emotionaldevelopment. During development, children and youth Child and youth professionals who support social-learn to recognize and gain control of their feelings and emotional development make a difference in the livesactions. of those they care for.Children will enter your program at all levels of Many children and youth develop social-emotionalsocial-emotional ability. skills naturally, and some need to be taught these skills by caring and patient adults. You may need to provideIt is estimated that as many as 1 in 5 children are impacted support in the following areas:by a mental, emotional or behavioral disorder. Social- • Controlling behavior during activitiesemotional challenges can range from someone who • Coping with anger and negative emotions • Handling mood, thoughts and energy levels • Interacting with peers • Solving problems and conflicts Supporting Social-Emotional Needs 3
  • 4. Exploring Emotions and the Brain When a child or youth has needs that are not met, theSteps to explore emotions result can often be an emotional reaction. As child and 1. Label the emotion youth personnel, it is important to understand (and 2. Practice a coping technique help children and youth understand) that their brain will react according to their emotions. 3. Identify the cause 4. Plan a course of action for next time When a person is angry or frustrated, the brain responds by going into “survival mode,” or “fight orPracticing these steps will enable a child or youth to flight.” As the brain is busy responding to the emotion,have greater control over their behavior and emotions. the person can have trouble thinking rationally andSupport will lead to greater success for them in their re- solving problems.lationships and interactions with others, as well as theability to make better decisions during stressful times. As adults, we often try to talk with children and youth when they are angry or upset and ask them to think about what they could do differently. This may not yield the results we are looking for. Children and youth must learn to calm down and regain control before they are able to solve prob- lems or make decisions. The first step to helping them calm down is to teach ways to identify when they feel “out of control”. Supporting Social-Emotional Needs 5
  • 5. Emotions and the Brain Continued…Teaching skills School-age childrenWe learn best when we are enjoying ourselves, so It Tell a story about a character getting frustrated andis important to make learning skills as fun as possible. “freeze” the story so the children can come up withHere are some ideas to help create awareness of ways for the character to regain control.emotions for specific age groups. Children can also create a collage with pictures of people relaxing. DesignatePreschoolers a calm/relaxing space that is availablePoint out the body language of characters that may for children to use.be frustrated or angry in picture books. Ask the chil-dren to explain how they can tell what the character is Teenagersfeeling. Take turns saying an emotion and making the Encourage teens to write scripts about conflicts thatappropriate expression and body language. focus on ways for people to relax and stay in control of their actions. Take pictures of the children making various emotional expressions with Show a popular teen show or movie their faces. Post the pictures and talk that demonstrates characters dealing about what it feels like when you are with anger or frustration. Lead a experiencing those emotions. discussion about whether their coping strategies were positive or negative. Supporting Social-Emotional Needs 7
  • 6. Modeling ControlChildren and youth have many demands placed on For example, you might say, “What she just did makesthem beginning at a young age. Some of these expec- me very angry. I am going to wait to talk to her later.”tations include following directions, understanding Adults can also model how they look at the outcomesocial cues and communicating effectively with others. of a difficult situation by saying, “I am glad I waited to talk to her when I was calm. I was able to listen to herThese demands can require a great deal of self-regula- reason and understand why she acted the way she did.”tion, or control. Self-regulation is the ability to regu-late emotions, behavior, and social interactions, as For younger children, personnel can be specific andwell as control cognitive processes (such as attention). intentional about pointing out the things they do to stay calm (“I take three deep breaths”), or laugh aboutAs child and youth personnel, it is important to model themselves and the “hard times” (“Oh my! I forgot ourhow to handle difficult situations by “thinking out loud”. favorite CD! I wish I had a reminder button inside myOur modeled behavior might not be apparent to chil- brain to help me remember”).dren and youth; that is why it is beneficial to practicethis technique so they will pick up on modeled behaviorand the reasoning behind it. Supporting Social-Emotional Needs 9
