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Archive for Social and Emotional Competence

The 15 Definitive Social and Emotional Skills for Children

Posted by Gary Yorke 
· January 13, 2019 
· No Comments

After countless hours of reviewing research studies and combining my own experience as a child and family therapist, I identified 15 definitive social and emotional skills that are important for children to develop.

All 15 skills are tied to children’s predictability on experiencing success in academics, social relationships and overall life satisfaction. In addition, most of the skills are related to the trendy concepts of grit, growth mindset and resiliency.

But what’s most important, is that all the skills can be developed and cultivated over time; and are essential to enabling a child to navigate through life’s wonders and challenges and maximize their sense of fulfillment.

I applied CASEL‘s domains (since they are the most credible organization on promoting social and emotional learning) as a foundational basis to organize the skills into 5 simple domains of: Self Awareness, Self Management, Social Awareness, Relationships Skills and Responsible Decision-Making.

Self Awareness Domain

The Self Awareness domain is a child’s ability to accurately recognize their own emotions, thoughts and values which allows them to be more conscious of their actions and behaviors. This is important because when a child is more aware of themselves both internally and externally, they are better able to navigate life challenges and make appropriate decisions.

1. Identify and be aware of own feelings and emotions

The ability to identify and be aware of their internal feelings and emotions during and after a situation. Feelings and emotions are generally indicators, and when a child is able to identify them, they can use this information on how to appropriately respond and react.

2. Identify own strengths and limitations

The ability to understand the degree of their own skills, abilities and talents. This skill provides a child a more accurate sense of how they can approach goals, tasks and challenges.

3. Identify own beliefs and values

Beliefs and values cultivated over time is a child’s internal compass. A child’s understanding of their internal compass provides them guidance them on how to feel, respond, act and make decisions.

4. Self confidence

Self confidence is the belief in one’s ability to organize and execute actions to succeed in a particular situation. This allows a child to perform at their potential, accept challenges and manage setbacks.

Self Management Domain

The Self Management Domain is a child’s ability to successfully regulate their own emotions, thoughts and behaviors in different situations. This enables a child to manage stress, control impulses, set goals and motivate themselves. Self Management are essential life skills that impacts how a child engages with their academics, interests and social relationships.

5. Manage impulses and delay gratification

The ability to manage impulses and delay gratification are fundamental to self-discipline. The ability to adequately manage impulses allows a child to decide, act and behave more appropriately. And the ability to delay gratification when appropriate allows a child to set and achieve goals.

6. Sustain attention and focus

The ability to sustain adequate attention and focus on tasks, in thinking and social situations. A child’s age-appropriate attention and focus abilities allows them to think clearly, and increase likelihood to complete tasks and responsibilities.

7. Goal Setting

The ability to think and plan ahead to set goals for both their own and social wants/needs. Goals can be short-, mid- or long-term.

8. Emotional Regulation

The ability to tolerate and manage uncomfortable feelings that may arise during challenges and difficult situations. When a child is able to manage uncomfortable feelings (e.g. frustration, anxiety, fear, grief) when appropriate, this will better equip them to navigate and overcome challenges.

Social Awareness Domain

Social Awareness Domain is a child’s ability to take the perspective of and empathize with others.

9. Empathy for others

The ability to understand other’s thoughts, feelings and point of view. Empathy is both an emotional and cognitive experience meaning it is being able to “feel with” a person through imagination. Having the capacity of empathy enables a child to respond appropriately to and connect with situations and others.

10. Respect for others

The ability to treat others kindly from the act of acknowledging their feelings, beliefs and actions. Respect is generally shown through a child’s thoughts and action to those they have positive regard for and those they have differences or disagreements with. Respect for others is foundational to building and maintaining positive relationships.

Relationship Skills Domain

The Relationship Skills Domain is a child’s ability to establish and maintain healthy and meaningful relationships with individuals and groups. Specific skills include the ability to communicate clearly, listen well, collaborate with others, resolve conflicts, resist inappropriate social pressures and seek and offer help when needed.

11. Listening Skills

The ability to accurately understand and interpret what others are verbally and non-verbally communicating. Being able to listen well decreases misunderstanding and lead to effective communication. This is an essential skill/foundational skill to be able to collaborate, resolve conflict and assert self.

12. Collaboration Skills

The ability to work with others to achieve common goals. Collaboration skills include planning, negotiation and agreeing with each others but most importantly, it also requires respect and trust. The ability to collaborate is an essential life skill that will enable a child to succeed in social and classroom settings.

13. Conflict Resolution Skills

The ability to overcome and resolve conflict with others. Conflict resolutions skills include being able to negotiate, compromise, and assert self while being able to be aware of own emotions, have empathy and actively listen to others. Since is it normal and common for conflicts to arise, developing conflict resolution skills will enable a child to navigate and grow from some of the most difficult challenges in life.

Responsible Decision Making

The Responsible Decision Making Domain are skills that result from interaction of skills in Self Awareness, Self-Management, Social Awareness and Relationship Skills domains. This domain includes the child’s ability to make constructive choices about their personal behavior and social interactions based on ethical standards, safety concerns, social norms and consequences.

14. Problem Solving

The ability to identify, analyze situations and apply solutions to problems. A child’s problem solving skills include being able to identify repeating problems in their lives, think of different solutions, evaluate pros and cons of solutions and apply solutions.

15. Responsible Decision Making

The ability to make constructive choices about their personal behavior and social interactions based on ethical standards, safety concerns, social norms and consequences.

  *******

Play Attune is about providing parents and professionals practical play activities and resources focused on enhancing children’s social and emotional wellness. Behind every content we share is the belief that children learn valuable life skills through meaningful relationships and experiences.

Play Attune is created by William, a child and family psychotherapist with extensive experience working with families in various settings. We recently launched in the summer of 2018 and we invite you to join us on learning more and contributing to shape our content!

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Categories : Behavior, Featured, Feelings, Social and Emotional Competence, Social Issues

Cooperative & Noncompetitive Games

Posted by Gary Yorke 
· October 19, 2017 
· 1 Comment

Cooperative and non-competitive games are ideal for children and families, and are often used by therapists, counselors, and teachers. In a non-competitive game there are no winners or losers, usually information is exchanged.  Probably the most popular non-competitive game used by clinicians is the Ungame. Another non-competitive game, this one developed for therapy, is The Nurturing Game.

                                   

Cooperative games usually have a specific goal that needs to be accomplished, and can only be accomplished when players are working together. Another way of looking at cooperative games is that all players win, or all players lose.  They can be used with children who can’t tolerate losing, have cooperation difficulties, or need to work on their communication skills.  A popular cooperative game used by therapists is The Mountaineering Game. The goal of this game is to reach the top of the mountain. If greater difficulty and complexity is desired players can work together to first ascend the mountain, and then descend the mountain.

The value of cooperative games was demonstrated in a study by Bay-Hintz and Wilson (Bay-Hintz, April K. and Wilson, Ginger B. ,2005. “A Cooperative Games Intervention for Aggressive Preschool Children.”  In Reddy, Linda A., Files-Hall, Tara M, and Schaefer, Charles E. (Eds.) Empirically Based Play Interventions for Children). They studied the use of cooperative games in a preschool class. Cooperative games were played for thirty-minutes per day in one group, and competitive games were played in the other. Two other groups played cooperative games for part of the study, and competitive games for part of the study.  In all conditions where cooperative games were introduced cooperative behavior during free play increased. Cooperative behavior decreased during periods where competitive games were played.  The games used in this study included group games like cooperative musical chairs and Family Pastimes board games (see below).

Both cooperative and non-competitive games facilitate therapy by becoming the place where therapist and client interact with each other. Non-competitive games typically involve more discussion and disclosure, while cooperative games require social skills and effective communication to achieve success.

The Ungame: Non-competitive games, such as The Ungame, are designed specifically to foster communication. It is available as a board game, and as a separate card games for Kids, Teens, and Families.  The Ungame is ideal for a therapy session as the length of play can be predetermined at the start of the game. So, if there are only fifteen minutes left in the session the game can still be played and the session can still be quite productive.  In addition, playing the Ungame fosters skills such as sharing, interacting, and listening.

The Ungame board game includes two levels of “general cards,” a board, pawns, and a die. Level one cards tend to be light-hearted and non-threatening, and Level two cards tend to require more thought and self-revelation. Level 2 cards ask questions about feelings, values, and memories.  The Ungame card games also consist of level one and level two cards and may be used with the board game. Simply substitute the general cards that come with the game with one of the card decks. The card game includes Choice, Question and Comment cards, which are also spaces on the board game, so these cards should be removed when using them with the board game.

The Ungame is easy to play. Players take turns rolling the die, count spaces and then respond to the prompt on the space they land on. If they land on an Ungame space, they pick up a card, read it aloud, and respond. If they land on a Question space they may ask any player any question they like. If they land on a Comment space, they may make a comment about anything they like. As a therapist, I usually use the Question space to seek clarification about an earlier response or find out something about the child. Choice spaces allow the player to make a comment, ask a question, or pick up an Ungame card. Level 1 cards are typically non-threatening and ideal for building cohesion in a group and rapport between the players.  They facilitate discussion and learning how to express oneself. Level 2 cards tend to evoke more emotional and in-depth responses and are better used once clients have begun to feel comfortable.

Ungame Variations

Getting to Know You – Hide & Seek with Ungame cards – The therapist chooses which deck is going to be played with, and hands a portion of the deck to the child. Better readers can be given more cards, weak or young readers, only a few cards. The therapist may choose to stack the deck prior to the session. The therapist chooses three cards he’d like the child to answer and the child chooses 3 cards they would like the therapist to answer. The child hides her cards first, then the therapist hides his cards. Child and therapist then take turns looking for the cards. When a card is located it is responded to.

Getting to Know You – Rock, Paper, Scissors, with or without Ungame cards – Follow the same procedure as above, but instead of choosing 3 cards, go through your stack and identify a few questions you’d like to ask. Next, play Rock, Paper, Scissors. Whoever wins the round, gets to pose the question. This game can also be played without cards. Participants simply ask whatever question they want of the other participant.

The Squiggle Game is a cooperative activity and was developed by D. W. Winnicott.  Winnicott was a pediatrician and a child analyst.  He developed to the Squiggle Game to be played in the initial interview with a child.  He developed this activity as a way for the therapist to make contact with the child.  He did not develop any fixed rules, as he wanted clinicians to feel free to adapt it to their style and enhance it a way that worked best for them. Clinician and child take turns making a squiggle, and then turning it into a picture of something. Child and counselor are free to complete as many, or as few, as they choose. Many variations of the Squiggle game have been developed over the years (as a Google search will reveal). One interesting discussion can be find in the following online article:

www.focusing.org/chfc/articles/en/thurow-interaction-squiggle-total.htm

The Nurturing Game is another non-competitive game that not only fosters communication but also promotes activities that encourage nurturing behavior.  The Nurturing Game is suitable for adults and children ages 6 and older to increase self-awareness, communication skills, and appropriate use of personal power. Participants respond to questions regarding awareness of self, feelings, giving and receiving praise, as well as practicing appropriate touch. Each Nurturing Game contains cards and directions that are published both in English and Spanish. There are two “tracks” on the game, one for adults and one for children. In addition to responding to cards there are Praise (Sun) spaces and Hug (Heart) spaces. I recommend that male therapists use the heart spaces to give a high five, fist bump, or “say something positive” about one of the other players.

