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I’m So Mad!Helping Young Children Handle Anger
and Use Self-Control
Presented by
Mary Lynn WhiteNational Outreach Specialist
© 2005, Wingspan, LLC. All Rights Reserved. This presentation and all of its contents are the property of Wingspan, LLC and may not be used for any other purpose without the express written permission of Wingspan, LLC.
Workshop Goals
Understand social-emotional competence
Learn about expression of feelings and self-control in children and teaching approaches which support them
Share classroom strategies that promote children’s social skills and self-regulation
What have you seen?
Increased concerns regarding:• Anger and aggression• Defiance• Lack of social skills
Early anti-social behavior key risk factor for future problem behavior
Intervene early when first forming attitudes and behaviors
Children and the Development of Self-Regulation
Children must practice
Linked to planning, problem-solving, goal-directed behavior
Predictive of all academic outcomes; math
Social-Emotional Competence
Understanding and expressing feelings
Self regulation (feelings & behaviors)
Peaceful problem-solving
Positive relationships
INTENSIVEINDIVIDUALIZEDINTERVENTIONS
SOCIAL EMOTIONALTEACHING STRATEGIES
CLASSROOM PREVENTIVE PRACTICES
POSITIVE RELATIONSHIPS WITH CHILDREN,FAMILIES, AND COLLEAGUES
Developed by: The Center on the Social and Emotional Foundations for Early Learning
Promoting Social and Emotional Competence
Young Children Who Lack Social-Emotional Skills May:
Be less accepted by classmates and teachersParticipate less in classroom activities and
resist instructionBe perceived as having low academic
potentialReceive less instruction and less positive
feedback Be held back more often in early school years
Characteristics of a Resilient ChildSocial Competence
• Good communication skills• Positive relationship with others• A sense of humor• Empathy and caring• Healthy coping skills
Problem-solving Skills• Decision-making skills• Ability to think flexibly• Ability to try different solutions
Characteristics of a Resilient Child (cont.)
Autonomy• Self-control, self-discipline• Independence• Self-esteem• Ability to exert control over one’s environment
Sense of Future and Purpose• Goal oriented outlook• Persistence• A focus on achievement and education• Hope for a bright future• A sense of faith
Protective Factors:Better Outcomes For ChildrenNurturing, caring adults
High expectations for success
Meaningful involvement
Involvement in decision-making
Recognition and reinforcement of positive behavior
A safe, predictable environment
Clear norms promoting pro-social, healthy, appropriate behavior
To Foster Resilience, Children Need Adults To...ListenValidate feelings and experiencesFacilitate brainstormingCommunicate clear normsRole modelRespond to sensitive issuesGuide problem-solving
Listening
Turn to the person beside you
Who will be A, who will be B?
A’s ~Talk about your dream vacation: Where? How long? Who is with you? What will you do?
B’s ~ Listen attentively but DO NOT SPEAK
Switch when time is called
Curriculum Content
Feelings
Positive Relationships
Communication
Brainstorming
Impulse Control
Safe and Healthy Choices
Problem-Solving
Virginia Competencies
DSS Competencies for Early Childhood Professionals(Competencies for Early Childhood Professionals, Virginia Early Childhood Development Alignment Project, Initiative of Smart Beginnings, Virginia DSS Child Care and Development Fund)
• Help children develop inner controls and self-regulation by providing appropriate opportunities for independence and choice among activities and peers and helping them understand the relationship between the choices and the outcomes
Al’s Pals Concepts: – Impulse Control
– Brainstorming
– Problem Solving
Virginia Competencies Classroom Assessment Scoring System (CLASS)(Pianta, Robert C., La Paro, Karen M., and Hamre, Bridget K., Classroom Assessment Scoring System, Brookes Publishing Co., Inc. 2008)
• There are frequently positive communications, verbal or physical, among teachers and students
Al’s Pals Concepts: – Listening– Meaningful Involvement– Using Kind Words
• The teacher often provides opportunities for students to be creative and/or generate their own ideas and products
Al’s Pals Concepts: – Creativity– Brainstorming
Children who can express their feelings…
tolerate frustration betterget into fewer fightsengage in less destructive behaviorare healthierare less lonelyare less impulsiveare more focusedhave great academic achievement
Adapted from the Center on the Social and Emotional Foundations for Early Learning
Calm Down Steps
Take 3 deep breaths
Count to 5 slowly
Say “calm down”, “calm down”
The Importance of Friendship
New study: No friends, at risk for depression during adolescence
One friend made a difference
Reading, writing, ‘rithmetic, relationships
Problem-Solving Steps
1. Stop. Think about the problem.
2. Say how you feel.
3. Brainstorm ideas.
4. Try the best one.
5. What happened?
Small Group Activity
Brainstorm typical problems the children encounter in your program.
Role play with your small group to solve one of the problems listed during the brainstorm. Use the problem-solving steps.
Report back to the group:• Problem• Process• Solution
National Recognition
Effective School-based Prevention Program
Safe, Disciplined and Drug-Free Schools Expert Panel,
U.S. Department of Education
National Registry of Evidence-based Programs
and Practices (NREPP)
Substance Abuse and Mental Health Services
Administration (SAMHSA),
U.S. Department of Health and Human Services
Reviewed and Selected for Inclusion in
Communities That Care® Prevention Strategies Guide developed by Dr. J. David Hawkins and Dr. Richard F. Catalano
Safe and Sound - An Educational Leader’s
Guide to Evidence-Based Social and
Emotional Learning Programs
The Collaborative for Academic, Social and Emotional Learning (CASEL)
Parent Education Program
• 13 modules
• Delivered by trained parent educators
• Strengths-based approach
• Promotes positive parent-child relationships
Al’s Caring Pals
Training for family child care home providers
Easy-to use materials tailored for home-based child care setting
Builds children’s social-emotional skills and problem-solving abilities
Creates nurturing environment
What will you try?
Monday morning will be here before we know it…
What is one new thing you will try when you get back?
