Child’s Life Stage: Primary Schooler

A Father’s Role in His Daughter’s Worth

As a young child, Charis enjoyed the praises of her mother’s friends when they saw her doing her homework. “What an obedient and hardworking child,” they would comment while observing their own children running around and playing.  

Somehow, those praises motivated Charis to continue living up to her reputation of being obedient and hardworking. She began to set high expectations of herself, and would always want to do her best. 

But when she went to secondary school and her peers began to outdo her in exams, her sense of self-worth started to plummet.  

How can we support our children’s self-worth without getting them to lower their standards totally?  

What is self-worth? 

With mental health issues coming to the fore, there is an urgent need to help children build a strong sense of self-worth, and to understand they are more than their achievements.  

Although Charis struggled in the beginning with peer and societal pressure, she realised in her later teen years that she “didn’t need to care so much about other people or the labels that they put on me, but rather to just focus on myself, on my own, knowing my own abilities, my own strength, my own beliefs and to feel secure in that.”  

She credits this self-worth as a by-product of the way her parents raised her. What did her parents do right? 

She can always be herself with us and have nothing to prove. 

Create a safe space  

Charis’ father, Wen Wei, has managed to build a safe space for her, largely by being a safe person. However, this doesn’t mean there were no mistakes made. 

Growing up, Charis was particularly sensitive to the word “stupid” being used on her. Somebody had done that once to her and Wen Wei made a mental note never to do the same. However, one day when Wen Wei was helping Charis through her homework, he got frustrated at Charis and snapped in exasperation, “Don’t tell me you’re really so stupid.” 

That sent Charis over the edge, and triggered a crying fit. 

Immediately after, Wen Wei had to send his other daughter to a swimming class but during the drive to the pool, he was so worried that Charis would do something foolish.  

That incident made Wen Wei realise the importance of being Charis’ safe place. He said, “She may feel like she has something to prove to other people, but she can always be herself with us and have nothing to prove.”  

Charis laughed upon hearing her father recount that incident. Having happened when Charis was still in primary school, she does not remember it. But it’s clear it had a lasting impact on Wen Wei.

Offer physical hugs and comfort 

During Charis’ frequent meltdowns, Wen Wei and his wife tried different methods every week to comfort her. But nothing seemed to work.  

One time, during a meltdown, Wen Wei decided to just hug her. Miraculously, it worked. Coupled with honest and open talks with her parents, Charis gradually managed to find her feet and step out of the shadows of self-doubt.  

Today, you might overhear Charis telling her friends, “Whatever tough situation you are in, hugs can solve everything.” 

Listen well and help them feel understood 

Now 22, Charis is moving into a new phase of life – from the safety of school to the world of work. Even as she sends out job applications, she often worries about the outcomes. However, she’s learnt to self-soothe by telling herself, “It’s okay. It’s not the end of the world if I don’t get an offer.” 

She attributes her growth in security to her father’s willingness to sit and have long conversations with her. “He has always given me that space to talk. He is a really good listener, and he has never imposed his decision or opinion on me.”  

“Sometimes I get annoyed,” Charis joked, “because I think it would be easier if he decides and then I follow, but I also appreciate that he helps lead me to a decision that I make, instead of telling me what he thinks first.” 

Genuinely enjoy them. Express that pleasure in them. Then delight in them, any time, every time. 

Genuinely enjoy your children 

Whenever Wen Wei’s children would disturb him when he was in the middle of something, he would try to stop and shift his attention to them.   

“My children are really the joy of my life. I try to communicate that with them as often as I can. Genuinely enjoy them. Express that pleasure in them. Then delight in them, any time, every time.”  

We all want the best for our children. But in the midst of pushing them to their maximum potential, we should not forget to hold them close. And to tell them, “I love you, whatever you do, however you do.” 

© 2022 Focus on the Family Singapore. All rights reserved. 

Why is it So Stressful Talking to My Kids About Sex?

My husband and I had picked our precociously energetic six year old from kindergarten one day following our usual routine. All of a sudden, she blurted out unbridledly from the backseat of our car, “Mommy, what’s an orgasm?”  