More cooperative games

Mountaineering, There’s a Growly in the Garden, & Bambino Dino: These three cooperative games are published by Family Pastimes.  Family Pastime games have a specific goal that is achieved when participants play together, not against each other.

The most popular Family Pastimes game purchased by therapists is The Mountaineering Game.  Participants work together to reach the top of the mountain. For an added challenge, game participants can also try to work their way back to the base of the mountain.  The rules of the game compel the players to talk and work together. There is only one pawn which players take turns moving. There are two types of cards, mover cards and equipment cards. At the beginning of the game players must decide how to distribute the cards.  Neither player has enough mover cards nor equipment cards to get the pawn to the top of the mountain.  Since players take turns moving the pawn, each move affects what the other players can do.  As the pawn travels up the mountain it can become stuck and players must work together to move the pawn off various obstacles. This is a fun game to play with siblings and gives the therapist an opportunity to witness how they work together. Cooperation games can also be sent home for family members to play together during the week.

Two very popular games for children ages 4 to 7 (and older depending on the child’s emotional maturity) are Bambino Dino and There’s a Growly in the Garden. In the first game, Bambino wanders into a valley to get food, just as water begins to rush in. Participants work together to save Bambino from the rushing water. Players take turns rolling the dice. The color on the top of the dice determine if the player will get a barrel to remove water, food for Bambino, or more water will be added to the valley. It helps if players work together, discussing which cards to use and when to remove water.  Players may also share barrels to remove the water.

                                                                  

In There’s a Growly in the Garden participants work together to plant flowers, and then prevent the Growlys from pulling them up! The game starts with an empty garden. Players take turns adding Flowers, Scarecrows to block the Growlys, or Special Things that also block the Growlys.  Players need to watch out for Growlys, who turn up randomly, and pull up flowers if they’re not blocked by a Scarecrow or Special Thing.

Family Pastime publishes numerous games, these are just three examples. In addition, there are dozens of fun activities and games available from ChildTherapyToys.com. When using these games, it is advised that the therapist become thoroughly familiar with the rules and how to play before bringing it into the play room. The games are not complex but the rules are nearly impossible to figure out on the fly.

 

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Categories : Behavior, Feelings, Intervention Ideas, Play Therapy Games, Self-Esteem, Social and Emotional Competence, Therapy Practices
Tags : cooperative games, Play Therapy, play therapy gams, therapeutic games for children, therapeutic games for teens

BIBLIOTHERAPY

Posted by Gary Yorke 
· September 6, 2016 
· 1 Comment

 

Bibliotherapy is a fancy way of saying it’s OK to use books in therapy.  Bibliotherapy is the use of literature to bring about a therapeutic interaction between the adult and the child.  The term originated in 1916 in an article in The Atlantic Monthly. Samuel Crothers suggested using books in hospitals to help patients solve problems and develop insight. There is a very powerful dynamic that takes place when we sit next to a child and read a book. There are thousands of self-help books written for children.  When we sit next to the child and read them the book it becomes a catalyst to discuss their challenges, identify strategies, and then role play and practice those strategies. Books can be sent home with the child, with specific instructions to read them with the parent and bring them back next week.

 

One of the more popular and enduring series of self-help books for children are from Parenting Press. The Children’s Problem Solving Series contains titles such as “I Want It,” My Name is Not Dummy,” and “Mommy Don’t Go.”  The Dealing With Feelings Series contains titles such as I’m Frustrated,” I’m Furious,” and “I’m Scared.” A nice feature of these books is that they are interactive. Children get to pick different behaviors or strategies to challenges presented in the stories. The reader then goes to the section of the book where that strategy is tried and together, reader and child, discover how that affects the outcome.  It is recommended that therapist and child role play and practice the strategies they choose whenever possible. The child should also be asked to explain the strategy to the parent and the parent can be loaned the book to read it to the child during the week.books

 

Other books that might be useful:

A Boy and A Bear: The Children’s Relaxation Book, by Lori Lite, A CD with this and two other stories is also available: Indigo Dreams CD.  The child and parent can then listen to the stories together. This story is a nice one to read, or listen to, at night just before going to sleep. From Head to Toe, by Eric Carle, is a picture book that can be used to practice deep muscle relaxation. As you go through the book with the child, practice the stretches along with deep breathing. Don’t Feed the Worry Bug (& Wince the Worry Monster) is a nice story to read with children who have generalized anxiety.
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Childtherapytoys.com carries a wide selection of books for children.  Here are some of the books we carry, organized by subject.

 

About Therapy – For Kids

A Child’s First Book About Play Therapy by Marc Nemiroff, Ph.D. and Jane Annunziata, Psy.D.

My Listening Friend: A Story About the Benefits of Counseling Book by P.J. Michaels

 

Abuse, Neglect & Domestic Violence

It’s My Body: A Book to Teach Young Children How to Resist Uncomfortable Touch by Lory Freeman

Something Happened and I’m Scared to Tell: A Book for Young Victims of Abuse by Patricia Kehoe, Ph.D.

Loving Touches: A Book for Children about Positive Caring Kinds of Touching by Lory Freeman

Something Is Wrong at My House by Diane Davis

Mi Cuerpo es MIO (It’s MY Body) by Lory Freeman

Algo Paso y Me Da Miedo Decirlo (Something Happened and I’m Scared to Tell) by Patricia Kehoe, Ph.D.

El Problema con Los Secretos (The Trouble with Secrets) by Karen Johnsen

Algo Anda Mal en Mi Casa (Something Is Wrong at my House) by Diane Davis

The Trouble with Secrets by Karen Johnsen

A Terrible Thing Happened: A story for children who have witnessed violence or trauma by Margaret M. Holmes

Reena’s Bollywood Dream: A Story about Sexual Abuse by Jewel Kats

Annabelle’s Secret: A Story about Sexual Abuse by Amy Barth

I Can Play It Safe by Alison Feigh

Will the Courageous: A Story about Sexual Abuse

Hannah Without a Home by Patti Hall, LCSW, and Shelia Devine, MIM

My Body Is Mine, My Feelings Are Mine by Susan Hoke, LCSW, ACSW

 

Adolescence

ADHD: A Teenager’s Guide by James J. Crist, Ph.D.

Mad: Hot to Deal with Anger and Get Respect by James Crist, Ph.D.

How to Talk to an Autistic Kid by Daniel Stefanski

Why Are You So Scared? A Child’s Book About Parents with PTSD by Beth Andrews

When No One Understand by Brad Sachs, Ph.D.

Be the Boss of Your Pain: Self-Care for Kids by Timothy Culbert, M.D., and Rebecca Kajander C.P.N.P, M.P.H.

Be the Boss of Your Stress: Self-Care for Kids by Timothy Culbert, M.D., and Rebecca Kajander C.P.N.P, M.P.H.

How to Take the GRRRR Out of Anger by Elizabeth Verdick and Majorie Lisovskis

The Inside Story on Teen Girls: Experts Answer Teens’ Questions by Karen Zager, Alice Rubenstein

Life Lists for Teens: Tips, Steps, Hints, and How-Tos for Growing Up, Getting Along, Learning and Having Fun by Pamela Espeland

When Nothing Matters Anymore: A Survival Guide for Depressed Teens by Bev Cobain, R.N., C.

The Courage to Be Yourself: True Stories by Teens About Cliques, Conflicts, and Overcoming Peer Pressure edited by Al Desetta, M.A., and Educators for Social Responsibility

Too Stressed to Think? A Teen Guide to Staying the Same When Life Makes You Crazy by Annie Fox, M.Ed., and Ruth Kirschner

The Power to Prevent Suicide (for teens, updated edition) by Richard E. Nelson, Ph.D, and Judith C. Galas

GLBTQ: The Survival Guide for Gay, Lesbian, Bisexual, Transgender, and Questioning Teens (Revised & Updated Second Edition) by Kelly Huegel

My Anxious Mind: A Teen’s Guide to Managing Anxiety and Panic by Michael Tompkins and Katherine Martinez

The Mouse, the Monster, and Me – Assertiveness for Young People (Curb Bullying) by Pat Palmer, Ed.D.

 

ADD/ADHD and Learning Differences

ADHD: A Teenager’s Guide by James J. Crist, Ph.D.

All Dogs Have ADHD by Kathy Hoopmann

Annie’s Plan: Taking Charge of Schoolwork and Homework by Jeanne Kraus

Cory Stories: A Kids Book About Living with ADHD by Jeanne Kraus

Ditzabled Princess: A Comical Diary by Jewel Kats

Eukee the Jumpy Elephant by Clifford L. Corman, M.D.

I Just Want to Do It My Way! My Story About Staying on Task by Julia Cook

It’s Hard To Be A Verb! (a book about focusing) by Julia Cook

Learning to Slow Down and Pay Attention by Kathleen G. Nadeau, Ph.D., and Ellen B. Dixon, Ph.D.

Max Pays Attention by Barbara Gibson-Paul, Psy.D.

Me Van A Ayudar: El TDA explicado a los niños by Marc A. Nemiroff, Ph.D., and Jane Annunziata, Psy.D.

My Mouth is a Volcano by Julia Cook

Otto Learns about His Medicine: A Story about Medication for Children with ADHD (third edition) by Matthew Galvin, M.D.

Out of This World: Hey Max… Pay Attention! The Importance of Concentration by Jon Filitti

Out of This World: Max Strives for Success! Victory through Motivation by Jon Filitti

Soda Pop Head (cool down before you fizz!) by Julia Cook

Sometimes I Drive My Mom Crazy (But I Know She’s Crazy About Me) by Lawrence E. Shapiro, Ph.D.

The Asperkid’s Launch Pad: Home Design to Empower Everyday Superheroes by Jennifer Cook O’Toole

The Don’t Give Up Kid by Jeanne Gehret

The Princess and the Ruby: An Autism Fairy Tale by Jewel Kats

The Rabbit Who Lost His Hop by Marica Shoshana Nass

The Survival Guide for Kids with ADD or ADHD by John F. Taylor, Ph.D.

