Monday, 14 April 2014

Anger Management continued part two gaining an insight into the frustrated mind
By Dyslexia Dublin CETC © 2014

Weak Cognitive Connections: Children with Processing disorders and other specific cognitive impairments ADHD Asperger’s/Autism may not understand events in the same way others do or indeed the way they tend to react to commands and some portrayed moments are quite different to their able peers. We who have an immediate responsibility and indeed onlookers need to determine to gain strong understanding of the child or adults thought process before and during any (melt down) uncomfortable event. Many less able might not even show outward signs of distress and this needs to be closely monitored but may still leave them with an inward feeling of discomfort. Quite often the situation leads the child to believe it is a fight or flight situation…this is the opposite of where we appear to be most of the time (Parasympathetic) certainly in the main with able children/adults …in most cases children do not sense they are moving into the Sympathetic nervous state…we adults always see this first and its often the way we react that can infuse or defuse the situation.
Children and some Adults might mirror your reaction taken from a previous outburst (monkey see monkey do)used in a previous/similar situation…they don’t always understand how they should respond at their own age range and in turn can be colourful and graphical and use swear words they don’t fully understand and they will struggle to understand an Adult reaction and comment on their behaviour (if met with an adult response from a child…don’t react by giving an adult response)?.

Talking through anything needs to be specific, but put over in a very simple way; quite often a graphical approach will be the way forward as it is very often difficult for the child to understand the spoken word (flashcards are good) also emotions cards. We need to filter what images and words are within the auditory or visual reach of our children as most things are taken quite literally. If they witness a plane crash in the paper or on the news they might be reluctant to go on holidays if a plane is part of the travel arrangements.

Students with learning needs might be able to well require a different type of approach/supports to maybe their able siblings; this will largely depend on the individual’s level of maturity. Many students are able to process discipline, while others have specific deficits in this area. Some will take what you say to the letter even if you are only trying to get your point across with some degree of exaggeration.
Be careful when giving traumatic news to children with learning needs and also explain events they might witness (car accident etc.) in away appertain to the child’s age or level of maturity as this might be a degree below their chronological age...

Many children have difficulties with their level of social prowess, and may need far greater instruction anger management…levels of tolerance to movement, noise etc. will vary hugely and good communication is paramount as in all cases of managing anger and tolerance of things that are initially out of the control of the individual concerned. It is so important to take the approach as Rome was not built in a day and all this will take considerably longer…also be careful when looking back to the way you where parented as communications amongst many things has changes so much.


Our posts are for guidance purposes only and professional advice should also be sought .

You can find resources for a range of learning needs at www.dublin-cetc.com


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