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Building Social & Emotional Intelligence in Children – How to Teach Connection and Civility

Building Social & Emotional Intelligence in Children - How to Teach Connection and Civility

In our changing world, teaching children civility is more important than ever. Civility goes beyond being polite and courteous; it involves listening to others with an open mind, disagreeing respectfully, and seeking common ground to start a conversation about differences. By teaching skills like empathy, problem-solving,and perspective taking, we can help nurture civility in our children.

Perspective taking.

Perspective taking is a critical skill for working in groups and resolving interpersonal conflicts. When children don’t stop to think about other people’s perspectives, it’s easy for them to make inaccurate assumptions about others’ intentions. And acting on these assumptions can lead to unnecessary conflict. 

Here are a few ways you can teach perspective-taking skills to your child: 

1. Read books together. Books are a wonderful resource for teaching perspective-taking skills, because you can take your time and ask lots of questions to help your child identify how a character might be feeling, spot the clues that reveal the character’s emotions, and discuss why the character might be feeling that way. 

2. Point out someone else’s emotions. Considering how someone else may be feeling in a public or social setting helps children learn to interpret and decode other people’s emotions. Though witnessing another person’s strong emotions can sometimes be uncomfortable, it can also be a wonderful teaching opportunity.

3. Share your own emotions. Talk with your child about how you’re feeling throughout the day. You can share why you feel certain emotions, and what you can do to problem solve or resolve a situation that’s causing a difficult emotion. This experience not only helps children build their perspective-taking skills, but normalizes both positive and negative emotions and helps develop empathy.

Empathy.

Empathy—the ability to feel or understand what someone else is feeling—is the foundation for positive interpersonal relationships and healthy communication. Having empathy in tough situations helps children treat others with kindness and respect, and may also help them intervene when another child is being bullied.

Modeling and showing empathy when you interact with your child is the most effective way to teach this important skill. So when your child is having a rough day or misbehaving, make your first response an empathetic one. This might sound like:

• “It’s so hard when …”
• “Oh, no …”
• “Uh-oh …”
• “Oh, man …”
• “You look/sound … ” 

Responding with empathy communicates to your child that you hear and understand him or her. When children feel heard, they’re more willing to listen, and more open to understanding and identifying with another person’s perspective.

Problem-solving.

Both bullies and their victims tend to lack problem-solving skills. Children who tend to avoid being drawn into bullying dynamics, on the other hand, are better able to recognize problems, brainstorm solutions, and make connections between their actions and consequences. The following three-step process is one you can use to help guide your child toward solving problems when they arise. 

1. Listen and validate. Listen empathetically and respond to your child’s thoughts and experiences with validation. Encourage your child to tell his or her story. (For example, “Hey buddy, tell me what happened.”) Then reflect back what the child said or paraphrase with something like “It sounds like you’re ________.”

2. Help your child label emotions. It’s important that you allow your child to label his or her own feelings, instead of dictating how to feel. Listen in a way that shows you’re paying attention and taking your child seriously, and don’t dismiss any emotions as silly or unimportant. 

3. Set limits while problem-solving. Set alimit on the behavior or choice your child expresses while acknowledging his or her emotions. For example, say, “It’s okay to feel/want ________, but it’s not okay to do ________.” Once the limit has been set, ask your child what he or she wanted or needed, then brainstorm together a few different ways to resolve the situation that are both safe and respectful. Help your child evaluate those ideas based on your family’s values and then let him or her choose what to do to fix the problem, try again, or try the next time the problem occurs.

Acting with civility requires children to be respectful, reflective, and self-aware. Learning the skills of perspective taking, empathy, and problem-solving helps children understand that their actions and words affect individuals as well as their entire community, encouraging them to rise up and act with civility in tough situations.

(This blog post originally appeared on the Committee For Children blog on February 24, 2017)


About the Author: Melissa Benaroya


Melissa Benaroya, LICSW, is a Seattle-based parent coach, speaker and author in the Seattle area (MelissaBenaroya.com). She created the Childproof Parenting online course and is the co-founder of GROW Parenting and Mommy Matters, and the co-author of The Childproof Parent. Melissa provides parents with the tools and support they need to raise healthy children and find more joy in parenting. Melissa offers parent coaching and classes and frequently speaks at area schools and businesses. Check out Melissa’s blog for more great tips on common parenting issues and Facebook for the latest news in parent education.

8 Comments

DG

I love the call out to share your own emotions! I think many parents with good intentions try to always act as if everything’s fine but my own mom did that when I was growing up and it only taught me that everything MUST be fine…at all times. I would break out in panic when I wasn’t in control of all. the. things. Today, I try to share my emotions with my daughter when appropriate and explain how I’m working through them.

