Teaching Children to Understand and Respond to Feelings
Children often struggle not only with understanding their feelings, but also relating
to other people’s feelings. These skills are critical for personal well being and building
relationships. This article includes steps for teaching children to understand and manage their
feelings as well as identify and respond to other people’s feelings.
1. Identifying Feelings – Teach children to recognize when
they have a specific feeling. Whether happy, sad, or angry the
first step in coping with a feeling is identifying it. Help
children identify feelings by discussing emotions when they
occur. If a child is angry say, “I see you are angry. You have
your arms crossed and are stomping your feet.” Another tool
is to role play times when specific emotions surface. Use
novel examples as well as recent experiences for the child.
Discuss and write about different feelings in a feelings
journal. Use the journal to write about events and the
emotions, responses, and consequences the events elicited.
From the story Feeling Scared
2. Planning for Strong Feelings – Help children cope with intense feelings by creating coping
strategies. Have a quiet place for children to take a break when angry or sad. Give children
tools and teach them how and when to use them such as a stress ball or a trampoline. These tools
help children release energy in a positive way. Encourage children to use words or write about
their feelings. Establish a phrase the child can use to remove themselves from stressful or
upsetting situations. The phrase gives children a way to politely excuse themselves, regain
control, and then return to the situation. Select a short phrase that can be used in a variety of
situations such as, “Excuse me. I need a minute to think.”
3. Recognizing Other People’s Feelings – Learning to empathize with other people and respond
appropriately to another person’s feelings, is an important skill for building relationships. Show
pictures and drawings or role play situations to discuss the words, body language, and
experiences that indicate a person’s feelings. When discussing a child’s own feelings,
incorporate the concept that peers and adults have similar feelings in the same situation. This
helps children develop empathy. Read stories where characters experience events that are happy,
sad, surprising, or frustrating. Discuss why the characters felt the way they did and what they
said or did to indicate their feelings.
4. Responding to Other People’s Feelings – Not only do children have to identify other
people’s feelings, but they also need to learn how to respond when someone is angry, sad, or
excited. Teach children appropriate responses through role play and reviewing past events.
Discuss how different people in the role play feel, how their body language and words show their
feelings, and the best response for the situation. Also discuss how the child would feel if this
happened to them and how they would like other people to respond. This helps children learn to
empathize with other people.
I’ve just got off the phone with Teresa from ADHD ladders for life in Liverpool. Theresa runs a support group for ADHD young people and adults. Their service is voluntary and they are extremely knowledgeable in the field. Here are their details:
http://www.meetup.com/Liverpool-adult-adhd-ladders-of-life-meetup-com/
Welcome to our ADDult ADHD/Aspergers group its here to help people with ADHD/Aspergers achieve their full potential through education and support. Does ADHD impact you as a individual?. Your family?. University?. The workplace and community if so, come and join us for a coffee and a chat. WHERE: We meet every Thursday – Parents 10.00 – 12.00am, and 1.00 till 3.00 for Adults with ADHD. Held at the West Everton Community council
33 Everton Brow
L3 8PU
Merseyside
Teresa 0779 8585 656
Shirley 0782 6004 436
Want some peace and relaxtion to help with your ADHD & Aspergers?
Visit our sister website! – www.therapy247.com
People First Education are delighted to announce that we shall soon be releasing a new range of SEN books written by our in-house trainers and consultants. This project has been ongoing for some months now whilst we have been searching for an illustrator who understands SEN. We can now confirm that we have been in meetings with a top children’s book illustrator who is working on images for our books as we speak. More information, including a formal announcement of the illustrator’s identity will follow soon.
WATCH THIS SPACE
Strategies for effective inclusion of learners with dyslexia: a day course for educators, support staff, and trainee teachers, designed to enable an understanding of differences in thought processing which make acquiring literacy skills more challenging for learners with dyslexia.
The day includes
An overview of the ways in which dyslexic learners think differently.