My ears did a backflip, while I sat stunned for a moment in disbelief at what I had just heard. My eyes met my husband’s while we exchanged raised eyebrows in what we felt was uncomfortable wriggle room. Fortunately, I recovered just in time to return a question in a quick serve.  

“What do you think it is, dear? And why do you ask?”  

“Today my teacher drew a picture of it on our white board…. 

“And it looks like something from under the water – from KorKor’s science encyclopedia!”  

Realisation came in a wave of relief and suppressed giggles. “Do you mean organism?”  

“Yes mummy, what’s an organism?”  

I laughed. We all did – having narrowly escaped being put in a spot in the most potentially  awkward conversation ever. While we are usually ready to teach our children anything they want to learn, (think reading, math, good manners), we aren’t AS ready to launch into graphic discussions about sex and how babies are made – despite knowing that it is an important conversation to address in their lives!  

Culturally, being raised in a largely conservative Asian society doesn’t help. Most of us may have never had such a conversation with our own parents. It is probably not wrong to say that parents in that era simply evaded this topic altogether, leaving their children to piece together the nuances of their sexual understanding through a collective smattering of euphemisms for sexual acts and body parts.  

Their only question after the talk was, ‘Can we go and play Lego now?’ 

A friend, a parent of four, recounted her experience (or lack of) bringing up the sex topic to her kids:  

“Their only question after was, ‘Can we go and play Lego now?’ I was self-conscious because it was not a topic someone spoke to me about. (I discovered the meaning of sexual intercourse from the dictionary, and it shocked me when I found out.) But I was determined to not pass such stigma down to my kids. I want them to see the gift and miracle of sex.” 

Psychologists like Joye Swan, chair of the department of psychology and social sciences at Woodbury University, California, reckons it “can be weird to think of our family members as sexual beings for the same reason it was weird to see our teachers outside of school.” 

Our kids may also find it difficult to accept parents giving advice on sex as it feels uncomfortable and awkward to visualise them in these roles as lovers or sexual beings, which disconnects from their primary roles and image as caregivers.  

Parents too, may find it unnatural to accept their child’s progressive coming of age – preferring to assume their child stays in a perpetual state of innocence.  

When the kids were about 10 years old, they would start to talk through the physical changes in their bodies, and even prepare a gift pack for them as they hit puberty, as a gesture of celebration. 

Ming, a 16-year-old, said she’d much rather google all her queries on sex than ask any graphic or awkward questions to her parents.  

Another teen commented that he would prefer to disassociate the topic where possible; preferring to have a teacher explain it as a subject in class.  

If we feel unsettled talking to our kids about sex, the kids, especially older teens, definitely feel it too. Nevertheless, how can we make this important topic more approachable?  

A fellow mum of three adolescents shared that she speaks with her girls separately while her husband tackles this subject with their son. As a family, they prefer to approach the topic as an ongoing conversation rather than a one-off talk.  

Starting as young as four or five, they would introduce concepts such as “good touch, bad touch” and parameters for physical touch and affection, such as when to give or receive hugs, within different social contexts.  

When the kids were about 10 years old, they would start to talk through the physical changes in their bodies, and even prepare a gift pack for them as they hit puberty, as a gesture of celebration.  

Some parents use books to lead them into conversations on sexuality, such as The Ultimate Girls’ Body Book: Not-So-Silly Questions About Your Body by By  Walt Larimore, MD , and Amaryllis Sanchez Wohlever, MD. (There is an equivalent guide for boys.)  

Most would agree that communication about sex ought to start when a child is very young and continue through his life stages and eventually when he or she forms relationships. No matter which stage your child is at, let’s start this conversation somewhere!  

© 2022 Focus on the Family Singapore. All rights reserved. 

When Results Aren’t The Only Thing

Growing up, exam season was a big thing. In my family, at least. 

Growing up in a neighbourhood school, I was constantly fed with the idea that working hard was the only way to a better life. 