  • 7. Program Supports & AccommodationsThere are supports and accommodations for children happened and helping them solve the problem.to help them successfully control their behavior. Thefollowing are some basic tips for supporting social- Ask for partial participation in certain activitiesemotional needs in your program. Many children have a hard time coping with stressful situations. Help them develop their social-emotionalFollow a consistent routine and structure skills by having them partially participate in difficultChildren and youth with social-emotional needs activities/situations. Increase the amount of timeoften experience instability in their mood, energy, required at the activity as their coping abilities grow.thinking and behavior. It is important to have a predict-able environment to help them cope with the rise and Prepare for situationsfall in their mood and energy. Identify the times or situations when children or youthOffer comfort items and small fidgets need social-emotional support. If free play tends to dis-Fidgets can be a great way to help children focus on ac- rupt them, prepare fortivities while providing an outlet for energy. Examples it ahead of time. Talkof fidgets include pieces of felt or a small ball. about free time and help develop a planAllow time after a negative experience so they will be betterWait until the child has recovered and has come into a prepared to deal with thepositive state of mind before talking about what situation in the future. Supporting Social-Emotional Needs 11
  • 8. Resources for Program Personnel Videos and other resources ONLINE: on supporting social-emotional needs are available at kitonline.org . Center on the Social and Emotional Foundations for Early Learning (CEFEL), www.vanderbilt.edu/csefel. Printable tools and resources for teaching social-emotional While you’re there, sign in to KITs online skills for younger children. learning center -- the account is FREE! National Institute of Mental Health, www.nimh.nih.gov. Educational resources for students and professionals, as well as news on related topics. The KIT Online Learning Center Includes: WINGS, www.wingsforkids.org/experience/hot-wings. Social and emotional development activities and resources. Instructional Videos Webinars BOOKS: eLearning Modules Articles Me, You, Us: Social-Emotional Learning in Preschool by Ann Booklets Epstein (HighScope Educational Research Foundation, 2009). Support Center Links Unsmiling Faces: How Preschools Can Heal by Leslie Koplow kitonline.org > click sign-in Earn CEUs and Certificates (Teachers College Press, 2007). of Completion! Supporting Social-Emotional Needs 13
  • 9. Recommended Book List for Children Recommended Book List for TeensA Walk in the Rain with a Brain 104 Activities That Build: Self-Esteem, Teamwork, Communication, by Edward Hallowell (Harper Collins, 2004). Anger Management, Self-Discovery, Coping Skills by Alana Jones (Rec Room Publishing, 1998).Making Friends by Janine Amos (Cherrytree Books, 2000). Social Skills Picture Book for High School and Beyond by Jed Baker (Future Horizons, Inc., 2006).Sometimes I Feel Silly by Jamie Lee Curtis (HarperCollins, 1998). The Social Success Workbook for Teens: Skill-Building Activities for Teens with Nonverbal Learning Disorder, Aspergers Dis-When Sophie Gets Angry – Really, Really Angry order, and Other Social-Skill Problems (Scholastic Audio Books, 2007). by Barbara Cooper and Nancy Widdows (Raincoast Books, 2008). List of References Bodrova, E., & Leong, D. J., Self-regulation as a key to school readiness: How early childhood teachers can promote this critical competency (2006). McIntyre, T., Teaching social skills to kids who don’t yet have them. Learning Disabilities Online: ldonline.org (2003). United States Department of Heath and Human Services Substance Abuse and Mental Health Services Administration (SAMSA), 2010. Zaslow, M. & Martinez-Beck, I., Critical issues in early childhood professional development (pp. 203–224) Baltimore, MD: Brookes. Supporting Social-Emotional Needs 15
  • 10. Every child’s life is e nh a n ce d through sharedex p e r i e n ce s and friendships with peers of a ll a bili t i e s . Thank you for making a difference. kitonline.org © 2012 Kids Included Together & National Training Center on Inclusion

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