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    Wellbeing For Children by David Kam

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    The document contains worksheets and notes on promoting well-being and resilience in children. It discusses topics like stress management, anger management, factors that promote resilience, and positive values. The worksheets provide lists of strategies and recommendations for caregivers to support children's emotional health, such as ensuring sufficient sleep, engaging in relaxing activities, using positive parenting techniques, and fostering strong family relationships.

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    Wellbeing For Children by David Kam

    Uploaded by

    S T
    16 views12 pages
    The document contains worksheets and notes on promoting well-being and resilience in children. It discusses topics like stress management, anger management, factors that promote resilience, and positive values. The worksheets provide lists of strategies and recommendations for caregivers to support children's emotional health, such as ensuring sufficient sleep, engaging in relaxing activities, using positive parenting techniques, and fostering strong family relationships.

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    Wellbeing for Children by David Kam

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    The document contains worksheets and notes on promoting well-being and resilience in children. It discusses topics like stress management, anger management, factors that promote resilience, and positive values. The worksheets provide lists of strategies and recommendations for caregivers to support children's emotional health, such as ensuring sufficient sleep, engaging in relaxing activities, using positive parenting techniques, and fostering strong family relationships.

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    © All Rights Reserved
    Download as DOC, PDF, TXT or read online from Scribd
    Download as doc, pdf, or txt
    16 views12 pages

    Wellbeing For Children by David Kam

    Uploaded by

    S T
    The document contains worksheets and notes on promoting well-being and resilience in children. It discusses topics like stress management, anger management, factors that promote resilience, and positive values. The worksheets provide lists of strategies and recommendations for caregivers to support children's emotional health, such as ensuring sufficient sleep, engaging in relaxing activities, using positive parenting techniques, and fostering strong family relationships.

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    1

    Wellbeing for Children


    “Why Your Child should be Happy
    and Confident all the time?”
    Worksheets & Notes

    By David Kam Yuen Chay,


    M.A., B.S (cum laude)

    Health Psychologist
    2

    Worksheet 1 On stress management


    1. Sufficient sleep

    2. Eating the good stuff (types of heart related issues but also against
    cancer, dementia and vision loss which is related to age)

    3. Relaxation techniques

    4. Use of Humour

    5. Recreational activities

    6. Regular exercises

    7. Interests/Hobbies/Travels

    8. Time management (saying “No” to stressful situations)

    9. Change tactically

    10. Daily devotional time

    11. What works for you?

    12. Retreat activities (Benefits of Retreat: Free from Demands, Free


    from Anxiety, Free from Distraction, Helps in gaining clarity & peace
    of mind, Time to re-focus concentrate on God)

    13. Support Group


    Halving your burdens

    Person’s vulnerability to stress


    -Being Alone/Feelings of being isolated,
    -Not able to share your problem, you become more vulnerable
    to stress
    3

    Worksheet 2 On Low Grade


    Sadness/Irritability: Happiness Program for
    Caregivers *Cognitive Psychology
    1. Be Yourself! (Authenticity)

    2. Recognise happiness traps (what are some traps that you thought
    Is happiness – things you are chasing

    3. Value personal growth (as a person, you need to grow. Personal


    Development – good modeling. Child will follow you. Child learn
    To be depressed

    4. Value Happiness (Put it first in your life!)

    5. Change one’s ACTIVITIES (What activities have you been doing over
    the years? Change activity  new experience & think differently)

    6. Change one’s THINKING (fixed thinking)

    7. Decrease negative emotions (less angry person, less reactive)


    - Nurture one’s relationship (find that if you spend timepay off)

    8. TAKING POSITIVE STEPS


    .stop criticizing myself
    ..start encouraging myself
    …use positive self talk

    9. BE KIND TO MYSELF (treating myself as I would to my best friend)

    Learn not to be perfectionistic parent  counterproductive Such


    parents don’t see it  If you expect certain things, you will be frustrated
    why your child is not like you  become depressed yourself
    4

    Worksheet 3 On Anger: Changes For


    Parents (to consider)
    1. Behaviours of management
    a. Use positive approach yet firm
    b. Decrease punitive ways (including coercive)
    c. Use parental encouragement
    d. Reinforce desirable
    e. Rewards Menu
    (Set rules, family time, positive parenting)
    2. Communications
    (listen emphatically…for child…being listen to & understood…provide
    an increased sense of being loved and worthy)

    3. FAMILY TIME
    (doing fun thing together/recreational time)

    4. Examine your own negative thoughts (has negative impact on child’s


    functioning)
    (Change the atmosphere at home e.g. mother & child always
    arguing always judging. Change your thinking about the child
     shame, sadness  parent will verbally say out or child may
    read your mind & the child are usually wrong about what the
    parent is thinking & magnify many times)

    5. Negative messages are being sent out


    a. Through your _________
    b. Verbal responses

    6. Change the ATMOSPHERE AT HOME!

    7. Change ways that anger is being aroused


    Arguments
    Judgement

    8. Instead of taking __________ to listen! (after calming down)Gary


    Chapman ANGER: handling a powerful emotion in a healthy way (2007)
    5

    Notes: On Anger “Is your child aggressive?”


    1. Is he overly sensitive to cue?

    2. Is he biased in attributing hostile intentions to others?

    3. Is he underestimating his own aggression?

    4. Does he has low concern for: victim suffering/retaliation/peer


    rejection?

    5. Does he has less (few) cooperative solution but lots of aggressive


    backup solutions?

    6. Is he having low levels of empathy?

    7. Does he have difficulties in sustaining attention?

    8. Does he believe in the social goals of dominance and revenge


    rather than affiliation?