In the lead-up to the PSLE, I would regularly wake up at 4am to study before I went to school. Even at the tender age of 12, my mum would buy me coffee so that I could stay awake. 

By all accounts, it worked, as I landed in one of the most elite schools in Singapore. 

Yet, the competition didn’t end there. It was only the beginning. For the rest of high school and college, I was given the narrative that we were the “cream of the crop”. Achievements were aplenty in my school. Each day, during assembly, we would see people winning Math Olympiads, international sports competitions, and being awarded book prizes.

I was struggling to even pass my exams at this point. Seeing these achievements around me fuelled my internal narrative that I was not enough. 

Finally in 2016, I won that overseas scholarship, but that only set me on a drive for more. 

It was worse now. I had a price tag to my value, with the $208,000 bond now quantifying my worth. I felt I had to work to justify what others had invested in me. 

In 2019, I thought I got all I wanted. 

The first-class honours, awards, and even a board directorship. 

But when I finally returned to Singapore, I was filled with a strange emptiness. I stuffed myself with cakes, chocolates and cookies to fill the emptiness within me. Within a month, I grew by 8kg. I realised I needed help. In October 2019, I saw a psychiatrist, and took antidepressants. 

It was an irony to imagine how far I’d fallen from grace – from a board director, to being put on antidepressants. 

I share this story because I want parents to know one thing: That what you might be pushing your child to – more accolades, better results, may not be the thing that satisfies them, nor you. 

There is a caveat though.

Communicating to your child why it is in his interests to do well academically may make more sense than force-feeding him tuition.

Results are still important

As a social worker, I’ve seen some parents fling to the other extreme of declaring, “Results are not important! It’s okay if you fail.”

Striving for excellence in school is a good and healthy trait. Simply letting your child play is not ideal. 

We often say, “All work and no play makes Jack a dull boy.” But we forget the converse is also true. “All play and no work makes Jack a poor boy.”

Communicating to your child why it is in his interests to do well academically may make more sense than force-feeding him tuition. 

My parents regularly communicated with me why academic excellence was important. It was made more real because of the multiple retrenchments my dad experienced during my growing up years. 

One night, after my father had been retrenched, my mum explained to me that academic excellence wouldn’t necessarily guarantee a more secure future, but it would provide a firmer foundation. 

It helped me understand why she was pushing me so hard.

My parents exposed me to different hobbies from an early age, encouraging me to build excellence in hobbies that weren’t tied to academic performance. It encouraged me to do well in something because I liked it.

Nurturing excellence outside of school

Inculcating your child with a healthy desire for excellence is necessary and important. 

I appreciated how my parents exposed me to different hobbies from an early age, encouraging me to build excellence in hobbies that weren’t tied to academic performance. 

It encouraged me to do well in something because I liked it, and not because the school required it. 

For example, from the age of 4, they sent me for swim and art classes to inculcate a healthy lifestyle. 

For your child, you too can encourage hobbies outside of school. It can teach your child in nurturing a natural drive for excellence in what they want to do, rather than what they need to do. 

The key though is having a balance, rather than over-scheduling your child. We often apply an adult perspective of full-time work to a child’s schedule, without realising that some unhurried time may be beneficial to them.

Healthy boundaries around screen-based play

A healthy desire for excellence is also nurtured within well-structured boundaries, particularly around device usage. 

As a social worker, one of the most common parenting complaints I’ve seen is around a lack of control of screen usage. 

We may not realise the dangers of device use at an early age, when the brains of children are not fully developed. They may lack the maturity to self-manage their device usage. 

What’s interesting is also how tech titans have dealt with device usage in their own families. 

In the aftermath of the release of the iPad, Nick Bilton, a New York Times reporter, asked Steve Jobs, “Your kids must love the iPad, right?”

Jobs replied, “They haven’t used it. We limit the amount of technology our children use at home.”

Walter Isaacson, the biographer of Steve Jobs went on to report:

“Every night Steve insisted on dining at the big kitchen table, talking about books, history and a variety of other things. Nobody ever took out an iPad or a computer. The kids didn’t seem addicted to the devices. “

Balancing push and pull 

In the push for excellence, perhaps what is needed is to remember to pull our children towards us for nurturing. 