An overview of how acquiring literacy skills can be more challenging for students with dyslexia.
Some of the ways in which ICT can be used as a learning tool for learners with dyslexia.
A range of structured, multisensory strategies/teaching and learning methods designed to improve literacy skills.
Date and venue:
Friday 9th April 2010
10:30am – 4pm
Holiday Inn Express, Aberford Road, Oulton, Leeds, LS26 8EJ
Contact for course fees
Book online at www.peoplefirsteducation.co.uk
Or call 01427 667556/0794 383 8819
Email enquiries@peoplefirsteducation.co.uk
People First Education
Stonehouse, Fillingham, Lincolnshire, DN21 5BS
In fact, his original study never stated that the vaccine caused autism.
The following is taken from his original study: “We did not prove an association between measles, mumps, and rubella vaccine and the syndrome (autistic enterocolitis) described.”
Dr Wakefield’s study ends with a call for more research. His study was published in February 1998, 12 years ago. Nowhere does Dr Wakefield tell parents not to vaccinate children – despite misreporting on this topic.
Ten children with an attention deficit from Hertfordshire schools took part in reseach conducted by Professor Karen Pine at the University of Hertfordshire’s School of Psychology and assistant Farjana Nasrin, which investigated the effects of EEG (Electroencephalography) biofeedback, a learning strategy that alters brain waves.
They used a system called Play Attention, supplied by not-for-profit community interest company, Games for Life, three times a week for twelve weeks. The system involves the child playing a fun educational computer game whilst wearing a helmet similar to a bicycle helmet. The helmet picks up their brain activity in the form of EEG waves related to attention.
As long as the child concentrates they control the game, but as soon as their attention waivers the game stops. The researchers found at the end of the study that the children’s impulsive behaviour was reduced, compared to a control group who had not used the system.
“Children with a diagnosis of ADHD find it hard to control their impulses and inhibit inappropriate behaviour,” said Professor Pine, “This can lead to educational and behavioural difficulties. The Play Attention method may prevent long-term problems by helping the children to be less impulsive and more self-controlled.” Professor Pine and Dr
Rob Sharp a senior specialist educational psychologist are continuing to work on futuristic projects with Ian Glasscock, Managing Director of Games for Life. One project aims to develop the system as a means of assessing learning in children with severe communication and physical difficulties. A thought-controlled computer game method is likely to have considerable potential for these children who cannot operate a computer manually.
“Attention-related difficulties including ADHD affects many children and has a significant impact on their lives,” said Mr Glasscock. “The Play Attention System is absolutely the first technology to help children with ADHD. Historically if someone was diagnosed with this condition, the first line of treatment was medication. Our system is a non-medical, non-invasive treatment.”
Being kind to other people and yourself is important for being a good friend and being happy. Modeling kindness, reflecting on kind actions, and practicing acts of kindness can help children develop this skill. This article includes strategies for helping children learn to be kind to other people and to themselves.
1. Be a Role Model – When adults say unkind things about other people or themselves, children learn this is acceptable behavior. Be a role model and say kind things about co-workers, neighbors, people in the community, and yourself.
2. Use Lists – Have children write lists or make collages representing what they like about their friends, family members, and people in the school. Hang the lists or art projects where classmates and friends can see them. Have a separate activity where children make a parallel list or art project that includes things they do well and why they are a good person.
3. Read and Write Stories – Read stories about kindness and respect in school and at home. Discuss how being kind makes the characters feel. Ask children to share times when they were kind and times when people were nice to them. Also have children write stories about being kind to other people.
4. Practice and Discuss Small Acts of Kindness – In addition to having children write and say things that are kind, have them practice little acts of kindness. Teach children to help other people in day to day situations such as when someone needs help carrying an item, they can’t reach something, or they drop an item. Create a set of pictures or make short stories with opportunities for small acts of kindness. Have children role play what they would do to be helpful in these situations.
