# 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 ## Webinar Tips ### Close any applications that use bandwidth or **1** ### resources on your device To submit a question, click “Questions” in the webinar **2** ### panel and type in your question To minimize the webinar panel, click the orange **3** arrow in the upper left of the panel If you experience audio issues, you can switch to # 4“Phone Call” in the “Audio” section of the webinar ### panel and use the dial-in information provided. --- # 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 --- # Certificates ## Certificates of attendance are available for all webinar ## and recording viewers. ### More information will be provided at the end of the webinar. --- # 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, 2006) --- # 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](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 [http://positive-behavior-](http://positive-behavior-) #### [https://challengingbehavior.cbcs.usf.edu/Pyramid/](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](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-](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](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](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) --- ||Sampling of Relevant Resources| |---|---| ||READINGS (Birth-5 Social-Emotional Learning)| |• • • • •|DEC – position statement on challenging behavior: [https://www.decdocs.org/position-statement-challenging-beha](https://www.decdocs.org/position-statement-challenging-beha) Infographic: [https://brookespublishing.com/wp-content/uploads/2020/09/5-Classroomwide-Practices-to-Improve-Behavior.pdf](/content/wp-content/uploads/2020/09/5-Classroomwide-Practices-to-Improve-Behavior.pdf) “Emotions: Synthesis” available at [http://www.child-encyclopedia.com/emotions/synthesis](http://www.child-encyclopedia.com/emotions/synthesis) Book è Early Social-Emotional Development: Your Guide to Promoting Children’s Positive Behavior (Edwards, 2018) - [http://archive.brookespublishing.com/documents/edwards-early-social-emotional-development-excerpt.pdf](http://archive.brookespublishing.com/documents/edwards-early-social-emotional-development-excerpt.pdf) Prevent-Teach-Reinforce for Young Children: [https://products.brookespublishing.com/Prevent-Teach-Reinforce-for-Young-Children-P659.aspx](https://products.brookespublishing.com/Prevent-Teach-Reinforce-for-Young-Children-P659.aspx) WEBSITES (Birth-5 Social-Emotional Learning)| |• • • • • • • • • • •|Positive Behavior Support: [http://www.pbis.org/](http://www.pbis.org/) National Center for Pyramid Model Innovations: [https://challengingbehavior.cbcs.usf.edu/](https://challengingbehavior.cbcs.usf.edu/) Center on the Social and Emotional Foundations for Early Learning: [http://csefel.vanderbilt.edu/resources/what_works.html](http://csefel.vanderbilt.edu/resources/what_works.html) Technical Assistance Center on Social Emotional Intervention: www.challengingbehavior.org Center for Early Childhood Mental Health Consultation: Georgetown University Center for Child and Human Development: [http://www.ecmhc.org/TTYC/index.html](http://www.ecmhc.org/TTYC/index.html) Center on the Developing Child, Harvard University: [http://developingchild.harvard.edu/resources/multimedia/videos/inbrief_series/inbrief_executive_function/](http://developingchild.harvard.edu/resources/multimedia/videos/inbrief_series/inbrief_executive_function/) Center for EC Mental Health Consultation: [http://www.ecmhc.org/temperament/IT3.php?infant](http://www.ecmhc.org/temperament/IT3.php?infant) Templates for Tracking Behavior Concerns: [http://www.pbisworld.com/data-tracking/](http://www.pbisworld.com/data-tracking/); Functional Analysis Screening Tool (FAST) document: [http://www.iu1.k12.pa.us/special/files/lea/2009-03-19/FAST.pdf](http://www.iu1.k12.pa.us/special/files/lea/2009-03-19/FAST.pdf) Backpack Connection series; TACSEI [https://challengingbehavior.cbcs.usf.edu/Implementation/family.html](https://challengingbehavior.cbcs.usf.edu/Implementation/family.html) Behavior Replacement List: [http://wordpress.oet.udel.edu/pbs/forms-and-tools/tier-3-intensive-tools](http://wordpress.oet.udel.edu/pbs/forms-and-tools/tier-3-intensive-tools) VIDEO CLIPS (Birth-5 Social-Emotional Learning)| |• • •|[https://www.youtube.com/watch?v=MVFwbWZCi3g&feature=emb_logo](https://www.youtube.com/watch?v=MVFwbWZCi3g&feature=emb_logo) [https://www.youtube.com/watch?v=yRKpNaVaP84](https://www.youtube.com/watch?v=yRKpNaVaP84) – How to Calm Young Children Down in Minutes [https://www.youtube.com/c/CosmicKidsYoga-Breathing](https://www.youtube.com/c/CosmicKidsYoga-Breathing) techniques and mindfulness --- # Thoughts/ Questions? ## Nicole M. Edwards – EdwardsN@rowan.edu --- # Webinar Survey ## At the end of the webinar, you will be prompted to complete # a short survey. ### Let us know your thoughts about this webinar and you could win a free book!