This Morning Sam Went to Mars: A Book about Paying Attention by Nancy Carlson

Understanding Sam and Asperger Syndrome by Clarabelle van Niekerk and Liezl Venter

What is it Like to Be Me? A Book About a Boy with Asperger’s Syndrome by Alenka Klemenec

Can I Tell You About Dyslexia? A Guide for Friends, Family and Professionals by Alan M. Hultquist

The Survival Guide for Gifted Kids by Judy Galbraith, M.A.

How to Be Human: Diary of an Autistic Girl by Florida Frenz

Learning to Feel Good and Stay Cool: Emotional Regulation Tools for Kids with AD/HD by Judith M. Glasser, Ph.D., and Kathleen G Nadeau, Ph.D.

Attention Girls: A Guide to Learn All About Your AD/HD by Patricia O. Quinn, M.D.

 

Adoption/Foster Care

All About Adoption by Marc Nemiroff and Jane Annunziata

Finding the Right Spot: When Kids Can’t Live With Their Parents by Janice Levy

Maybe Days: A Book for Children in Foster Care by Jennifer Wilgocki, MS, and Marcia Kahn Wright, Ph.D.

Zachary’s New Home: A Story for Foster and Adopted Children by Geraldine M. Blomquisst, M.S.W. and Paul Blomquist

Kids Need to Be Safe: A Book for Children in Foster Care by Julie Nelson

Families Change: A Book for Children Experiencing Termination of Parental Rights by Julie Nelson

Billy Had to Move: A Foster Care Story by Theresa Ann Fraser, CYW, B.A.

Who is in Your Family? A Celebration in Diversity by Susan Bowman

Good for You, Grisha: Teaching Kids Ways to Cope by Karen Westhoven

 

Anger

What to Do When You’re Cranky and Blue by James J. Crist, Ph.D.

Boom the Anger Tamer: An Emotes Book About Anger by Matt Casper and Ted Dorsey

Cloud’s Best Worst Day Ever by Amy Novesky

Cool Down and Work Through Anger by Cheri J. Meiners, M.Ed.

Every Time I Blow My Top I Lose My Head! By Laura Slap-Sheltion, Psy.D., and Lawrence E. Shapiro, Ph.D.

Everything I Do You Blame on Me! By Allyson Aborn, MSW, CSW

Frog’s Breathtaking Speech by Michael Chissick

Hands are Not for Hitting by Martine Agassi, Ph.D.

How to Take the GRRRR Out of Anger by Elizabeth Verdick and Marjorie Lisovskis

Mad: How to Deal with Anger and Get Respect by James J. Crist, Ph.D.

Out of This World: Face to Face with X-35 by Jon Filitti

Soda Pop Head (cool down before you fizz!) by Julia Cook

Sometimes I Like to Fight (But I Don’t Do It Much Anymore) by Lawrence E. Shapiro, Ph.D.

The Penguin Who Lost Her Cool by Marla Sobel

The Very Angry Day That Amy Didn’t Have by Lawerence E. Shapiro

The Very Frustrated Monster by Andi Green

What to do When Your Temper Flares by Dawn Huebner, Ph.D.

When You’re MAD and You Know It by Elizabeth Crary, M.S. and Shari Steelsmith

Zach Apologizes by William Mulcahy

Zach Get Frustrated by William Mulcahy

Cant Loses His Cool: An Emotes Book About Temper Tantrums by Matt Casper and Ted Dorsey

Cant Pierde Su Calma: Un Libro Emotes Sobre Las Rabietas by Matt Casper and Ted Dorsey

Boom the Anger Tamer: An Emotes Book About Anger by Matt Casper and Ted Dorsey

Learning to Feel Good and Stay Cool: Emotional Regulation Tools for Kids With AD/HD by Judith M. Glasser, Ph.D., and Kathleen G. Nadeau, Ph.D.

I Hate Everything! By Sue Graves

 

Anxiety/Worry/Shyness

A Boy and a Bear: The Children’s Relaxation Book by Lori Lite

Be the Boss of Your Stress: Self-Care for Kids by Timothy Culbert, M.D., and Rebecca Kajander C.P.N.P., M.P.H.

Blueloon by Julia Cook

Bolsitas raras by Tiziana Bruno Rosa

Bug Makes a Splash by Amy Novesky

Caillou: Day Care by Christine L’Heureux and Gisèle Lègarè

Can I Tell You About Selective Mutism? A Guide For Friends, Family, and Professionals by Maggie Johnson and Alison Wintgens

Celia the Great: Tricks for Being a Happy Kid by Abby Jacobs

Cómo apreciarme by Pat Palmer

Cucho le dice NO al estrés by N. Barceló G. / C. Bordagorry A.

Does This Make Me Beautiful? By Harriet Morse

Don’t Blame Me! Prepare to Excel Beyond Your Wildest Dreams by Larry Cole

Don’t Feed the Worry Bug by Andi Green

Frog’s Breathtaking Speech by Michael Chissick

The Monster Who Couldn’t Decide by Andi Green

Full Mouse, Empty Mouse: A Tale of Food and Feelings by Dina Zeckhausen, Ph.D.

Get Out of Your Mind & Into Your Life for Teens by Joseph V. Ciarrochi, Ph.D., Louise Hayes, PH.D., and Ann Baily M.A.

Good for You, Grisha: Teaching Kids Ways to Cope by Karen Westhoven

How to Feel Good: 20 Things Teens Can Do by Tricia Mangan

Joi’s Cyber-Coaster Adventure: An Emotes Book About Positive Thinking by Matt Casper and Ted Dorsey

Liking Myself (3rd Edition) by Pat Palmer, Ed.D.

Mideos y Manias by Lluís Farré

My Anxious Mind: A Teen’s Guide to Managing Anxiety and Panic by Michael Tompkins and Katherine Martinez

Nuevas téchnicas de relajación para niños y adolescents by Silvina Hopkins

Please Explain “Anxiety” to Me! : Simple Biology and Solutions for Children and Parents by Laurie Zelinger, Ph.D. and Jordan Zelinger

Pressure-True Stories by Teens About Stress edited by Al Desetta

Scary Night Visitors: A Story for Children with Bedtime Fears by Irene Wineman and Paul Marcus, Ph.D.

Sometimes I Don’t Like to Talk (But Sometimes I Can’t Keep Quiet) by Jessica Lamb-Shapiro

Sometimes I Worry Too Much (But Now I Know How To Stop) by Dawn A. Huebner, Ph.D.

Sometimes I’m Scared by Jane Annunziata, Psy.D., and Marc Nemiroff, Ph.D.

Stress Can Really Get On Your Nerves by Trevor Romain and Elizabeth Verdick

The Bear Who Lost His Sleep by Jennifer Lamb-Shapiro

The Chimp Who Lost Her Chatter by Lawrence E. Shapiro

The Dragon Who Pulled Her Scales by William Michael Davidson

The Hyena Who Lost Her Laugh by Jennifer Lamb-Shapiro

The Lion Who Lost His Roar by Marcia Shoshana Nass

The Lonely Little Monster by Andi Green

The Monster in the Bubble by Andi Green

The Mouse the Monster and Me– Assertiveness for Young People by Pat Palmer

The Nose That Didn’t Fit by Andi Green

The Panicosaurus by K.I. Al-Ghani

Think Confident, Be Confident for Teens by Marci G. Fox Ph.D. and Leslie Sokol Ph.D.

Tommy Starts Something Big: Giving Cuddles and Kindness by Chuck Gaidica and Kris Yankee

What to Do When You Dread Your Bed by Dawn Huebner

What to Do When You Grumble Too Much: A Kid’s Guide to Overcoming Negativity by Dawn Huebner

What to Do When You Worry Too Much: A Kid’s Guide to Overcoming Anxiety by Dawn Huebner

What to Do When You’re Scared & Worried: A Guide for Kids by James J. Crist, Ph.D.

What to Do When Your Brain Gets Stuck: A Kid’s Guide to Overcoming OCD by Dawn Huebner

When Lizzy Was Afraid of Trying New Things by Inger Maier, Ph.D.

When No One Understands by Brad Sachs, Ph.D.

Who Feels Scared? By Sue Graves

Why Are You So Scared? A Child’s Book About Parents with PTSD by Beth Andrews

Why Would Someone Want to Die? By Rebecca C. Schmidt

Wilma Jean the Worry Machine by Julia Cook

Some Days Are Lonely by Young-Ah Kim

Big Ernie’s New Home: A Story for Children Who Are Moving by Teresa and Whitney Martin

Jumpi Goes to Camp: An Emotes Book About Being Afraid by Matt Casper and Ted Dorsey

Super and Perfecto: An Emotes Book About Confidence by Matt Casper and Ted Dorsey

Good Night Giants by Heinz Janisch

New Kid, New Scene: A Guide to Moving and Switching Schools by Debbie Glassner, Ph.D., and Emily Schneck

Understanding Myself: A Kid’s Guide to Intense Emotions and Strong Feelings by Mary C. Lamia, Ph.D.

Can I tell you about OCD? A Guide for Friends, Family and Professionals by Amita Jassi

Oh No, School! By Hae-Kyung Chang

Drain and the Mystery of Sleep by Matt Casper and Ted Dorsey

Jumpi Va a Campar: Un Libro Emotes Sobre Tener Miedo by Matt Casper and Ted Dorsey

A Happy Hat by Cecil Kim

School Made Easier: A Kid’s Guide to Study Strategies & Anxiety Busting Tools by Wendy L. Moss

 

Autism/PDD

All Cats Have Asperger Syndrome by Kathy Hoopmann

How to Talk to an Autistic Kid by Daniel Stefanski

I Just Want to Do It My Way! My Story About Staying on Task by Julia Cook

Keisha’s Doors: An Autism Story/Las Puerton de Keisha: Book One by Marvie Ellis

Tacos Anyone? / Alguien quiere tacos? By Marvie Ellis

The Asperkid’s Launch Pad: Home Design to Empower Everyday Superheroes by Jennifer Cook O’Toole

The Princess and the Ruby: An Autism Fairy Tale by Jewel Kats

The Survival Guide for Kids with Autism Spectrum Disorders (And Their Parents) by Elizabeth Verdick and Elizabeth Reeve, M.D.

Understanding Sam and Asperger Syndrome Clarabelle van Niekerk and Liezl Venter

What Is It Like to Be Me? A Book about a Boy with Asperger’s Syndrome by Alenka Klemen

How to Be Human: Diary of an Autistic Girl by Florida Frez

 

Behavior Management

Imagine That! Imagery Stories to Help Young People Learn to Improve Their Behavioral Self-Control by Janis L. Silverman, M.A.

The Survival Guide for Kids with Behavior Challenges by Tom McIntyre, Ph.D.