    9. Does he expects that aggressive behaviours produce tangible


    rewards?

    10. Expecting others to be or will be excessively aggressive in


    interactions?

    11. Experiencing low self esteem in preadolescent period?

    (Kendall, 1989, 2006)


    6

    Notes: On Individual factors associated with


    resilience
    1. Independent

    2. Sense of humour

    3. Sense of competence and self-efficacy

    4. Problem-solving skills

    5. Communication skills

    6. Reflective, not impulsive

    7. Ability to concentrate on schoolwork

    8. Willingness & capacity to plan

    Others factors…
    7

    Notes: On Factors promoting resilience in


    all phases of the life cycle
    1. Willingness and capacity to plan

    2. Hobbies

    3. Female

    4. Empathy with others

    5. Sociable

    6. Autonomy (girls)

    7. Emotional expressiveness (boys)

    8. Internal locus of control

    9. Strong social support networks. Presence of unconditionally


    supportive parent (or at least one/or parent substitute)

    10. Committed mentor (or other person from outside the family)

    11. Positive school experiences. **Not to be excessively sheltered


    from challenging situations that provide opportunities to develop
    coping skills

    12. Sense of mastery (know they can master things from young)

    13. Self Efficacy (Belief that one’s own efforts can make a difference)

    14. Capacity to re-frame adversities (so that the beneficial as well as


    the damaging effects are recognised)

    15. The ability-or-opportunity- to ‘make a difference’ (by helping others


    or through part-time work)
    8

    Notes: On Promote resilience in the child


    during the first three years of life
    1. Provide unconditional love and express love both physically and
    verbally (By holding, rocking, and stroking and by using soothing
    words to calm, comfort, and encourage the child to calm himself
    or herself)

    2. Enforce rules for children aged two and three (use removal of
    privileges (child need to earn it) and other forms of discipline that
    do not belittle, harm, or reject the child – harsh way  child
    become bitter)

    3. Model behavior (communicates confidence, optimism, and good


    results for children two and three years old) e.g. praise the two
    and three-year-old child for accomplishments: toilet training,
    calming self, talking, or making something

    4. Encourage child try things and do things on his or her own


    (with minimal adult help)

    5. Encourage the child to recognise and __________ his or her


    own feelings

    6. Reinforces a child’s faith in his or her own problem-solving


    skills

    7. Prepare the child for unpleasant or adverse situations

    (by talking about them, reading books, play acting, etc.)


    9

    Notes: On Promote resilience in the child


    (eight to eleven)
    1. Provide unconditional __________

    2. Express love verbally and physically in age-appropriate ways

    3. Use limits, calming behaviours, and oral reminders (to help the
    child manage and modulate feelings, especially negative feelings
    and impulsive responses

    4. Model __________ behaviours (that communicate values and rules,


    including helpful resilience factors)

    5. Clarify the basis for rules and expectations

    6. Praise accomplishments/desired behaviours (sticking with


    assignment)

    7. Provide opportunities for the child (to practice dealing with problems
    and adversities through exposure to manageable adversities and
    fantasy)

    8. Provide guidance in the process (drawing on appropriate resilience


    factors)

    9. Encourage communication (so that issues, expectations, feelings,


    and problems can be discussed and shared)
    10

    CHECKLIST FOR CHILDREN ON RESILIENCE

    The following items were used in the International Resilience Project as


    a checklist for perceptions of resilience in children

    1. The child believes things will turn out all right.

    2. The child does endearing things that make people like her/him.

    3. The child believes in a power greater than seen.

    4. The child is willing to try new things.

    5. The child likes to achieve in what she/he does.

    6. The child feels that what she/he does makes a difference in how
    things come out.

    7. The child likes himself/herself.

    8. The child can focus on a task and stay with it.

    9. The child has a sense of humour.

    10. The child makes plans to do things.

    Dr Edith Grotberg is Senior Scientist at the Civitan International


    Research Center, University of Alabama at Birmingham, Alabama, USA.
    A developmental psychologist. Her present focus on resilience is a
    culmination and integration of previous work and experiences.
    11

    WORKSHEET 4 Notes: On Positive Values

    1. Wisdom & Knowledge


    Curiosity, interest, open-mindedness, creativity, perspective
    (to provide wise counsel), love of learning and knowledge

    2. Courage
    Bravery, perserverance, zest, energy, authentic, honest,
    Integrity

    3. Humanity
    Love, kindness, generosity, social intelligence (what others
    feels, or what motivate others)

    4. Justice
    (Fairness, Teamwork, leadership)

    5. Temperance
    (Modesty, self regulation, prudence, caution and discretion,
    forgiveness)

    6. Transcendence
    (Appreciation of beauty and excellence gratitude, hope,
    humour, religiousness)

    7. Authenticity

    .
    12

    Notes: On Indicators of High Self-Esteem


    1. Makes friends with other children easily

    2. Shows enthusiasm for new activities

    3. Is cooperative

    4. Follow reasonable rules

    5. Is responsible for control of own actions

    6. Is creative, imaginative, has ideas of his own

    7. Is happy, energetic; talks freely

    8. Is independent, self-assured

    9. Displays achievement consistent with ability

    Notes: On Indicators of Low Self-Esteem


    1. May be reluctant to enter new situations or try new activities

    2. May easily become frustrated, angry or break out in tears

    3. May withdraw or become overly aggressive to parents or


    other children

    4. May do most things alone or cling to one friend

    5. May e possessive of objects

    6. Make excessive demands on adult’s time


    7. Behaviour does not suggest he is a happy child.
    8. May be reluctant to enter into activities that involve close personal
    contact
    9. Regularly achieves at lower levels than “ability”

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