5. Learning to Do Kind Things for Yourself – Have children write or create a collage about things they like to do or activities that make them feel good about themselves. Discuss how taking time to participate in these activities can make them feel better and decrease stress.
6. Pick a Cause or Charity – A long term investment in a volunteer or charity activity teaches children that even a small amount of time and energy makes a big difference. First create a list of volunteer opportunities then let the class or family select an activity to join. Whether it is collecting food for a food bank, donating toys, or cleaning up a community area, these activities demonstrate how working collaboratively with other people can make a big difference. Discuss or have children keep a journal about the experience. Ask them to include how they felt and how they think the people benefitting from their time and effort felt.
A THOUSAND lanterns will float into the sky this week to mark the number of days little Madeleine McCann has been missing.
Supporters will release the lights in Britain, Portugal and America at 7.30pm on Wednesday.
At the same time, the girl’s parents Kate and Gerry will host a star-studded gala dinner in Kensington, West London, to raise funds for the search.
Maddie was three when she vanished on May 3, 2007. Her parents’ spokesman said: “They never, ever thought they would reach 1,000 days without their daughter.”
No one knows how many teachers and TAs have autism, but given the scale of the condition there are probably high numbers. Even though some struggle with social conventions, many bring unique qualities to the job. But as Hannah Frankel reports, sympathetic employers are too often hard to find
The outside world can be a frightening place for those with autism. Understanding, interacting and relating to new people, places and events can be particularly difficult.
Now imagine having to deal with that as a teacher. A loud, bustling school environment sounds like hell for those who may struggle to form relationships or grasp social nuances.
This did not put off Neil Murphy*. When he qualified as a maths teacher in 1993, he had never heard of Asperger syndrome, a high-functioning form of autism. But he did wonder why he was finding it so difficult to get a full-time teaching job.
“The classroom is my stage and I can be quite a performer, but I can see now that I gave no hint of that in interview,” says Mr Murphy. “I avoided eye contact, gave very short, abrupt answers and appeared nervous and gauche. Everyone must have wondered how someone like me could ever survive in a classroom.”
But Mr Murphy did not just survive; he positively thrived. When he did get a full-time post, pupils and colleagues appreciated his dedication. Teenagers also recognised and warmed to his “child-like qualities”, he adds. “I treat everyone the same – child or adult – and the majority of children love that.”
He struggles to understand what he calls “the rules that govern the game”, and has no desire to climb the management ladder. There is therefore no need to pander to senior staff.
“If I think a colleague is being harsh or unreasonable with a student, I cannot hide my thoughts,” Mr Murphy says.
This does not always endear him to other teachers, he admits. Pupils can also try to take advantage and push the boundaries with him, while some find his style unnerving, but he gets on well with the vast majority.
It is not known how many teachers or teacher assistants are in the same position as Mr Murphy, but the scale of the condition suggests a considerable minority could be affected, possibly without knowing it. More than 500,000 people in the UK have autism, a lifelong condition that leaves people feeling “locked in their own world” (see box overleaf).
It’s a “spectrum condition”, meaning it affects each individual in different ways. Some will have barely perceptible problems with understanding or communication, according to the National Autistic Society (NAS). At the other end of the scale are those with accompanying learning disabilities who will need a lifetime of specialist support.
John Biddulph, 54, worked as a teacher for almost 30 years before he realised he had Asperger syndrome five years ago. Since qualifying in 1976, he has worked in universities and mainstream and special needs schools before becoming a freelance autism mentor and trainer to teachers, children and public bodies.
He found working as head of music in primary and secondary schools in the Midlands “totally wonderful”. He knew he was “different”, but this was in tune with the general perception of musicians in the 1970s.
“There was a stereotype of music teachers that they were the creative, slightly antisocial ones, working hard while tucked away in their department,” says Mr Biddulph. “That worked well for me because I didn’t particularly like chatting in the staffroom – I’d rather run the choir or be doing music practice.”