I Can’t Do Anything by Thierry Robberecht

 

Bullying, Teasing, Peer Conflict, Friendship

Becoming Someone’s Hero: A Book for the Bystanders of Bullying by Sandy Ragona

Browser the Moues and His Internet Adventures by Barbara C. Trolley, Ph.D., CRC, Constance Hanel, M.S.Ed, and Kinda L. Shields, M.S.Ed

Bullies Are a Pain in the Brain by Trevor Romain

But Why Can’t I? By Sue Graves

Bystander Power: Now with Anti-Bulling Action by Phyllis Kaufman Goodstein and Elizabeth Verdick

Caillou: Play With Me! By Christine L’Heureux

Cliques Just Don’t Make Cents by Julia Cook

Crow by Leo Timmers

Dare! By Erin Frankel

Don’t Squeal Unless It’s A Big Deal: A Tale of Tattletales by Jeanie Franz Ransom, M.A., and Jackie Ubanovic

Girl Grudges: Learning How to Forgive and Live by Cheryl Dellasega, Ph.D. and Shileste Overton Morris, B.A.

How Not to be a Bully Target by Terry Centrone

How To Be A Bully! …Not! By Marcia Nass, MS

How to Talk to an Autistic Kid by Daniel Stefanski

I Am Stumped by Lisa Rivard

If You’re Bothered…and you know it by Tricia Murin

It Will Get Better: Finding Your Way Through Teen Issues by Melinda Hutchings

Kicky the Mean Chick Learns Her Lesson & Other Kicky Tales by Erika Karres

Mookey the Monkey Gets Over Being Teased by Heather Lonczak

My Best Friend is Me! By Beth Ann Marcozzi

My Name is Not Dummy by Elizabeth Crary, M.S.

The Lonely Little Monster by Andi Green

Not Fair, Won’t Share by Sue Graves

Out of This World: Tiglos vs Secca Ma by John Filitti

Pressure – True Stories by Teens About Stress edited by Al Desetta

Ricky Sticky Fingers by Julia Cook

The Nose that Didn’t Fit by Andi Green

Soda Pop Head (cool down before you fizz!) by Julia Cook

Tease Monster: A Book about Teasing vs. Bullying by Julia Cook

Teddy Bear Princess: A Story About Sharing and Caring by Jewel Kats

The Hero in Me by Susan Fitzsimonds

The Juice Box Bully: Empowering Kids to Stand Up for Others by Bob Sornson and Maria Dismondy

The Mouse, The Monster, and Me – Assertiveness for Young People by Pat Palmer

The Penguin Who Lost Her Cool by Marla Sobel

Tough! By Erin Frankel

Vicious – True Stories by Teens About Bullying edited by Hope Vanderberg

Weird! By Erin Frankel

Words Are Not for Hurting/Las palabras no son para lastimar by Elizabeth Verdick

Zach Apologizes by William Mulcahy

Zach Gets Frustrated by William Mulcahy

Don’t Call Me A Tattletale! By Kimberly Koskos

El Ratón, El Monstruo y Yo: Conducta asertiva para los jóvenes by Pat Palmer, Ed.D

Eli’s Lie-O-Meter by Sandra Levins

Abash and the Cyber-Bully: An Emotes Book About Bullying by Matt Casper and Ted Dorsey

Imp and the Fib Invasion: An Emotes Book About Telling the Truth by Matt Casper and Ted Dorsey

Joi’s Cyber-Coaster Adventure: An Emotes Book About Positive Thinking by Matt Casper and Ted Dorsey

Circle of Three: Enough Friendship to Go Around? By Elizabeth Brokamp

Stand Up and Speak Up! By Bob Sornson

Sally Sore Loser: A Story About Winning & Losing by Frank J. Sileo

New Kid, New Scene: A Guide to Moving and Switching Schools by Debbie Glassner, Ph.D.

 

Comics/Out of This World Guidance Series

Out of This World: Hey Max…Pay Attention! The Importance of Concentration by John Filitti

Out of This World: Max Strives for Success! Victory Through Motivation by John Filitti

Out of This World: Face to Face with X-35 by John Filitti

Out of This World: Tiglos vs Secca Ma by John Filitti

 

Conflict Resolution

The Kids’ Guide to Working Out Conflicts: How to Keep Cool, Stay Safe, and Get Along by Naomi Drew, M.A.

The Courage To Be Yourself: True Stories by Teens About Cliques, Conflicts, and Overcoming Peer Pressure edited by Al Desetta

Don’t Call Me a Tattletale by Kimberly Koskos

Circle of Three: Enough Friendship to Go Around? By Elizabeth Brokamp

 

Cyber/Internet Safety

Abash and the Cyber-Bully: An Emotes Book About Bullying by Matt Casper and Ted Dorsey

Joi’s Cyber-Coaster Adventure: An Emotes Book About Positive Thinking by Matt Casper and Ted Dorsey

Browser the Mouse and His Internet Adventure by Constance Hanel, Ph.D., C.R.C., Linda Shields, M.S.Ed, and Barbara Trolley, M.S.Ed

 

Depression/Sadness/Negative Thinking

What to Do When You Grumble Too Much: A Kid’s Guide to Overcoming Negativity by Dawn Huebner

What To Do When Your Brain Gets Stuck: A Kid’s Guide to Overcoming OCD by Dawn Huebner

Jenny Is Scared! When Sad Things Happen in the World by Carol Shuman

What to Do When You’re Scared & Worried: A Guide for Kids by James J. Crist, Ph.D.

When Nothing Matters Anymore: A Survival Guide for Depressed Teens by Bev Cobain, R.N., C.

What Are You So Sad? A Child’s Book About Parental Depression by Beth Andrews

Sometimes I Get Sad (But Now I Know What Makes Me Happy) by Jane Ratcliffe

What To Do When You Worry Too Much: A Kid’s Guide to Overcoming Anxiety by Dawn Huebner, Ph.D.

Full Mouse, Empty Mouse: A Tale of Food and Feelings by Dina Zeckhausen, Ph.D.

The Power to Prevent Suicide (for teens, updated edition) by Richard E. Nelson, Ph.D., and Judith C. Galas

Why Would Someone Want to Die? By Rebecca C. Schmidt

Liking Myself (3rd Edition) by Pat Palmer, Ed.D.

I’m Not Happy by Sue Graves

Who Feels Scared by Sue Graves

Feeling Sad by Sarah Verroken

Does This Make Me Beautiful? By Harriet Morse

Don’t Blame Me! Prepare to Excel Beyond Your Wildest Dreams by Larry Cole

Growing Up with a Bucket Full of Happiness: Three Rules for a Happier Life by Carol McCloud

Have You Filled a Bucket Today? : A Guide to Daily Happiness for Kids by Carol McCloud

Tommy Starts Something Big: Giving Cuddles and Kindness by Chuck Gaidica

What Color is Your Heart? By Linda Reau

Why Are You So Scared? A Book Bout Parents with PTSD by Beth Andrews

Blueloon by Julia Cook

I Am Stumped! By Lisa Rivard

Has Llenado una Cubeta Hoy? Una Gui a Diaria de Felicidad para Niños by Carol McCloud

Cloud’s Best Worst Day Ever by Amy Novesky

Get Out of Your Mind & Into Your Life for Teens by Joseph V. Ciarrochi, Ph.D., Louise Hayes, Ph.D., and Ann Bailey, M.A.

When No One Understands by Brad Sachs, Ph.D.

Hannah Without A Home by Patti Hall, LCSE, and Sheila Devine, MIM

What Does Dead Mean? A Book for Young Children to Help Explain Death & Dying by Caroline Jay and Jenni Thomas

el PEOR dia de TODA mi vida/The Worst Day of My Life EVER by Julia Cook

The Grouchies (Chase Away a Grumpy Mood) by Debbie Wagenbach

Bubba Under Pressure: An Emotes Book About Happiness by Matt Casper and Ted Dorsey

Bubba Bajo Presion: Un Libro Emotes Sobre La Alegria y La Presion by Matt Casper and Ted Dorsey

Joi’s Cyber Coaster Adventure: An Emotes Book About Positive Thinking by Matt Casper and Ted Dorsey

What to Do When It’s Not Fair by Jacqueline B. Toner, Ph.D., and Claire A. B. Freeland, Ph.D.

A Happy Hat by Cecil Kim

What to Do When You’re Cranky and Blue by James J. Crist, Ph.D.

Shy Spaghetti and Excited Eggs: A Kid’s Menu of Feelings by Marc Nemiroff and Jane Annunziata

Ick and the Emotastone: An Emotes Book About Accepting Differences by Matt Casper and Ted Dorsey

Celia the Great: Tricks for Being a Happy Kid by Abby Jacobs

Understanding Myself: A Kid’s Guide to Intense Emotions and Strong Feelings by Mary C. Lamia, Ph.D.

 

Disabilities

The Don’t Give Up Kid by Jeanne Gehret, M.A.

Los latidos de Yago by Conchita Miranda

What Do You Use to Help Your Body? By Jewel Kats

Cinderella’s Magical Wheelchair by Jewel Kats

Ditzabled Princess: A Comical Diary by Jewel Kats

 

Divorce

Ginny Morris and Mom’s House, Dad’s House by Mary Collins Gallagher, M.A., L.P.C.

My Parents Are Divorced Too: A Book for Kids by Kids (2nd Edition) by Melanie, Annie, and Steven Ford, as told to Jan Blackstone-Ford

What Can I Do? A Book for Children of Divorce by Danielle Lowry

Was It the Chocolate Pudding? A Story for Little Kids About Divorce by Sandra Levins

Families Change: A Book for Children Experiencing Termination of Parental Rights by Julie Nelson

Divorced Together for the Sake of the Children by Kristi Schwartz

Sending Love, My Different-Functional Family by Lori Hilliard

I Have Two Homes by Marian De Smet

My Life Turned Upside Down, But I Turned It Rightside Up by Mary Blitzer Field and Hennie Shore

 

Eating Disorders

Full Mouse, Empty Mouse: A Tale of Food and Feeling by Dina Zeckhausen, Ph.D.

My Big Fat Secret: How Jenna Takes Control of Her Emotions & Eating by Lynn R. Schechter

How To Be Comfortable in Your Own Feathers by Julia Cook

 

Enuresis/Encopresis

Clouds and Clocks: A Story for Children Who Soil by Matthew Galvin, M.D.

Sammy the Elephant and Mr. Camel: A Story to Help Children Overcome Bedwetting While Discovering Self-Appreciation (2nd Edition) by Joyce C. Mills, Ph.D., and Richard Crowley, Ph.D.

Sammy el Elefante y el Senor Camello (A story to help children overcome bedwetting by Joyce C. Mills, Ph.D., and Richard Crowley, Ph.D.