Reply
Melissa Benaroya

Thank you for sharing your thoughts and experience DG. Yes, it’s important that we model healthy ways of expressing emotions for our children. Responding to our children and telling them that they are “fine” just dismisses and invalidates their feelings. This encourages children to hide their emotions and can sometimes even lead to feeling anxious when having a normal emotional response. Keep up the great work and being a great model for your daughter!

Reply
Siti

hey. this is encouraging read as I deal with my 2 teenagers n my 3 yo kid. Have to start young or start at the groundwork first though. can’t just jump right into the middle of this exercises! Thank u for making me feel not alone..

Reply
Melissa

Siti
I am so glad you found it helpful! I can only imagine the work you are doing as a parent of 2 teens and a toddler. Not easy work, but very important work!
Be well,
Melissa

Reply
Chelle Pugh

A friend directed me to this website regarding a great book about anxiety. I decided to have a look at the rest of the site too, and this article was the first that I read.

What a fantastic article – it has reaffirmed for me the approach that I try to take (albeit with needing a few small tweaks around some of the language/word choices) and I will show it to my husband who tends to disagree with my approach as he’s a lot more ‘old fashioned’ and I want him to see the benefit in taking a kinder approach that involves listening to the children, not just making them ‘shut up’ and toe the line without ever considering their feelings.

I look forward to reading more on this site. Thank you for taking the time to write this article though, Melissa.

Reply
Melissa Benaroya

Hi Chelle!

I just saw your response to the article that Karen at Hey Sigmund shared. Thank you so much for taking the time to comment. Karen is amazing and shares a ton of my writing, but you can also find more on the ChildproofParenting.com website.

Reply
Ari Yares

These are great suggestions!

We’re always working on building up emotional vocabulary. Not just in the moments when the child is experiencing a complicated emotion, but more importantly when we are reading or talking about emotions.

I’m finding that this makes the problem solving much easier.

Reply
Melissa Benaroya

Thanks for taking the time to respond Ari! I cannot agree with you more. The more we build our child’s EQ the easier it is to avoid and manage challenges when they arise.

Reply

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‘Making sure they aren’t alone in it’ means making sure we, or another adult, helps them feel seen, safe, and cared as they move towards the brave, meaningful, growthful thing.❤️
Children will look to their closest adult - a parent, a teacher, a grandparent, an aunt, an uncle - for signs of safety and signs of danger.

What the parent believes, the child will follow, for better or worse.

Anxiety doesn’t mean they aren’t safe or capable. It means they don’t feel safe or capable enough yet.

As long as they are safe, this is where they need to borrow our calm and certainty until they can find their own. 

The questions to ask are, ‘Do I believe they are safe and cared for here?’ ‘Do I believe they are capable?’

It’s okay if your answer is no to either of these. We aren’t meant to feel safe handing our kiddos over to every situation or to any adult.

But if the answer is no, that’s where the work is.

What do you need to know they are safe and cared for? What changes need to be made? What can help you feel more certain? Is their discomfort from something unsafe or from something growthful? What needs to happen to know they are capable of this?

This can be so tricky for parents as it isn’t always clear. Are they anxious because this is new or because it’s unsafe?

As long as they are relationally safe (or have an adult working towards this) and their bodies feel safe, the work is to believe in them enough for them to believe it too - to handle our very understandable distress at their distress, make space for their distress, and show them we believe in them by what we do next: support avoidance or brave behaviour.

As long as they are safe, we don’t need to get rid of their anxiety or big feelings. Lovingly make space for those feelings AND brave behaviour. They can feel anxious and do brave. 

‘I know this feels big. Bring all your feelings to me. I can look after you through all of it. And yes, this is happening. I know you can do this. We’ll do it together.’

But we have to be kind and patient with ourselves too. The same instinct that makes you a wonderful parent - the attachment instinct - might send your ‘they’re not safe’ radar into overdrive. 

Talk to their adults at school, talk to them, get the info you need to feel certain enough, and trust they are safe, and capable enough, even when anxiety (theirs and yours) is saying no.❤️
Anxiety in kids is tough for everyone - kids and the adults who care about them.

It’s awful for them and confusing for us. Do we move them forward? Hold them back? Is this growing them? Hurting them?

As long as they are safe - as long as they feel cared for through it and their bodies feel okay - anxiety doesn’t mean something is wrong. 
It also doesn’t mean they aren’t capable.

It means there is a gap: ‘I want to, but I don’t know that I’ll be okay.’

