Cover photo by Jordan Whitt on Unsplash
Written by Aubrey-Dawn Palmer
This year especially, all of us have experienced a range of emotions, perhaps including but not limited to: anger, nervousness, fear, confusion, anxiety, discouragement, loneliness, and depression. If we as adults are experiencing these things, imagine what our children are experiencing.
Most children have some kind of normal routine. Last year they went to school every weekday. They had never been to a grocery store to find it bare, their neighborhoods and cities had not been vandalized, they had not been forced to stay inside and told they couldn’t visit beloved family members. Children who have been victims of domestic abuse and neglect no longer have the safety and solace that school provides.
Children are being taught a different message than they were a year before: “It’s not safe.” And this is scary when we consider that children need to feel safe in order to develop secure attachment (among many other things). Many parents do the best they can to frame the events and information of the day as, “I love you, and so I’m going to keep you safe,” and therefore are able to be a secure base for their children, maintaining a healthy sense of security and warmth. This is wonderful!
No matter how we frame information, children are internalizing messages from parents, media, and the drastic changes in their lives. This year children have undergone major disruptions and changes, and while research shows us that children are incredibly resilient, we don’t know how these changes will affect the mental health and development of children long-term.
I don’t want to scare you. But what I do want to point out is that, like us, children experience emotions. And those emotions, even if “negative” emotions, are good and important. Just like us, children experience anxiety, depression, fear, anger, confusion, loneliness, and so on. It is of critical importance that we respond to their feelings appropriately and coach them through these tough emotions.
John Gottman wrote a great book called, “Raising an Emotionally Intelligent Child”, and I want to share a few tidbits of that book with you to help you be an Emotion Coach for your child – or, in other words, to help your child become emotionally intelligent.
Emotional Intelligence
First, it’s important to understand what emotional intelligence is. Emotional intelligence is essentially the ability to identify, understand, and process your emotions in a way that makes you more resilient on the other side. Emotional intelligence is NOT pushing through your emotions quickly or dissociating from them. It’s about understanding your experience, embracing it, and working through it effectively, and with a growth mindset. “Even more than IQ, your emotional awareness and ability to handle feelings will determine your success and happiness in all walks of life including family relationships.”
Emotionally intelligent children are better able to control their impulses, delay gratification, motivate themselves, read other social cues accurately, and cope with life’s ups and downs. Additionally, children whose parents are emotion coaches have better physical health, higher academic scores, get along with their friends better, and are able to self-soothe.
How To Be An Emotion Coach
Emotion coaches don’t object to a child’s display of anger, sadness or fear, nor do they ignore them. Instead, they accept negative emotions as a fact of life. They use emotional moments as opportunities for teaching children important life lessons and building closer relationships with them.
Parents who invalidate and/or discount children’s feelings can cause children to doubt themselves and not trust their instincts. Emotional coaching requires empathy, good listening skills, selflessness, and the ability to put oneself in the child’s shoes. Emotional coaching parents serve as their children’s guides through the world of emotion. They go beyond acceptance to set limits on inappropriate behavior and teach their kids how to regulate their feelings, find appropriate outlets, and solve problems….emotional coaching parents have a strong awareness of their own emotions and those of their loved ones. In addition, they recognize that all emotions, even those we generally consider negative, such as sadness, anger, and fear can serve useful purposes in our lives.”
Emotion coaches do five things:
1. Become aware of your child’s emotions.
Emotional awareness simply means that you are able to recognize emotions in yourself and in those around you. To recognize emotions in your children, you must recognize emotions in yourself. When we observe our children experiencing emotions, even negative emotions, we do not dismiss those emotions or respond with disapproval. Emotional awareness leads to empathy and our next step.
2. Recognize emotion as an opportunity for teaching and intimacy
When we recognize that emotional expression gives way to the opportunity for connection and learning, we deepen our relationship. Talking to children about what they are feeling gives us the opportunity to teach them to understand their own emotions, teach them about the world around them, and build trust.
3. Listen, empathize and validate
We all need people who are willing to listen, empathize, and validate – our children are no different. One of the hard things around this one is refraining from dismissing, disapproving, or even trying to rescue our kids from their problems.
4. Help children learn to label emotions
As children talk about their experiences and express needs, we can help them identify what they are feeling. It is important to help them label their experiences, instead of labeling their emotions for them. This is not a time to rescue our children from their emotions. There is nothing wrong with feeling angry, hurt, nervous, discouraged, confused, etc. Accepting that these negative experiences are a natural part of life actually helps our children build resilience and confidence. Dismissing or disapproving of negative emotions can, even unintentionally, teach our children that they are alone in their emotions, bad for having those feelings, that they cannot trust their instincts, or that something is wrong with them. But labeling their emotions helps them eventually process how to work through them.
5. Set limits while exploring strategies
Boundaries and discipline are still an important part of parenting, even for emotional coaches. For example, we absolutely have the right to be angry, but we don’t have the right to throw our toys at people. Here’s where we really get to connect and teach our children. We take it a step further by helping our children explore solutions to their problems. Again, we do not rescue children. We hold them accountable for their mistakes, and empower them to find solutions. We act as their coach in this growth process. “When we seek to understand our children’s experience, they feel supported. They know we’re on their side. When we refrain from criticizing them, discounting their feelings, or trying to distract them from their goals, they let us into their world. They tell us how they feel. They offer their opinions. Their motivations feel less mysterious which in turn leads to further understanding. Our children begin to trust us. Then when conflicts crop up we’ve got some common ground for solving problems together. Our kids may even risk brainstorming solutions with us. Indeed the day may come when they are actually willing to hear our suggestions.”
While important, understand that emotion coaching is not a cure-all. Conflict is normal and discipline is important. Emotional coaching is about closeness, capability, and engagement, not removing conflict or the need for boundaries.
This week, take advantage of opportunities to practice being an emotion coach for your child(ren).
References
Esmaeelzadehazad, S., Valadi, S., & Gabbard, C. (2021). The impact of maternal emotional intelligence on young children’s motor development. European Journal of Developmental Psychology. https://doi-org.erl.lib.byu.edu/10.1080/17405629.2021.1918094
Gottman, J. M., Declaire, J., & Goleman, D. (2015). Raising an emotionally intelligent child. New York, NY: Simon & Schuster Paperbacks.
Li, D., & Shi, J. (2021). Fluid intelligence, trait emotional intelligence and academic performance in children with different intellectual levels. High Ability Studies, 32(1), 51–69. https://doi-org.erl.lib.byu.edu/10.1080/13598139.2019.1694493
Persich, M. R., Smith, R., Cloonan, S. A., Woods, L. R., Strong, M., & Killgore, W. D. S. (2021). Emotional intelligence training as a protective factor for mental health during the COVID‐19 pandemic. Depression and Anxiety, 38(10), 1018–1025. https://doi-org.erl.lib.byu.edu/10.1002/da.23202
Anna Mader is an undergraduate student from Houston, Texas is a Family Studies major at Brigham Young University.