 

Feelings

Abash and the Cyber-Bully: An Emotes Book About Bullying by Matt Casper and Ted Dorsey

Abash y el Peleon-Cibernetico: Un Libro Emotes Sobre la Intimidacion de Peleones Ciberneticos by Matt Casper and Ted Dorsey

Así me siento yo by Janan Cain

Boom the Anger Tamer: An Emotes Book About Anger by Matt Casper and Ted Dorsey

Bubba Bajo Presion: Un Libro Emotes Sobre La Alegria y La Presion by Matt Casper and Ted Dorsey

Bubba Under Pressure: An Emotes Book About Happiness by Matt Casper and Ted Dorsey

Cant Loses His Cool: An Emotes Book About Temper Tantrums by Matt Casper and Ted Dorsey

Cant Pierde Su Calma: Un Libro Emotes Sobre Las Rabietas

Como apreciarme by Pat Palmer, Ed.D.

Don’t Feed the Worry Bug by Andi Green

Double-Dip Feelings: Stories to Help Children Understand Emotions, Second Edition by Barbara Cain

Drain and the Mystery of Sleep by Matt Casper and Ted Dorsey

Drain y el Misterio del Sueno: Un Libro Emotes Sobre Tener Habitos Saludables by Matt Casper and Ted Dorsey

Feeling Better: A Kid’s Book About Therapy by Rachel Rashkin

Feeling Sad by Sarah Verroken

Fill a Bucket: A Guide to Daily Happiness for young Children by Carol McCloud

The Monster Who Couldn’t Decide by Andi Green

Full Mouse, Empty Mouse: A Tale of Food and Feelings by Dina Zeckhausen, Ph.D>

Growing Up with a Bucket Full of Happiness: Three Rules for a Happier Life by Carol McCloud

Have You Filled A Bucket Today? : A Guide to Daily Happiness for Kids by Carol McCloud

How to Feel Good: 20 Things Teens Can Do by Tricia Mangan

I’m Excited by Elizabeth Crary, M.S.

I’m Frustrated by Elizabeth Crary, M.S.

I’m Furious by Elizabeth Crary, M.S.

I’m Mad by Elizabeth Crary, M.S.

I’m Not Happy by Sue Graves

I’m Proud by Elizabeth Crary

I’m Scared by Elizabeth Crary

Ick and The Emotastone: An Emotes Book About Accepting Differences by Matt Casper and Ted Dorsey

Jenny Is Scared! When Sad Things Happen in the World by Carol Shuman

Joi’s Cyber-Coaster Adventure an Emotes Book about Positive Thinking by Matt Casper and Ted Dorsey

Jumpi Goes to Camp: An Emotes Book About Being Afraid by Matt Casper and Ted Dorsey

Jumpi Va a Campar: Un Libro Emotes Sobre Tener Miedo by Matt Casper and Ted Dorsey

Liking Myself (3rd Edition) by Pat Palmer Ed.D.

Mixy’s Quest: An Emotes Book About Confusion by Matt Casper and Ted Dorsey

My Body Is Mine, My Feelings Are Mine by Susan Hoke, LCSW, ACSW

The Lonely Little Monster by Andi Green

Onionhead® Children’s A-Z Dictionary of 52 Emotions

Proud of Our Feelings by Lindsay Leghorn

The Nose That Didn’t Fit by Andi Green

The Monster in the Bubble by Andi Green

The Lion Who Lost His Roar by Marcia Shoshana Nass

The Monster Who Couldn’t Decide by Andi Green

The Penguin Who Lost Her Cool by Marla Sobel

The Very Frustrated Monster by Andi Green

The Way I Act by James Metzger

The Way I Feel by Janan Cain

Understand and Care by Cheri J. Meiners, Ed.D.

What Color is Your Heart? By Linda Reau

What to do When Your Temper Flares by Dawn Huebner, Ph.D.

When You’re HAPPY and You Know It by Elizabeth Crary, M.S., and Shari Steelsmith

When You’re MAD and You Know It by Elizabeth Crary, M.S., and Shari Steelsmith

When You’re SHY and You Know It by Elizabeth Crary, M.S., and Shari Steelsmith

When You’re SILLY and You Know It by Elizabeth Crary, M.S., and Shari Steelsmith

Who Feels Scared? by Sue Graves

Don’t Feed the WorryBug by Andi Graves

Yawni and the Perspecto-Goggles: An Emotes Book About Boredom by Matt Casper and Ted Dorsey

Shy Spaghetti and Excited Eggs: A Kid’s Menu of Feelings by Marc Nemiroff and Jane Annunziata

My Big Fat Secrets: How Jenna Takes Control of Her Emotions & Eating by Lynn R. Schechter

Visiting Feelings by Lauren Rubenstein, J.D., Psy.D.

What to Do When It’s Not Fair by Jacqueline B. Toner, Ph.D., and Claire A.B. Freeland, Ph.D.

Some Days Are Lonely by Young-Ah Kim

A Happy Hat by Cecil Kim

Understanding Myself: A Kid’s Guide to Intense Emotions and Strong Feelings by Mary C. Lamia, Ph.D.

 

Friendship Skills

El Ratón, El Monstruo y Yo: Conducta asertiva para los jóvenes by Pat Palmer, Ed.D.

Circle of Three: Enough Friendship to Go Around by Elizabeth Brokamp

Toodles and Teeny: A Story About Friendship by Jill Neimark and Marcella Bakur Weiner

New Kid, New Scene: A Guide to Moving and Switching Schools by Debbie Glasser, Ph.D., and Emily Schenck

Loving Touches: A Book for Children About Positive, Caring Kinds of Touching by Lory Freeman

Teddy Bear Princess: A Story About Sharing and Caring by Jewel Kats

Sally Sore Loser: A Story About Winning & Losing by Frank J. Sileo

Big Ernie’s New Home: A Story for Children Who Are Moving by Teresa and Whitney Martin

A Good Friend: How to Make One, How to Be One by Ron Herron and Val J. Peter

Sometimes I Feel Like I Don’t Have Any Friends (But Not So Much Anymore) by Tracy Zimmerman and Lawrence Shapiro, Ph.D.

Tommy Starts Something Big: Giving Cuddles and Kindness by Chuck Gaidica and Kris Yankee

Cat’s Not So Perfect Sandcastle illustrations by Hanako Wakiyama

My Best Friend is Me! By Beth Ann Marcozzi

 

Grief and Bereavement

Samantha Jane’s Missing Smile: A Story about Coping with the Loss of a Parent by Julie Kaplow, Ph.D., and Donna Pincus, Ph.D

What On Earth Do You Do When Someone Dies? By Trevor Romain

Why Would Someone Want to Die? By Rebecca C. Schmidt

Good-bye Max by Diane Cantrell

Aractina Aprende a Decir Adios by M. Acuña M/ C. Bordagorry A. / N. Barceló G.

Cuerpo de nube by Ana A. de Eulate

Stella Our Star: Coping with a Loss During Pregnancy by Mandi Kowalik

Someone I Love Died by Suicide by Doreen Cammarata

Honey Bear Died by Jennifer E. Melvin

What Does Dead Mean? A Book for Young Children to Help Explain Death & Dying by Caroline Jay and Jenni Thomas

Ben’s Flying Flowers by Inger Maier

Healing Days: A Guide for Kids Who Have Experienced Trauma by Susan Farber Straus

Kate, The Ghost Dog: Coping With the Death of a Pet by Wayne L. Wilson

Goodbye, Brecken by David Lupton

 

Medical

Be the Boss of Your Pain: Self-Care for Kids by Timothy Culbert, M.D., and Rebecca Kajander C.P.N.P, M.P.H.

Be the Boss of Your Stress: Self-Care for Kids by Timothy Culbert, M.D., and Rebecca Kajander C.P.N.P, M.P.H.

You Can Call Me Willy: A Story for Children About AIDS by Joan C. Verniero

Ditzabled Princess: A Comical Diary by Jewel Kats

 

Pre-Adolescence

What to do When Your Temper Flares by Dawn Huebner, Ed.D.

What to do When Your Brain Gets Stuck: A Kid’s Guide to Overcoming OCD by Dawn Huebner, Ed.D.

Be the Boss of Your Pain: Self-Care for Kids by Timothy Culbert, M.D., and Rebecca Kajander C.P.N.P, M.P.H.

How Not To Be a Bully Target by Terry Centrone

Stress Can Really Get on Your Nerves by Trevor Romain and Elizabeth Verdick

How to Do Homework Without Throwing Up by Trevor Romain

True or False? Tests Stink! By Trevor Romain and Elizabeth Verdick

The Kid’s Guide to Working Out Conflicts: How to Keep Cool, Stay Safe, and Get Along by Naomi Drew, M.A.

Feeling Better: A Kid’s Book About Therapy by Rachel Rashkin, M.S.

See My Pain! 3rd Edition by Susan Bowman, Ed.S., L.P.C., and Kaye Randall, LMSW

Girl Grudges: Learning How to Forgive and Live by Cheryl Dellasega, Ph.D., and Shileste Overton Morris, B.A.

Full Mouse, Empty Mouse: A Tale of Food and Feelings by Dina Zeckhausen, Ph.D.

The Power to Prevent Suicide (for teens, updated edition) by Richard E. Nelson, Ph.D., and Judith C. Galas

Why Would Someone Want to Die? By Rebecca C. Schmidt

What to Do When Good Enough Isn’t Good Enough: The Real Deal on Perfectionism by Thomas S. Greenspon, Ph.D.

The Mouse, The Monster, and Me – Assertiveness for Young People by Pat Palmer, Ed.D.

 

Self Injury

A Short Introduction to Understanding and Supporting Children and Young People Who Self-Harm by Carol Fitzpatrick

Stopping the Pain: A Workbook for Teens Who Cut and Self-Injure By Lawrence E Shapiro

See My Pain! 3rd Edition (Youth who self-injure) by Susan Bowman, Ed.S., L.P.C., and Kaye Randall, LMSW

 

Self-Esteem

Always Late Nate (a book about making positive choices) by Nathan Krivitzky

Como apreciarme by Pat Palmer, Ed.D.

Does This Make Me Beautiful? By Harriet Morse

Don’t Blame Me! Prepare to Excel Beyond Your Wildest Dreams by Larry Cole

Frog’s Breathtaking Speech by Michael Chissick

I Like Myself! By Karen Beaumont

It’s Hard to be A Verb! By Julia Cook

Sometimes I Don’t Like to Talk (But Sometimes I Can’t Keep Quiet) by Jessica Lamb-Shapiro

Sometimes I Drive My Mom Crazy (But I Know She’s Crazy About Me) by Lawrence E. Shapiro

Sometimes I Feel Like I Don’t Have Any Friends (But Not So Much Anymore) by Tracy Zimmerman and Lawrence Shapiro, Ph.D.

Sometimes I Get Sad (But Now I Know What Makes Me Happy) by Jane Ratcliffe

Sometimes I Like to Fight (But I Don’t Do It Much Anymore) by Lawrence E. Shapiro, Ph.D.