As long as they are safe, they don’t need to avoid the situation. They need to keep going, with support, so they can gather the evidence they need. This might take time and lots of experiences.

The brain will always abandon the ‘I want to,’ in any situation that doesn’t have enough evidence - yet - that they’re safe.

Here’s the problem. If we support avoidance of safe situations, the brain doesn’t get the experience it needs to know the difference between hard, growthful things (like school, exams, driving tests, setting boundaries, job interviews, new friendships) and dangerous things. 

It takes time and lots of experience to be able to handle the discomfort of anxiety - and all hard, important, growthful things will come with anxiety.

The work for us isn’t to hold them back from safe situations (even though we’ll want to) but to help them feel supported through the anxiety.

This is part of helping them gather the evidence their brains and bodies need to know they can feel safe and do hard things, even when they are anxious.

Think of the space between comfortable (before the growthful thing) and ‘I’ve done the important, growthful thing,’ as ‘the brave space’. 

But it never feels brave. It feels like anxious, nervous, stressed, scared, awkward, clumsy. It’s all brave - because that’s what anxiety is. It’s handling the discomfort of the brave space while they inch toward the important thing.

Any experience in the brave space matters. Even if it’s just little steps at a time. Why? Because this is where they learn that they don’t need to be scared of anxiety when they’re heading towards something important. As long as they are safe, the anxiety of the brave space won’t hurt them. It will grow them.❤️
In the first few days or weeks of school, feelings might get big. This might happen before school (the anticipation) or after school (when their nervous systems reach capacity).

As long as they are safe (relationally, physiologically) their anxiety is normal and understandable and we don’t need to ‘fix’ it or rush them through it. 

They’re doing something big, something brave. Their brains and bodies will be searching for the familiar in the unfamiliar. They’re getting to know new routines, spaces, people. It’s a lot! Feeling safe in that might take time. But feeling safe and being safe are different. 

We don’t need to stop their anxiety or rush them through it. Our work is to help them move with it. Because when they feel anxious, and get safely through the other side of that anxiety, they learn something so important: they learn they can do hard things - even when they feel like they don’t have what it takes, they can do hard things. We know this about them already, but they’ll need experience in safe, caring environments, little by little, to know this for themselves.

Help them move through it by letting them know that all their feelings are safe with you, that their feelings make sense, and at the end of the day, let those feelings do what they need to. If they need to burst out of them like a little meteor shower, that’s okay. Maybe they’ll need to talk, or not, or cry, or get loud, or play, or be still, or messy for a while. That’s okay. It’s a nervous system at capacity looking for the release valve. It’s not a bad child. It’s never that. 

Tomorrow might be tricker, and the next day trickier, until their brains and bodies get enough experience that this is okay.

As long as they are safe, and they get there, it all counts. It’s all brave. It’s all enough.❤️
Anxiety on the first days or weeks of school is so normal. Why? Because all growthful, important, brave things come with anxiety.

Think about how you feel on their first day of school, or before a job interview, or a first date, or a tricky conversation when you’re setting a boundary. They all come with anxiety.

We want our kids to be able to do all of these things, but this won’t happen by itself. 

Resilience is built - one anxious little step after another. These anxious moments are necessary to learn that ‘I can feel anxious, and do brave.’ ‘I can feel anxious and still do what I need to do.’

As long as the are safe, the anxiety they feel in the first days or weeks of school aren’t a sign that something is wrong. It’s part of their development and a sign that something so right is happening - they’re learning that they can handle anxiety.

Even if they handle it terribly, that’s okay. We all wobble before we walk. Our job is not to protect them from the wobble. If we do, they won’t get to the walking part. 

To support them, remind them that this is scary-safe, not scary-dangerous. Then, ‘Is this a time for you to be safe or brave?’

Then, ask yourself, ‘Is this something dangerous or something growthful?’ ‘Is my job to protect them from the discomfort of that growth, or show them they are so very capable, and that they can handle this discomfort?’

Even if they handle it terribly, as long as they’re not avoiding it, they’re handling it. That matters.

Remember, anxiety is a feeling. It will come and then it will go. It might not go until you leave, but we have to give them the opportunity to feel it go.

Tomorrow and the next day and the next might be worse - that’s how anxiety works. And then it will ease.

This is why we don’t beat anxiety by avoiding it. We beat it by outlasting it. But first, we have to handle our distress at their distress.

We breathe, then we love and lead:

‘I know you feel […] Of course you do. You’re doing something big and this is how big things feel sometimes. It’s okay to feel like this. School is happening but we have five minutes. Do you want me to listen to your sad, or give you a hug, or help you distract from it?’❤️