Emotion Coaching Among Providers and Parents: Supporting Early Social-Emotional Development
Emotion Coaching Among Providers and Parents:
Supporting Early Social- Emotional Development
Nicole M. Edwards, Ph.D.
Associate Professor, Special Education College of Education, Rowan University
Wednesday, May 5, 2021, 2 pm – 3 pm Brookes Coffee Chat Series
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Early Social-Emotional Development
Your Guide to Promoting Children’s Positive Behavior
A practical and comprehensive resource to help birth–five
providers work successfully with children, families, and
colleagues to foster social- emotional growth.
bpub.fyi/Early-SE-Dev
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Early Social-Emotional Development
Emerging in the first year of life:
✓ Primary emotions (Lewis & Michalson, 1983; Lewis et al., 1989)
Emerging between 3-9 months:
✓ Automatic/reflexive patterns è intentional and voluntary responses
(Lewis & Michalson, 1983; Lewis et al., 1989)
✓ Make sense of simple emotions expressed by others (Dunsmore & Karn, 2001)
Typical Social-Emotional Development (birth-5)
Emerging ability in Preschool and Kindergarten to: ✓ Be more goal-directed (Edwards, 2018, p. 13)
✓ Control emotions ✓ Problem-solve
✓ Follow complex directions ✓ Comply with rules
✓ Internalize values/standards of behavior of others (Bronson, 2000) ✓ Initiate and sustain social interactions
v EMERGING lifelong process to control internal reactions to
emotions and their outward expressions
v“There is a continuous reorganization of
emotional competencies…”
v (Cummings, Davies, & Campbell, 2002; Edwards, 2018, p. 13)
Within and Across-Group Variability
Table 1.1. Sampling of typical milestones across developmental domains
| 6 months | 2 years | 4 years | |
|---|---|---|---|
| Fine motor | Transfers objects from one hand to the other | Copies straight lines and circles | Uses scissors |
| Gross motor | Begins sitting without support | Begins running | Begins to stand on one foot |
| Expressive language | Makes sounds to show emotions | Uses two-to four-word sentences | Enjoys telling stories |
| Receptive language | Responds to own name | Points to pictures when they are named | Follows three-part commands |
| Cognitive | Explores by putting things in mouth | Begins sorting by shape and color | Understands the difference between“same”和“different” |
| Adaptive | Begins to hold bottle independently | Follows directions to put away familiar items | Can pour and mash |
| Social-emotional | Knows familiar faces | Shows defiance by doing what he or she is told not to do | Prefers playing with others rather than alone |
Alignment with Growth across Domains
I can turn my head away from this,
uImproved Mobility
reach for my favorite teddy, or move closer to a trusted adult!
uImproved Language
I can more easily tell you how I am feeling or what I want!
uImproved Cognition
I am learning what is expected of me and how to
figure out solutions!
Examples (Edwards, 2018, Figure 1.5):
Three Main Components
è A child thinking or saying, “My brother is sad” when seeing him cry.
vEmotion Knowledge
è A child walking slowly and quietly to the
vEmotion Expression
playground even though she really wants to
vEmotion Regulation scream excitedly and run.
(Denham et al., 2003; Denham, 2006)
è A child who is visibly upset asking to play with the sensory toys in the cool down corner.
Possible CONCERNS…
May include difficulty with…
q self-soothing
q understanding/labeling emotions
q redirecting attention from distressing stimuli
q staying calm during a quiet activity
q transitioning between activities or parts of the routine
q calmly managing personal disappointment
q engaging in appropriate social interactions
(Chang, Schwartz, Dodge, & McBride-Chang, 2003; Cole, Michel, & Teti, 1994; Contrerras, Kerns, Weimer, Gentzler, & Tomich, 2000; Firzgerald, McKelvey, Schiffman, & Montanez,
Pervasive Concern
“…emotional and behavioral problems are among the most prevalent chronic health
conditions of childhood…”(Pastor Reuben, & Duran., 2012, p. 1)
One of every five U.S. children and adolescents estimated to have a mental
disorder that can become debilitating without intervention (Kataoka et al., 2002)
Social-Emotional Development (birth-5)
Short- and Long-Term Correlates
More adaptive behavior (Izard et al., 2008)
Positive social outcomes (Kochanska et al., 2000)
Academic achievement (Graziano et al., 2007)
Confidence in childrearing abilities (Levac et al., 2008)
Ecological Approach
(e.g., Bronfenbrenner, 2001; Eisenberg, Cumberland, & Spinrad, 1998)
Early Nurturing…
uChildren who do not play or who are rarely touched
develop brains 20-30% smaller than normal for their age; talking and cuddling positively affect brain
development (Nash, 1997, p. 51)
uWarm, responsive interactions contribute to children’s
social-emotional, executive function, language and cognitive skills (e.g., Amodia-Bidakowska et al., 2020; Cabrera et al., 2018)
uAffects memory, thinking, language and concept dev’t,
& development of a stress response system
http://www.nimh.nih.gov/health/publications/brain-development-during-childhood-and-adolescence
Promoting Secure Attachment
u Learn what creates secure attachment
u Learn to understand baby’s unique cues
u Talk, laugh, and play
u One GOAL è to realize they can trust and rely on primary caregivers and other important people in their lives.