Sometimes I Worry Too Much (But Now I Know How to Stop) by Dawn A. Huebner, Ph.D.

Stick Up For Yourself! Every Kid’s Guide to Personal Pwer and Positive Self-Esteem (revised and updated) by Gershen Kaufman, Ph.D., Lev Raphael, Ph.D., and Pamela Espeland

The Dragon Who Pulled Her Scales by William Michael Davidson

The Hero in Me by Susan Fitzsimonds

Tommy Starts Something Big: Giving Cuddles and Kindness by Chuck Gaidica and Kris Yankee

Lola Goes to Work: A Nine-to-Five Therapy Dog by Marcia Goldman

My Big Fat Secret: How Jenna Takes Control of Her Emotions & Eating by

Don’t Call Me a Tattletale! By Kimberly Koskos

Celia the Great: Tricks for Being a Happy Kid by Abby Jacobs

How To Be Comfortable in Your Own Feathers by Julia Cook

Feel Confident! By Cheri J. Meiners

 

Separation

Mommy Don’t Go by Elizabeth Crary, M.S.

I’m Lost by Elizabeth Craary, M.S.

 

Social and Emotional Competence Skills

A Boy and a Bear: The Children’s Relaxation Book by Lori Lite

Accept and Value Each Person by Cheri J. Meiners

Be the Boss of Your Stress: Self-Care for Kids by Timothy Culbert, M.D., and Rebecca Kajander C.P.N.P, M.P.H.

Becoming Someone’s Hero: A Book for the Bystanders of Bullying by Sandy Ragona, M.S.Ed.

Caillou: Day Care by Christine L’Heureux and Gisèle Lègarè

Caillou: Hurry Up! By Joceline Sanschagrin

Caillou: Play With Me! By Christine L’Heureux

Can I Tell You About Selective Mutism? A Guide for Friends, Family, and Professionals by Maggie Johnson and Alsion Wintgens

Cliques Just Don’t Make Cents by Julia Cook

Cucho le dice NO al estrés by N. Barceló G./ C. Bordagorry A.

Does This Make Me Beautiful? By Harriet Morse

Don’t Blame Me! Prepare to Excel Beyond Your Wildest Dreams by Larry Cole

Don’t Squeal Unless It’s A Big Deal: A Tale of Tattletales by Jenanie Franz Ransom, MA

el PEOR dia de TODA mi vida/The Worst Day of My Life EVER by Julia Cook

Fill a Bucket: A Guide to Daily Happiness for Young Children by Carol McCloud

Frog’s Breathtaking Speech by Michael Chissick

Good For You, Grisha: Teaching Kids Ways to Cope by Karen Westhoven

Growing Up with a Bucket Full of Happiness: Three Rules for a Happier Life by Carol McCloud

Has Llenado una Cubeta Hoy? Una Gui a Diaria de Felicidad para Niños by Carol McCloud

Have You Filled a Bucket Today? : A Guide to Daily Happiness for Kids by Carol McCloud

How to Talk to an Autistic Kid by Daniel Stefanski

I Am Stumped by Lisa Rivard

I Can’t Wait by Elizabeth Crary, M.S.

I Just Want to Do It My Way! My Story About Staying on Task by Julia Cook

I Want It by Elizabeth Crary, M.S.

I Want to Play by Elizabeth Crary, M.S.

I’m Lost by Elizabeth Crary, M.S.

Ick and the Emotastone: An Emotes Book About Accepting Differences by Matt Casper and Ted Dorsey

If You’re Bothered… and you know it by Tricia Murin

It’s Hard to Be A Verb! By Julia Cook

Kicky the Mean Chick Learns Her Lesson & Other Kicky Tales by Erika Karres

Liking Myself (3rd Edition) by Pat Palmer, Ed.D.

Listen and Learn by Cheri J. Meiners, M.Ed.

Mad: How to Deal With Anger and Get Respect by James J. Crist, Ph.D.

Mommy Don’t Go by Elizabeth Crary, M.S.

My Mouth is a Volcano by Julia Cook

My Name is Not Dummy by Elizabeth Crary, M.S.

Nobody Likes Me, Everybody Hates Me: The Top 25 Friendship Problems and How to Solve Them by Michele Borba, Ed.D.

Nuevas téchnicas de relajación para niños y adolescents by Silvina Hopkins

Out of This World: Max Strives for Success! Victory Through Motivation by John Filitti

Out of This World: Face to Face with X-35 by John Filitti

Out of This World: Tiglos vs Secca Ma by John Filitti

Pressure-True Stories by Teens About Stress edited by Al Desetta

Ricky Sticky Fingers by Julia Cook

Sometimes I Don’t Like to Talk (But Sometimes I Can’t Keep Quiet) by Jessica Lamb-Shapiro

Sometimes I Feel Like I Don’t Have Any Friends (But Not So Much Anymore) by Tracy Zimmerman and Lawrence Shapiro, Ph.D.

Sometimes I Get Sad (But Now I Know What Makes Me Happy) by Jane Ratcliffe

Sometimes I Like to Fight (But I Don’t Do It Much Anymore) by Lawrence E. Shapiro, Ph.D.

Stick Up For Yourself~ Every Kid’s Guide to Personal Power and Positive Self-Esteem (revised and updated) by Gershen Kaufman, Ph.D., Lev Raphael, Ph.D., and Pamela Espeland

Teamwork Isn’t My Thing, and I Don’t Like to Share! By Julia Cook

Tease Monster: A Book about Teasing vs. Bullying by Julia Cook

Teddy Bear Princess: A Story About Sharing and Caring by Jewel Kats

The Courage to Be Yourself: True Stories by Teens About Cliques, Conflicts, and Overcoming Peer Pressure edited by Al Desetta, M.A., and Educators for Social Responsibility

The Hero in Me by Susan Fitzsimonds

The Mouse, the Monster, and Me – Assertiveness for Young People (Curb Bullying) by Pat Palmer, Ed.D.

The Princess and the Ruby: An Autism Fairy Tale by Jewel Kats

The Rabbit Who Lost His Hop by Marica Shoshana Nass

The Way I Act by James Metzger

Tommy Starts Something Big: Giving Cuddles and Kindness by Chuck Gaidica and Kris Yankee

Try and Stick with It by Cheri J. Meiners, M.Ed.

Understand and Care by Cheri J. Meiners, M.Ed.

Understanding Sam and Asperger Syndrome by Clarabelle van Niekerk and Liezl Venter

What Color is Your Heart? By Linda Reau

What Do You Use to Help Your Body? By Jewel Kats

What to Do When Good Enough Isn’t Good Enough: The Real Deal on Perfectionism by Thomas S. Greenspon, Ph.D.

What to do When Your Temper Flares by Dawn Huebner, Ph.D.

When You’re HAPPY and You Know It by Elizabeth Crary, M.S., and Shari Steelsmith

When You’re MAD and You Know It by Elizabeth Crary, M.S., and Shari Steelsmith

When You’re SHY and You Know It by Elizabeth Crary, M.S., and Shari Steelsmith

When You’re SILLY and You Know It by Elizabeth Crary, M.S., and Shari Steelsmith

Who is in Your Family? A Celebration in Diversity by Susan Bowman

Words Are Not for Hurting/Las palabras no son para lastimar by Elizabeth Verdick

Yawni and the Perspecto-Goggles: An Emotes Book About Boredom by Matt Casper and Ted Dorsey

Zach Apologizes by William Mulcahy

Zach Get Frustrated by William Mulcahy

No, No, No! by Marie-Isabelle Callier

Ick and the Emotastone: An Emotes Book About Accepting Differences by Matt Casper and Ted Dorsey

El Ratón, El Monstruo y Yo: Conducta asertiva para los jóvenes by Pat Palmer, Ed.D

The Grouchies (Chase Away a Grumpy Mood) by Debbie Wagenbach

Abash and the Cyber-Bully: An Emotes Book About Bulying by Matt Casper and Ted Dorsey

Super and Perfecto: An Emotes Book About Confidence by Matt Casper and Ted Dorsey

Cant Loses His Cool: An Emotes Book About Temper Tantrums by Matt Casper and Ted Dorsey

Mixy’s Quest: An Emotes Book about Confusion by Matt Casper and Ted Dorsey

A Happy Hat by Cecil Kim

What to Do When You’re Cranky and Blue by James J. Crist, Ph.D.

How to Be Human: Diary of an Autistic Girl by Florida Franz

Visiting Feelings by Lauren Rubenstein, J.D., Psy.D.

What to Do When It’s Not Fair by Jacqueline B. Toner, Ph.D., and Claire A.B. Freeland, Ph.D.

The Survival Guide for Kids with Behavior Challenges by Tom McIntyre, Ph.D.

Lola Goes to Work: A Nine-to-Five Therapy Dog by Maria Goldman

Boom the Anger Tamer: An Emotes Book About Anger by Matt Casper and Ted Dorsey

Joi’s Cyber-Coaster Adventure: An Emotes Book About Positive Thinking

Healing Days: A Guide for Kids Who Have Experienced Trauma by Susan Farber Straus

Eli’s Lie-O-Meter by Sandra Levins

Goodbye, Brecken by David Lupton

Some Days Are Lonely by Young-Ah Kim

I Can’t Do Anything by Thierry Robberecht

New Kid, New Scene: A Guide to Moving and Switching Schools by Debbie Glassner, Ph.D., and Emily Schneck

Understanding Myself: A Kid’s Guide to Intense Emotions and Strong Feelings by Mary C. Lamia, Ph.D.

 

Trauma

Something Happened and I’m Scared to Tell: A Book for Young Victims of Abuse by Patricia Kehoe, Ph.D.

Algo Paso y Me Da Miedo Decirlo (Something Happened and I’m Scared to Tell) by Patricia Kehoe, Ph.D.

A Terrible Thing Happened: A story for children who have witnessed violence or trauma by Margaret M. Holmes

Jenny Is Scared! When Sad Things Happen in the World by Carol Shuman

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Categories : ADHD, Anger, Anxiety, Behavior, Bibliotherapy, Books, Bullying, Child Development, Communication, Conflict, Divorce, Feelings, Play Therapy books, Self-Esteem, Sexual Abuse, Social and Emotional Competence, Trauma and Grief

“Inside/Outside Box” by Clair Mellenthin

Posted by Gary Yorke 
· July 19, 2016 
· No Comments

In Play Therapy with older children, “tweens”, and teens, one of the important tenets is helping the child to establish a sense of self – Who am I? Who do I want to become? What are the innate things about me that are lovable and of value?

 

InsideOutsideBox

 

Too often, girls especially are targeted at a young age through media and savvy marketing to believe that “I am not enough”, “my body is not good enough, skinny enough, pretty enough”. This crushes a young girl’s self-esteem and confidence, placing them in even a more vulnerable, emotionally charged way of existing.