Mr Biddulph was happy to be part of a team for work reasons, but “didn’t need it” on a social level. Like Mr Murphy, this sometimes got him into trouble. “I did make faux pas,” Mr Biddulph says. “I lacked that wider perception about other people’s feelings.”
So he failed to let colleagues know that he had called a choir practice with more than 100 pupils during lesson time. And when it was “noted” by a senior teacher that he was not attending staff briefings, Mr Biddulph concurred, before adding that he was doing more important work with pupils.
“He was clearly quite taken aback,” says Mr Biddulph, “but I think he recognised it was because I was a committed teacher, not because I was trying to impose my authority.”
It was only years later, when he heard a special-needs expert describe a boy with autism, that he realised he had the condition. The expert said how the boy had special interests, how he experienced misunderstandings with his teachers, and how he turned from being an intelligent child into a naughty little boy.
“He may as well have been talking about my own childhood,” says Mr Biddulph. “It all just slotted into place.”
Mr Biddulph knows other teachers who he suspects are on the autistic spectrum. If they are happy in themselves, there is no need to intervene, he argues. But schools should become more autism friendly if everyone is to feel comfortable working there.
Any school that is supportive and respectful of pupils and staff should be able to accommodate all sorts of differences, argues Caroline Hattersley from the NAS. “Just as a shy teacher will need to adapt to engage and interact with a class, so someone with autism can learn how to cope as well,” she says. But some specific strategies may make life easier for them.
Breaking information down, using clear language and avoiding metaphors or imagery could all help. But approaches that work with staff who are autistic, such as understanding and patience, should motivate and support all staff.
By their very nature, special schools should already be providing an autism-friendly environment. At the Robert Ogden School in Rotherham – one of six schools owned and managed by the NAS – a support worker with autism prefers to be emailed information by colleagues so that she can digest it in her own time.
“It’s not rare to see teachers with Asperger syndrome, especially in areas where they typically have a passion, such as maths, ICT or science,” says Chloe Phillips, principal of the NAS Sybil Elgar School in Southall, Middlesex. “Not all of them will be diagnosed, but some will definitely touch on the continuum.”
Former pupils act as positive role models to existing pupils at Sybil Elgar. One is Nathan Pilgrim, 22. Despite minimal verbal communication, Mr Pilgrim is expressive through his face and body and is an excellent dancer. It is hoped that he will come back to the school for a day a week this term and work with the choreographer and existing pupils.
“We expect our pupils will be highly engaged working with Nathan,” says Ms Phillips. “They will be able to relate and identify with each other, especially as he’s so young. If schools change the way they work just slightly, all sorts of opportunities become possible.”
To date, employers have been slow to tap into the skills offered by people with autism. Although many will be extremely intelligent, only 15 per cent of adults with autism in England (and 11 per cent in Wales) are in full-time, paid employment. They say that finding a suitable job would improve their lives more than anything else, the NAS reports.
The tide is beginning to turn. In Denmark, a computer company, Specialisterne, employs more than 40 people with autism. The company’s founder, Thorkil Sonne, recognises that staff with autism need a quiet environment with fixed routines. Given the right conditions, they excel at technical tasks, he finds.
Oaklands FE College in Hertford is also reaping the rewards of employing teachers with autism. Peter Griffin, 29, has a masters degree in astrophysics, but has been working one day a week in a supermarket for the last 10 years.
Now he spends three hours a week at the college supporting students with autism, and plans to increase this to one day a week. He is also considering studying for a teaching qualification there, with the help of an in-house buddy. “I get a lot out of it,” Mr Griffin says. “I get up in the morning and I look forward to achieving something.”
His colleagues report that he is an excellent role model to the students and has a great ability to simplify complex mathematical concepts. Two of his students have already gained a level 1 in numeracy – something that wasn’t expected of them before. Teachers also report that they have learned from Mr Griffin’s unique insight into the condition. “When they’re having difficulties, I try to advise them as best I can,” he says.