Shared Accountability in Proactively Supporting Early Social-Emotional Development
Value in PREVENTION
v Tier I of PBIS or lower levels of Pyramid Model
https://challengingbehavior.cbcs.usf.edu/Pyramid/
Adults’ Role çè Child’s Emotions & Behavior
u Reflect on your WORDS and TONE (Edwards, 2018, p. 30)
u AVOID Rapid Suppression Approaches
u Fail to promote lasting behavior change
u Reactive in response to a problem
u Fail to TEACH alternative replacement behaviors
Adults’ Role çè Child’s Emotions & Behavior
u “Practitioners promote the child’s social
development by encouraging the child to initiate or sustain positive interactions with other
children and adults during routines and activities through modeling, teaching, feedback, or other
types of guided support”
(DEC Recommended Practices, INT2)
https://www.dec-sped.org/dec-recommended-practices
u EMOTION COACHING:
“…responding supportively, verbally labeling emotions, using empathy, and teaching children to
understand and regulate their emotions…”
(Wilson, Havighurst, & Harley, 2012, p. 57).
Vignette from Edwards (2018, p. 36) Emotion Coaching in Action
u Celebrating Caregivers’ Efforts:
u AWARENESS of the child’s emotions
u ACCEPTING of these emotions
u TEACHING more adaptive ways to help the child manage emotions
Suggestions (Edwards, 2018)
u Be more aware of YOUR emotions by using reflective journaling
(Figure 2.5)
u Antecedent-Behavior-Consequence Chart + Reflection (Figure 2.6, p. 45)
Flexible REPERTOIRE of coping strategies
(Gilliom et al., 2002)
- Actively problem solve • Seek social support
- Tolerate the intensity of aversive emotion
Tailor Supports
(Strengths, Needs, Preferences, Context)
If 3-year-old Child M is upset… If 3-year-old Child M is upset…
è He can redirect attention by looking away (averting eye contact) è He cries!
è He can walk to another part of the room
è He can redirect attention by focusing on a desired toy or activity
è He/we can possibly remove the source of stress
è He can use PICS or phrases to express himself (“Please stop; I need help”)
è He can seek comfort from a trusted caregiver
Modeling/ Scaffolding
- Am I responsive/supportive? • Do I encourage attempts to self-soothe, cope, delay gratification? • Do I offer a space to ‘stop and think’?
- Do I validate and label feelings? • When I get upset in front of the child, do I briefly explain my feelings and model how I self-soothe?
- Do I use and encourage discussion of emotion-based children’s books?
"Mindfulness training—using age‐appropriate activities to exercise children's reflection on
their moment‐to‐moment experiences—may support the development of self‐regulation..."
(Zelazo & Lyons, 2012, p. 154)
Embracing our Shared Role:
Align with the Behavior’s Function
v“PASTE-P” (Wheeler & Richey, 2010)
http://archive.brookespublishing.com/documents/edwards-
Figure: Edwards (2018, p. 75)early-social-emotional-development-excerpt.pdf
VISUAL TIMELINE…
Stick figures welcome!
Communicating with Key Partners!
https://www.marcus.org/autism-resources/autism-tips-and-resources
DIRECT FAMILIES TO LOCAL AND WEB-BASED RESOURCES
The Technical Assistance Center on Social Emotional Intervention for Young Children (TACSEI)
Backpack Connection series
- teachers and caregivers working together to help young children develop social emotional skills and reduce challenging behavior. https://challengingbehavior.cbcs.usf.edu/Implement ation/family.html
PARENTS ACKNOWLEDGE
IMPORTANCE OF PARENT-TEACHER
COLLABORATION (Quotes from Urban Head Start Mothers)
“[Moms provide] the building blocks,
[but the] teacher has a huge impact
on behavior. I gave him the tools and
teacher’s fine tuning them.”
“[Mothers are] around the child more
– [her] mom from day one; teachers
can only do too much – mom has to
[carryover] or the habit will start
today; if the mom is not teaching the
same thing, they’re not going to get
better.”
“[The teaching staff has been] very
helpful; [I’ve spoken to the] behavior
therapist, teachers … – they’re
wonderful to the parents – a blessing
in my life.”
(Edwards, 2010, 2012, 2018)