A powerful art-based play therapy technique is creating an Inside/Outside Box. This art-based play therapy intervention is focused on helping identify how a child sees themselves, as well as how they think other’s perceive them. In this activity, the making of a collage is used as a powerful, symbolic representation of the self.

 

Supplies:

  • Shoebox (multiple sizes)
  • Glue
  • Scissors
  • Various magazines

 

Instructions:
The child can choose (or can bring into session) a shoe box with a lid. Instruct the client to cut out different words, pictures from the magazines that represents how he/she believes how others view him/her. Glue them into a collage on the outside of the box and lid.

Explore how other’s perceptions may or may not be true, what the client thinks about and feels while looking at their “outside box”.

On the inside of the box, the child repeats the process using different magazine pictures and/or words. However, on the inside of the box is how they see his/her true self and identity.

Ask the client to share what each symbol or word is, and what it’s symbolic meaning to them personally. Process any thoughts and feelings that may surface.

 

Suggested questions:

  • How does it feel to look at the outside of your box in comparison to the inside of the box?
  • What would you change about or add to the outside of your box, if anything?
  • What would you change about or add to the inside of your box, if anything?

 

Note, this may take several sessions to complete, you may also want to assign to do as “homework” for older children and teen clients.

The Inside/Outside Box is a wonderful tool that elicits powerful emotions and helps the tween and/or teen begin to see their whole self- creating a launching pad for blossoming self-esteem and self-worth.

 

Thanks, Clair, for this insightful project! Check out more from Clair here!

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Categories : Behavior, Child Development, Feelings, Play Therapy, Reader Submissions, Self-Esteem, Social and Emotional Competence

Gaining An Appreciation For Those With Disabilities- by Brandon R. Menikheim

Posted by Gary Yorke 
· July 5, 2016 
· No Comments

Two-children-hugging

Theme: Identifying Feelings, Empathy, Understanding those with limitations, Sympathy vs. Empathy, Empathetic Responses

Recommended Ages: 4th grade +

Goals: To develop an awareness of the daily struggles encountered by those with limitations.

Identify the difference between showing someone empathy vs. sympathy.

Learn how to articulate an empathetic response.

Materials:

Copy of poem “Nine Gold Medals” (below)

Cotton balls, or noise canceling headphones

Gloves

Blindfolds

Pens/Pencils

List of Disability Stations (below)

Description:  This activity is designed to help students develop empathy. It begins with reading a short poem, “Nine Gold Medals.” (below). The poem is about a Special Olympics race, where one of the athletes tumbles and falls, crushing his dreams of being a medalist. Knowing what it must feel like to have those dreams crushed, the other Olympians stop the race, turn around, and help the fallen Olympian finish the race. In a collective effort, they all cross the finish line at the same time, ending in Nine Gold Medals instead of one.

 

Nine Gold Medals (By David Roth)

The athletes had come from all over the country

To run for the gold, for the silver and bronze

Many weeks and months of training

All coming down to these games

*

The spectators gathered around the old field

To cheer on all the young women and men

The final event of the day was approaching

Excitement grew high to begin

*

The blocks were all lined up for those who would use them

The hundred yard dash was the race to be run

There were nine resolved athletes in back of the starting line

Poised for the sound of the gun

*

The signal was given,

The pistol exploded

And so did the runners all charging ahead

But the smallest among them, he stumbled and staggered

And fell to the asphalt instead

*

He gave out a cry of frustration and anguish

His dreams and his efforts all dashed in the dirt

But as sure as I’m standing here telling this story

The same goes for what next occurred

*

The eight other runners

Pulled up their heels

The ones who had trained for so long to compete

One by one they all turned around and went back to help him

And brought the young boy to his feet

*

Then all the nine runners

Joined hands and continued

The hundred yard dash now reduced to a walk

And a banner above that said, “Special Olympics”

Could not have been more on the mark

*

That’s how the race ended, with nine gold medals

They came to the finish line holding hands still

And a standing ovation and nine beaming faces

Said more than these words ever will

*

            After the poem is read a discussion takes place.  Topics that get discussed include learning how to ask questions, listening to the other person, and expressing oneself appropriately. One way to strengthen empathetic response is by sharing similar experiences with someone. After the discussion participants are asked to participate in the Disability Stations (see below).

 

Discussion:  In order to truly support someone, we need to empathize and understand them. No two people are alike, and everyone’s situation is different. When we experience someone having a difficult time we often feel sympathy for that person. However, what most people need is empathy. The majority of people do not want to be pitied, or felt sorry for, they simply want understanding. They want others to be genuine with them, and take time to fully comprehend their situation. The disability stations help participants experience some of the things others struggle with. For example, participants will experience manual dexterity difficulties by placing gloves on their hands and trying to perform a simple task such as writing. Blindfolds are used to help understand the difficulty associated with engaging in activities without being about to visually respond to them. Hearing loss is experienced through the utilization of cotton balls and/or noise cancelation headphones. Articulation challenges can be demonstrated by not being able to move the tongue while talking. These stations in no way give participants the right to think they fully understand how someone with these limitation feels, but an appreciation and empathy can be fostered.

 

Disability Awareness Stations

Station #1: Articulation

  1. Push your tongue up against the roof of your mouth. Do not remove it.
  2. One at a time, group members should take turns reading aloud the poem we read at the beginning of the lesson.
  3. Discuss with group members the following questions:
    1. What would it be like to have to do this all the time?
    2.   What are some feelings that you experienced as the person with the articulation difficulties? What feelings did you experience as the person listening?
    3. How would you respond to a person with a speech impediment/articulation problem?

 

Station #2: Manual Dexterity

  1.  Place two gloves over the same hand.
  2.  Write the following sentence: Manual Dexterity is a person’s ability to maneuver his/her hands without difficulty.
  3. Take the gloves off, and rewrite the sentence directly underneath the sentence you wrote with the gloves on.
  4. Discuss the following questions:
    1. What are the differences between the first sentence you wrote and the second?
    2. What types of feelings did you experience as you tried to write with the gloves on your hand?
    3. Try to brainstorm some other areas, besides writing, that someone with a manual dexterity problem would have trouble with.

 

Station #3: Non-verbal Communication

  1. From this point on, you cannot use speech as a way to express a thought or feeling.
  2. Take turns trying to convey a message to your group.
  3. See if your group understands what you are trying to express.
  4. Discuss the following questions:
    1. How did it feel not to be able to talk?
    2. Put yourself in someone else’s shoes, what feelings would they have if they couldn’t talk?
    3. What types of difficulties would someone have who cannot talk?
    4. What ways did you use to express yourself?

 

Station #4: Hearing Loss

  1. Place a cotton ball in each ear.
  2. Partner up with someone at your group.
  3. Take turns whispering something to each other.
  4. See if the other person can understand what you were trying to say.
  5. Discuss the following questions:
    1. How did it feel to not be able to hear clearly?
    2. What was the hardest part of it?
    3. What are some techniques you used to try to understand what your partner was saying?

 

Station #5: Blindness

  1. Take turns placing the blindfolds on.
  2. One person in the group, without a blindfold on, should stand up and change spots. Ask the other group members with blindfolds on where you are now.
  3. With your blindfold on, try to draw something on a piece of paper.
  4. Discuss the following questions:
    1. How did it feel not to be able to see anything?
    2. What did you have to rely on since you couldn’t see?
    3. What would it be like to never be able to see?

 

Thanks again to Brandon for another great idea!

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Categories : Feelings, Play Therapy, Play Therapy Games, Reader Submissions, Social and Emotional Competence, Social Issues, Special Needs

Taking a Walk in Someone Else’s Shoes- by Brandon R. Menikheim

Posted by Gary Yorke 
· May 27, 2016 
· No Comments

Theme: Identifying Feelings, Empathy, Caring and Kindness

Recommended Ages: 2nd Grade +

Goals:  Define empathy.

To learn how to articulate an empathetic response.

To understand what it means to help someone in a difficult situation.

Materials:

Various styles of shoes

Supplementary props (optional)

Description: 

boy shoes

“The boy that wears these shoes cannot even talk yet. He was on the playground when a much older boy came up, pushed him to the ground, and stole his favorite bear. Put yourself in his shoes. How do you think he feels? What could you do to help?”

Prepare the shoe boxes in advance. Group leaders are only limited by their imagination.  The nearby illustrations are some examples of what might go inside the shoe boxes and what text might accompany each box. If working one on one with a client, the counselor may choose to create a box with the client.

princess shoes

“The soon-to-be princess that wears these shoes is 18. She is the nicest person you will ever meet, but people aren’t very nice to her. She lives with her stepmother and step-sisters. She is never allowed to do things that she enjoys, and instead is forced to do all of the chores around the house. She asked is she could go to the prince’s ball tonight. Her stepmother said no, but allowed her step-sisters to go. Put yourself in her shoes. How do you think she feels? What could you do to help?”

The activity begins with participants anonymously writing down their fears on a piece of paper. The fears are placed in a bucket and then as a group, we discuss some of the fears that we have by randomly drawing from the bucket.  Over the course of the discussing a definition of empathy is introduced: understanding how others may feel in a given situation, or “putting yourself in someone else’s shoes.”  We may never fully understand how another person is feeling because we all have differences from one another, but trying to understand each other is important. During the discussion the group leader may also want to note that we can often tell how someone is feeling by using the cues they give us, such as their facial expressions and body language. We may also want to ask ourselves, “how would I feel if that was me?”

lady shoes

“These slippers belong to a woman who is 41. She went to bed the other night, but when she woke up the next morning she could no longer see. She lives alone. Put yourself in her shoes. How do you think she feels? What could you do to help? What would you say to her?”

Following the discussion participants literally put themselves in someone else’s shoes. One by one the shoe boxes are presented. Inside each box is a pair of shoes, along with some accessories to complete the look. Under the lid of each shoe box is a description of the person who wears those shoes, and a tragic life event that they were currently facing. Children are encouraged to “put themselves in that person’s shoes. Discussion should occur throughout the activity through the utilization of follow-up questions to each individual scenario. Each empathy based story should include questions such as “How do you think he/she feels?” “What could you do to help” “What is something you could say to him/her?” Encourage participants to use empathetic responses with correct terminology when discussion each shoe box.

dad shoes

“The man what wears these shoes is 54 years old. He just found out today that he no longer has a job. He has a wife and two children that he supports at home. His wife does not work, so his money was the only money that their family had. Put yourself in his shoes. How do you think he feels? What could you do to help? What would you say to him?”

