Supporting Children’s Emotional Needs During the Pandemic Part 1

As the pandemic carries on, our coping skills are starting to unravel. For many people, this has become the ultimate emotional test. As we continue to maintain our distance from each other, not only have our social lives been halted, but our emotional support is wavering as well. And while we have been living this reality for some time, it is not getting any easier. In fact, it is getting a bit harder, especially for children. In order to mitigate this emotional imbalance, it is important to put things into place to help them feel more stable.

 

Understanding that feelings and responses to the same pandemic are going to vary from person to person is important. Parents need to take time to reassure their children that all emotions are okay and that what they are feeling is normal. There is no right way to cope. What parents can do is begin implementing the first four, of eight, parent tips to support their children’s emotional development during this time.

 

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Boredom – An Essential Ingredient for Creativity

Remember when you wished the weekend would last forever? As weeks of the “shelter in place” order have passed, the eagerness for some “time off” has lost its spark. Children’s boredom is growing day by day and will continue, especially as many schools will be ending the school year earlier than normal. The rising monotony of each day brings about an increase in technology use to keep children occupied. What they should be doing, however, is embracing the boredom and allowing their creative juices to flow.

When we are bored, we are more likely to engage in “sensation seeking.” A study in the Journal of Experimental Social Psychology states that boredom causes us to look for activities to stimulate the reward centers of the brain. Since using devices increases dopamine, the neural connections for this increase, and our brains crave it more and more. The ability to let our minds wander is diminished and any moment that lacks stimulation makes...

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