| It is important for parents to know how to intervene | | | | Consistency is extremely important, as you actually |
| when their child has emotional meltdowns. What you | | | | reinforce negative behavior when you are inconsistent. |
| do in those moments can make a significant difference | | | | Appropriate consequences are usually linked to the |
| in how the child learns to deal with disappointment, | | | | child's behavior. For example, if your child starts to |
| conflict, or frustration. | | | | whine or demand that you buy him a toy every time |
| Acquiring these are essential life skills will have a | | | | you go to the store, an appropriate consequence may |
| positive impact on the development of your child's self | | | | be that you take him home immediately. Be patient, it |
| esteem. Here are some effective skills that you can | | | | may take several times before he gets the message |
| develop to help your child in those difficult moments:o | | | | and realizes that he needs to behave appropriately at |
| Become a student of your child's behavior and notice | | | | the store.o Pay attention to your child so you can |
| factors that may contribute to your child's emotional | | | | recognize when she's beginning to show signs of |
| reactivity. These factors may include environmental | | | | emotional overload or excessive stimulation. She may |
| circumstances such as excessive noise, crowded | | | | seem fatigued, overactive, irritable, distant, tense, |
| spaces, teasing from other children, etc. Your child may | | | | anxious, or may resort to immature behaviors that |
| also be reacting to internal factors such as fatigue, | | | | should tell you it's time for you to intervene. Effective |
| hunger, excessive stress, lack of sleep, or troubling | | | | interventions may include giving your child a break for |
| emotions. It is also important to look for patterns so | | | | rest, direct her to a less stimulating activity or |
| you can establish effective interventions in the future.o | | | | environment, help her practice deep breathing, engage |
| Take responsibility for being in control and acting | | | | her in a relaxing conversation or activity, or talk to her |
| accordingly. Your job is to help your child de-escalate | | | | quietly for a while.o It's important that you remain calm |
| an emotional reaction that may get out of control. Your | | | | and speak in a calm voice. Your body language needs |
| child looks to you to provide emotional stability during | | | | to be congruent with this. Establishing eye contact is |
| these times. For example, if you notice that your child | | | | very important when communicating with your child. |
| tends to have tantrums in a particular situation, you | | | | Your child will feel supported, cared for, and loved by |
| may need to remove him from the situation so he can | | | | you under these circumstances.o Focus on the |
| regain control.o Prepare a plan of action that is | | | | connection between you and your child. Concerning |
| effective and supportive. Talk to your child about what | | | | yourself with what other people may think of you or |
| you have noticed and inform him of your plan. Be clear | | | | your child is not a priority. If you are in public places you |
| and concise when communicating new rules and | | | | may tell yourself "There's a really good chance I'll |
| interventions you will use. Get feedback from your | | | | never see these people again in my life"o As the |
| child about their experiences in difficult situations and | | | | parent, you need to take control and handle the |
| what he thinks may be helpful to do at such times. Be | | | | situation one-on-one. Allowing others to intervene may |
| clear and concise when communicating your plan or | | | | only contribute to your child become more reactive, as |
| new rules to your child. Using too many words or | | | | they may feel exposed or picked on.o Review the |
| repeating yourself will only serve to confuse him.o | | | | situation briefly with your child once he's calm again. |
| Write down your plan or rules in simple form. Find an | | | | These can be valuable teachable moments that may |
| appropriate time when you can review them with your | | | | help him remember how to behave more appropriately |
| child. | | | | next time. Be sure and give your child positive |
| You may want to post these in a visible place. Go | | | | feedback for any progress he's is making, however |
| over these before he's exposed to situations where | | | | small, as this will help both of you remember that this is |
| he may go on overload and experience temper | | | | a process of successive approximations toward the |
| tantrums.o Give your child positive feedback when he | | | | desired behavior.o Be sure and seek assistance from |
| follows these rules. This actually helps increase the | | | | a professional counselor who treats children if things |
| chances that the positive behavior will re-occur in the | | | | don't improve with time. Your child may be having |
| future. You may also want to reward your child by | | | | psychological, social, or neurological, problems he |
| giving him an extra privilege, such as extra play time or | | | | doesn't know how to communicate about. Keep in |
| by playing his favorite game with him.o Come up with | | | | mind that as a parent you may also need help from a |
| a list of appropriate consequences for your child when | | | | professional. If you take care of yourself your child will |
| he doesn't follow the rules, and apply them consistently. | | | | benefit from it. |