If time permits group leaders may also want to role play the sharing of empathy in situations proposed by the participants, or that were part of the discussion at the beginning of the activity. Participants can be prompted to say, “You must feel ______.”  This is a great culminating activity that helps the participants cement what exactly we mean when we talk about empathy. Plus, it reinforces the experience and definition of empathy, making it more likely for the participants will be able to respond with empathy in the future.

Discussion:

An important aspect of emotional competence is the ability to show empathy. Young people are often quick to judge one another and use vulnerabilities against peers, all while trying to keep their own vulnerabilities disguised. During this activity special emphasis should be placed on the varying ages of the mock scenarios. Participants should be led into a discussion focused on the fact that age equivalencies or discrepancies do not affect our potential to be empathetic to someone. Empathy can be shown to anyone, regardless of age.

It is very helpful for participants to see that they are not the only ones with a given fear. It was also good for participants to take the time to think about how someone else would feel if they came in contact with their greatest fear. By acknowledging someone’s feelings participants are learning to let others know that they have been heard and understood. Helping others is also an important theme during this activity. Typically, the help we are in the position to offer, isn’t necessarily something that is materialistic. Offering help and friendship is the best way to provide that person with the support they need to overcome the situation.

Thanks for this wonderful and thoughtful exercise from Brandon R. Menikheim!

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Categories : Child Development, Feelings, Play Therapy, Reader Submissions, Social and Emotional Competence

Totika Game

Posted by Gary Yorke 
· December 23, 2015 
· No Comments

Totika is a wood stacking game like no other! While trying to keep the stack from falling over, players draw cards and answer questions to promote conversation, relationship building, and getting to know each other.

totika

The Self-Esteem cards encourages young people to explore self-confidence, healthy growth and development, setting and achieving goals, and valuing self.

The Ice-breaker Question cards have over 196 thoughtful conversation starters and prompts. These cards can be used with one other person or in a small group. It is also appropriate for families.

The Divorce cards encourage children to talk about their parents divorce, their feelings, and identify strategies for coping. Playing the Totika game helps children relax as they discuss this difficult subject.

The Teen-Adult Principles, Values and Beliefs cards consist of over 150 thought-provoking questions about personal principles, values and beliefs. The open-ended questions are designed to promote moral development, social awareness and civility. Questions in this card deck are more challenging and not appropriate for players under 13.

The Jr. Principles, Values, and Beliefs cards are similar, but written for younger children, ages eight and up. The set includes open-ended questions designed to promote moral development, social awareness and civility. This deck is intended for use with children but may be used with adult players too.

The Life Skills card deck includes open-ended questions intended to promote healthy relationships, social skills, coping strategies, critical thinking and sound decision making abilities.

Totika is suitable for 2 or more players, ages 8 to adult.

Get the Totika game with all six sets of cards from Childtherapytoys.com today!

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Categories : Play Therapy Games, Product of the Month, Social and Emotional Competence

Transitioning to Middle School Intervention Idea

Posted by Gary Yorke 
· September 20, 2015 

Here’s a great new intervention idea from reader Martha Nodar. Ms. Nodar earned a gift certificate to childtherapytoys.com for her submission. Learn how you can do the same!

Theme: Transitioning, coping with middle school, mastery
Recommended Ages: 12-14
Goal: To teach or improve coping skills
Materials: Lid of a rectangular box; wrapping paper, scissors, glue; sand; cut-out illustrations and/or drawings; miniatures

Description:
The beginning a new school year in a new school is one of the major “transitional milestones” in life (Martin, Nejad, Colmar and Liem). Transitioning from elementary to middle school, when peer acceptance moves to the forefront, is particularly meaningful for an individual. The universal fear of being rejected by one’s peers may be a contributing factor to social anxiety (Erath, Flanagan & Bierman) and impacts adjustment to middle school. Other issues may include adjusting to multiple class changes, increased academic pressure, and changes in peer group. Play therapy and, in particular, sandplay may be an effective tool for working with preteens experiencing these and other difficulties associated with transitioning into middle school.

This unique approach to sand tray work, which allows the client to maintain their scene until they return to the next session, can be very useful with this age group. It not only provides the therapeutic benefits of working in a sand tray, but also the tactile and mastery experience of constructing one’s own tray/world over time, as they learn to navigate and adapt to their new social environment.

Building the sand tray:

• Use the lid of a rectangular box.

image01

• Cover the box lid with wrapping paper.

image03

• Fill the box lid with sand.

image02

• Ask the client to select miniatures,  cut-out illustrations, and/or drawings.

image05

• Ask the client to build/discuss the scene, and save the scene intact until next session. At the next session ask the client to make any changes needed from the previous session.

image04

• Save this new sandtray until next session and again ask the client to make any necessary changes.

image00

• Taking photos or making a diagram can help the counselor and client discuss changes from one session to the next.

Discussion:
Many play therapists such as Homeyer and Sweeney (2011) highlight the importance of “leaving the sandtray intact…to maintain the scene in the client’s mind” until after the client leaves. The act of offering preteens the option of building and saving their tray/world may ease the distress of feeling they have limited input into what goes on around them.

For some clients, the act of using one’s hands in the creative process is more important than what is actually being created. Therefore another option is all the client to draw the miniatures they would like to use in the sand. As Jung noted: “often the hands know how to solve a riddle that the mind has wrestled with in vain,” (in Capacchione). By incorporating the body in the therapeutic process, thoughts and feelings not previously accessed may rise to the surface.

References:
Armstrong, S. (2009). Sandtray therapy: A humanistic approach. Dallas, TX: Lucid Press.

Capacchione, L. (2001). The art of emotional healing. Boston, MA: Shambala Publications.

Erath, S., Flanagan, K., & Bierman, K. (2007).  Social anxiety and peer relations in early adolescence: Behavioral and cognitive factors. Journal of Abnormal Child Psychology, 35, 405-416.

Homeyer, L. & Sweeney, D. (2011). Sandtray therapy: A practical manual, 2nd ed. New York, NY: Routledge.

Martin, A., Nejad, H., Colmar, S., & Liem, G.A. (2013). Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes.

Journal of Educational Psychology, 105, 728-746.

Categories : Child Development, Intervention Ideas, Reader Submissions, Sandplay/Sand Tray Therapy, Social and Emotional Competence, Uncategorized

‘Working on Me in Relationship’ Play Therapy Intervention

Posted by Gary Yorke 
· July 23, 2015 
· No Comments

Here’s the third in a series of interesting intervention ideas from reader Katie Robinson. Ms. Robinson earned a gift certificate to childtherapytoys.com for her submission. Learn how you can do the same!

Length of group: 50 minutes

Number of sessions: 4 over one month, clients can come in and out as they are discharged, this specific session may work more functionally if it is not the first session of the set.

General goal: To increase self-awareness as well as interpersonal relatedness to others.

Outcomes measured: Likert scale survey at first meeting and at last meeting as well as self-report.

Warm up: Can you think of any character from a TV show, movie, book, video game, comic book, etc. that has dealt with something similar to you or that you relate to in some way? Picture that character in your mind and if you feel comfortable, let yourself become that character – walk around the room if you’d like, walk and talk like that person, and see what it feels like to see the world through their eyes.

Enactment: Character interviews: (The therapist can do this, or if there is a client who isn’t willing to participate in this activity as a character, they could do it) Each character is asked a set of interview questions.

Examples: Who are you? What makes you happy? What makes you sad? What is currently happening in your life? What frustrates you most? What is your favorite food? What scares you? Who is your best friend? What do you look forward to most? What do you day dream about?

Closure: At the end of the interviews, all the clients are de-rolled from their characters and asked to come back to the room and give feedback on their experience. What is it that you relate to with this character? Why are they important? What do they/can they give you?

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Categories : Communication, Feelings, Intervention Ideas, Reader Submissions, Self-Esteem, Social and Emotional Competence

Frozen: Two Sisters in the Sand

Posted by Gary Yorke 
· March 20, 2015 
· No Comments

Here’s a great intervention idea from reader Martha Nodar aimed at empowering young girls and helping them express themselves. Ms. Nodar earned a gift certificate to childtherapytoys.com for her submission. Learn how you can do the same!

Disney’s film “Frozen” is not only a heartwarming fairy tale of two sisters, but also a visualization of the impact that loss may have in one’s life. An early bond between two young sisters, Elsa and Anna, is severely interrupted by the misunderstanding of two parents who did not know what else to do to protect their younger daughter from their oldest daughter’s extraordinary powers. Rather than negotiating a middle ground, the parents, led by their fears, opted for an all-or-nothing strategy and isolated the siblings from each other.

image001

Bettelheim (1976) argues that fairy tales are a safe vehicle through which children may learn how to cope with their environment. He champions the symbolic form as a tool in attempting to resolve early wounds. Siblings who may have been separated from each other as the result of divorce or family hardship may identify with the sisters’ separation. Anna grows up deeply wounded by the separation from her sister. Anna and Elsa are robbed of their childhood, including having the ability to play with each other. Each experienced the loss of their sister and also their playmate.

Viorst (1986) suggests that losses are necessary for growth. Audiences witness Anna’s growth and determination to reach out to her sister. Another theme that may be found in “Frozen” is the notion of frozen emotions and frozen defense responses in a futile attempt to survive a loss. For instance, Elsa chooses isolation and avoidance—unhealthy responses, most likely learned from her parents who decided that isolating Elsa from Anna was the best way to keep them safe. “Frozen” is about family dynamics which may be explored in the sand.

Sand Tray Activity for Girls:

  • Offer the sandplayer the option to place miniature characters of the film “Frozen” in a sand tray
  • Have the sandplayer create a scene using the miniatures
  • Encourage the sandplayer to talk about her experience with a sister (if applicable), a female cousin, or a girl friend
  • Ask the sandplayer if she can describe how Elsa must have felt because she had powers that rendered her different than others
  • Depending on the sandplayer’s age and cognitive maturity, ask “What would you have done differently if you were Elsa or Elsa’s parents?”
  • The sandplayer’s parents may be invited to also participate in the activity to explore their parenting strategies in different situations

Discussion
Disney has given us not only the opportunity to celebrate sisterhood in the biological sense, but also to highlight a theme not commonly observed in Hollywood or in real life—two females helping each other. Instead of the expected rivalry, the end of the film takes us by surprise when we learn that Anna’s true love is the love she feels for her sister rather than romantic love. An alliance between Anna and Elsa is pivotal for creating the relationship they both long for and for thriving in a much healthier environment. Anna and Elsa bridged their differences and created a better world for themselves and for others around them. “Frozen” is about what we do (nurture) with what we inherit (nature).

 

References:
Bettelheim, B. (1976). The Uses of Enchantment. New York, NY: Knopf.

Viorst, J. (1986). Necessary Losses. New York, NY: Simon & Schuster.

 

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Categories : Communication, Intervention Ideas, Reader Submissions, Sandplay/Sand Tray Therapy, Social and Emotional Competence, Uncategorized
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