Article archive: page 27
More practical, evidence-informed guidance for the real emotional and social situations children face.
When a Child Refuses to Talk About Feelings
A parent asks what is wrong after school and receives silence, shrugs or “nothing.” Learn what may be happening and use a concrete, developmentally respectful plan.
Receiving Feedback Without Shutting Down
A child hears one correction as proof that everything is wrong. Learn what may be happening and use a concrete, developmentally respectful plan.
How to Choose an Anxiety Worksheet for a Child
A caregiver sees dozens of anxiety printables but cannot tell which matches the child’s actual difficulty. Learn what may be happening and use a concrete, developmentally respectful plan.
Calm-Down Cards: How Many Choices Should a Child Have?
A large deck of coping cards becomes another decision the child cannot make under stress. Learn what may be happening and use a concrete, developmentally respectful plan.
How to Choose a Feelings Chart That Children Can Actually Use
A detailed emotions poster looks impressive but overwhelms the child or becomes a quiz. Learn what may be happening and use a concrete, developmentally respectful plan.
Does Naming an Emotion Help? What Emotion Labeling Can Do
Adults insist that naming the exact feeling will automatically calm a child. Learn what may be happening and use a concrete, developmentally respectful plan.
Executive Function and Emotional Regulation: The Missing Link
A child knows a strategy but cannot remember or initiate it during a demanding moment. Learn what may be happening and use a concrete, developmentally respectful plan.
Fire Drill Anxiety in Children: Prepare Without Creating More Fear
A child fears the alarm, covers their ears or avoids school on drill days. Learn what may be happening and use a concrete, developmentally respectful plan.
Flexible Thinking for Kids Without Forcing Them to “Go With the Flow”
A small plan change leads to panic, arguing or getting stuck on the original expectation. Learn what may be happening and use a concrete, developmentally respectful plan.
The Freeze Response in Children: What Shutdown Can Look Like
A child becomes still, blank, compliant or unable to answer during stress. Learn what may be happening and use a concrete, developmentally respectful plan.
Homework Meltdowns: Find the Demand Behind the Behavior
Homework begins calmly but quickly turns into arguing, tears or leaving the table. Learn what may be happening and use a concrete, developmentally respectful plan.
How Co-Regulation Supports Developing Self-Regulation
A child is expected to use a coping skill independently because it was taught once. Learn what may be happening and use a concrete, developmentally respectful plan.