Mr Griffin does not need special treatment, insists his mother, Ann, but small adjustments to his work environment can make a big difference. “The rules are the same, but sometimes they need to be applied a little differently,” she says.
If things get hectic, Mr Griffin knows he can find a quiet place or a friendly colleague. “People like Peter shouldn’t just be dismissed on account of their disability,” adds Ms Griffin. “They have lots of skills to harness and can be part of an inclusive society if employers start to think a little bit creatively. They need to be given that opportunity to give something back. Everyone will benefit if they do.”
Those benefits have been felt by Omir Davies, 38, who has Asperger syndrome and works as an educational care worker for another NAS school – Radlett Lodge in Hertfordshire. Before starting there last year, he worked in a warehouse in London, but the lack of routine left him feeling anxious and depressed.
Radlett Lodge tries to be more accommodating. If there is a change to the timetable, they give him at least 20 minutes to adjust. “I absolutely love my job,” says Mr Davies, who is currently taking a NVQ in care, with a view to perhaps training as a special needs teacher.
“I’m really proud to say this is what I do,” he adds. “The children are marvellous and I love exploring all the different methods we use to help them become more independent.”
Instead of schools wondering if they can accommodate people like Mr Davies, the NAS would like to see a shift in mindset. With so many dedicated and skilled people with autism out there, the real question is: can schools afford to write them off?
www.nas.org.uk
* Name has been changed
TYPICAL AUTISM DIFFICULTIES
– Communication: words, gestures, tone of voice and facial expressions can mean little to people with autism. Many have a literal understanding of language.
– Social relationships and interaction: People with autism can be indifferent to other people’s emotions or feelings.
– Social imagination: Abstract ideas and imaginative thoughts and activities are affected. They may be unable to guess what others are thinking or predict what could happen next.
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The transition from a break back to school can be difficult for children. Professionals
and parents can make the return easier with a few simple strategies.
1. Review Classroom Rules and School Policies – One of the first
things to do when children return to school is to review all of the
classroom and school rules. Time spent focusing on classroom
structure and schedules can reduce problems later. Remind
children of expectations for how to treat classmates, complete
work, and follow schedules. Remind children of any reward
system and let them know where rules are posted and who to ask if
there are questions about the rules.
From School Rules
2. Introduce Any Changes – Clearly explain any changes that have happened since the break.
Examples are staff changes, schedule changes, or even room arrangements that may surprise
children. Be sure to indicate how the change affects them. Introducing changes helps prepare
children and reduce stress related to new situations.
3. Let Children Play a Role – Children can help review the rules by participating in activities.
For example, they can help create a new rules poster by writing or drawing examples of how to
follow the rules. Another activity is to assign a rule or school policy to small groups of students
and have them write and perform a short play about it. By participating in the process children
are reviewing and taking ownership in the rules.
From My Day at School
4. Review and Reinforce Repeatedly – Children can be very
excited to see friends and be back in school. Be sure to set time aside
to review rules repeatedly the first few days back after a break.
Children may need extra reminders in written or picture format if
they have a hard time remembering specific rules. When children are
doing a good job completing work, following a schedule, or acting
appropriately, reinforce their behavior. Clearly indicate what they
did correctly so they can continue the behavior. For example,
“James, I like the way you remembered to raise your hand to get my
attention.”
5. Keep Everyone Informed – Parents and professionals should make each other aware of
changes in settings so children have consistent support and understanding across environments.
Professionals should send a set of classroom and school rules home for parents to review with
children and prepare them for returning from break. Parents also should be aware of any
significant school policy changes or classroom changes. Parents should keep professionals
informed of any significant changes at home such as health issues, sleeping changes, or family
difficulties that may affect how the child performs in school. Information sharing can ensure
children have the understanding and support they need between environments.