Your child and So­cial-Emo­tional In­tel­li­gence

SKILLS FOR LIVING: COUN­SELLING AND CON­SULT­ING

Thornhill Post - - How They Met -

Emo­tional-in­tel­li­gence, some­times re­ferred to as EQ, is rec­og­nized as es­sen­tial to chil­dren's abil­ity to de­velop healthy friend­ships, a strong sense-of-self and aca­demic fit­ness. Chil­dren with high EQs are able to tol­er­ate frus­tra­tion and fail­ure, adapt eas­ily to a broad range of so­cial con­texts, and solve so­cial prob­lems. Gen­er­ally, th­ese chil­dren show more pos­i­tive and fewer neg­a­tive emo­tions and are iden­ti­fied as “liked” by their peers, teach­ers and camp coun­sel­lors. For­tu­nately, par­ents can pro­vide their chil­dren with so­cial, emo­tional, and be­havioural ed­u­ca­tion to in­crease their chil­dren’s EQ. Th­ese chil­dren will be bet­ter pre­pared to un­der­stand and man­age feel­ings, com­mu­ni­cate ef­fec­tively (both ver­bally and non-ver­bally), make new friends and be a bet­ter friend.

So­cial, emo­tional, and be­havioural ed­u­ca­tion equips chil­dren with the skills needed to man­age the day-to-day com­plex­i­ties found in and out of the class­room in­clud­ing the play­ground, ex­tra-cur­ric­u­lar ac­tiv­i­ties, camp and home. Skills like prob­lem-solv­ing, bully proof­ing, con­struc­tive think­ing, im­pulse con­trol, good sports­man­ship, re­cip­ro­cal con­ver­sa­tion along with as­sertive­ness and em­pa­thy train­ing pre­pare chil­dren and teens to suc­ceed in an in­creas­ingly re­la­tion­ship­driven world.

Teach­ing tech­niques are cho­sen with each child’s learn­ing style in mind. Meth­ods in­clude di­rect in­struc­tion, col­lab­o­ra­tive "recipe" writ­ing, script­ing, drawing, re­hearsal, game-play­ing, coach­ing and role-play­ing. Is­sues ad­dressed by this form of ed­u­ca­tion range from com­plex fa­mil­ial/peer re­la­tions, dif­fi­culty read­ing so­cial cues, shy­ness, bul­ly­ing, anx­i­ety, low self-es­teem, and ag­gres­sion to Learn­ing Dis­abil­i­ties, At­ten­tion-Deficit/Hy­per­ac­tiv­ity Dis­or­der, and Per­va­sive De­vel­op­men­tal Dis­or­ders.

It is well ac­cepted to­day that so­cial, emo­tional, and be­havioural com­pe­tence is crit­i­cal to chil­dren’s and teenager’s over­all suc­cess. It is es­sen­tial to their abil­ity to meet their per­sonal, so­cial and aca­demic goals. Par­ents now have the op­por­tu­nity to help their chil­dren mas­ter the key skills that lead to healthy friend­ships, high-self es­teem, and school suc­cess.

Au­drey Hu­ber­man Ed.D Au­drey Hu­ber­man is a Doc­tor of Ed­u­ca­tion. She is a fac­ulty mem­ber at Ry­er­son Uni­ver­sity where she lec­tures on so­cial-emo­tional in­tel­li­gence. Au­drey main­tains a Pri­vate Prac­tice in Toronto spe­cial­iz­ing in teach­ing and coun­sel­ing fam­i­lies, par­ents and in­di­vid­u­als of all ages in the ar­eas of so­cial, emo­tional and be­havioural skills. Her ex­per­tise has been fea­tured in Canadian Living and To­day's Par­ent.

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