How? 

Whatever mark your child gets for their exams, take time to let them know that you appreciate the effort they’ve put in. Communicate the unconditional love you have, regardless of the mark they’ve achieved. 

In the lead-up to their exams, don’t gloss over the emotions of anxiety and fear that the child might experience. Take time to speak about it during dinners. Ask questions like: “How do you feel about your upcoming exams?”

Share your own experiences of exam anxiety when growing up. It models to your child that feelings are a valid aspect of who they are, and not something to be ashamed or embarrassed about.

What our children long for

Often, our child’s studying habits can leave us feeling frustrated and angry. We wish they would study harder, spend less time on phone games, and be better behaved. 

We may unwittingly convey the message that our child can only be loved if they achieve better grades, stop playing so much, or be better behaved. 

In 2015, after receiving my A-Level results, I felt lost and anxious. I wanted to become a doctor, but I couldn’t, because of my results. 

I started actively thinking about suicide. In my mind, I rationalised it as, “Since I can’t become a doctor, there’s not much point in living.” 

Eventually I saw a doctor, who referred me to the Institute of Mental Health (IMH). In the wee hours of the morning, when I was finally allowed to go home, my father wrapped his arms around me, squeezed my shoulder, and said:

“John, straight A-s or no A-s, you’re still my son.”

Children long to be validated and loved for who they are, and not just who they will become. 

Today, perhaps it’s worth asking, “What if your child was doing the very best they could?”

How would that change your approach to them? 

It’s worth reflecting on.

 © 2023 Focus on the Family Singapore. All rights reserved. 

Bullying – Is Punishment The Way To Go?

Bullying refers to the use of strength or power to frighten or hurt weaker people. (Dictionaries, 2023)

I recently came across an account on bullying that took me by surprise. It wasn’t the act of bullying but the way the parents handled it that caught me off-guard. It was the first time I had ever heard of such an approach.

James is a quiet and reserved boy who loves helping those who are in need. When he entered primary school, his friends took advantage of his kindness and started bullying him. He had a classmate who was bigger in size compared to him, and bullied him often. He pushed James around and caused him hurt by pinching him. He also poured water on James out of his own bottle. Fearing that he would be bullied further, James did not dare to raise this to his teacher. Fortunately, because of the close relationship he has with his parents, he shared with them these incidents as soon as he got home every single time.

One would have expected his parents to fly into a rage and even lodge a police report because of the physical harm that was caused, but they did not.

I know that I can approach the school anytime

James’s father had a close relationship with the school because he was part of the parent support group. It gave him the confidence that he could go to the school to ask for assistance on this matter and it would be a better solution than to take matters into his own hands.

James also highlighted to his father that this boy was his classmate after all, and he did not wish to escalate the matter. His father took his advice.

There is wisdom in this approach. Escalating the matter could make things awkward for James to continue to be in the same classroom, because he would not know how to face this friend that his father had lodged a formal complaint against. And it would probably create more stress for James eventually.

Communication and education are better solutions to bullying, rather than punishment.

By punishing we will not learn

Rather than to get the form teacher to punish the boy harshly, James’s father requested for the bully to be counselled and educated on the detrimental effects of bullying. He also reiterated to the teacher that he does not wish for the bully to be punished. He believes that communication and education are better solutions in the long term. He was right.

This father’s story was a breath of fresh air. I realised that he was not only concerned about what his son had gone through, but he was also concerned about what the other boy would learn. He wanted to protect his child, and he also wanted the boy to learn what is right.

Often as parents, we tend to jump into the situation to defend our child. This is the parental instinct to protect our young in times of danger. But James’s father taught me to go one step further, to not only protect my child but also to champion what is right.

Punishing the child will only reiterate that what he did was wrong. It does not solve the root issue that he is going through. It does not equip the child with the right handles to relate to a classmate, to express his emotions in a safe manner. Communicating and educating does. It helps the child process why he acts in a certain manner, and it trains the child to think of how his actions impact others. This will result in real and lasting change.

This sharing has given me a fresh perspective on bullying, and a good one.

Bullying occurs anywhere, but children are a more vulnerable group. Especially younger children in the preschool and lower primary range, who may be unable to defend themselves.

Educating a child about bullying helps them process why they may act in a certain manner, and trains them to think of how his actions impact others.

While discussing this topic with some of my friends who are teachers in a preschool and primary school, they shared with me some very practical handles.

Tacking bullying in young children:

1. Safety first

Get away to a safe place. Do not engage or retaliate because it might result in more injuries. Go to a place where there are adults.

2. Seek help

Find a reliable adult, whether it is a teacher or parent, and seek help. Get them involved so that they can handle the situation. Adults are equipped with the knowledge and ability to deal with these matters in a safe manner.

3. Look out for changes in child’s behaviour

More often than not, young children are not able to articulate the stresses that they are undergoing. However, it shows up in their behaviors such as: Loss of appetite, isolation, emotional instability, overwhelming fear etc. These are major signs that your child may be going through something in school.

4. Get the full picture

Children do not have an accurate concept of time, and they also are not able to remember entirely what had happened. It is best to speak with their teachers to find out what exactly happened before deciding the best course of action. Relying on their words alone may not be helpful.

5. Work towards a win-win situation

Work together with the teacher for a win-win situation. It is not only important to protect the child, but also to ensure that there is a real and lasting change.

Bullying has to be corrected, not just prevented.

For privacy reasons, pseudonyms were used in this article.

Why Did My Parents Separate?

Primary years (7-9 years)

The separation or dissolution of a parent’s marriage can be devastating for children of any age. As children at this young age may not fully understand the complexities of human relationships and why their parents cannot stay married, keep your explanations simple. Focus on providing as much security, stability and assurance that they will continue to be loved and cared for by both parents, where possible.

Younger children may find it hard to process and describe their feelings at the onset of the news. But as they adjust to the changes or when they start seeing less of one parent, a mixture of sadness, fear, or anxiety may set in.

They may ask questions about how their parents’ separation will impact them and their daily routines. These include, “Who will I be staying with?”, “Will I still see my other parent regularly?”, “Will my parents get back together?”.

Some children may even wonder if they did something wrong or were the cause of the separation. Assure them that they are not the cause.

Reiterate that while there are going to be changes to the family and living arrangements, nothing will change your love for them, and they will continue to be loved and cared for. It is important not to badmouth your partner in front of your child, as this may add to the feelings of conflict and confusion.

Tween years (10-12 years)

Older children may experience a sense of loss with their parents separating and have a negative view of themselves compared to their peers. They may also feel anger, sadness or even resentment toward their parents for the breakdown in their marriage and family life.

Look out for any unusual behavioural changes as tweens may act out due to their difficult emotions, particularly if they find it hard to express their feelings with their parents. They may become withdrawn or develop attention-seeking behaviours due to the fear of being abandoned or neglected.

Some preteens may even vent the anger they feel on their siblings; bullying them, shouting at them or directing their frustration at them.

Instead of trying to make them accept the change and move on, take time to listen to check in on how they’re doing. Ask them to share their feelings, even if these are negative and you instinctively want to shut them down. Validate their feelings by saying, “I can see that you are upset/scared/angry. Can you tell me more?” This helps your child feel seen and heard and let’s them know that they can come to you with any of their difficult feelings.

Teen years (13-15 years)

Parents may assume that teenagers have greater mental capacity to deal with the adjustments now that they are older. However, this depends on the maturity of your child. If teens have heard their parents argue or seen one parent staying out a lot more, chances are they’ve picked up on what is happening.

Even when a separation or divorce is amicable, it’s natural for your teenagers to grieve the loss of their family. Give them space for their reactions or non-reactions, and time to process their feelings.

The pain from their parents’ separation can sometimes impact their identity, self-esteem, and future relationships. Remember that in this teenage stage, there are many changes taking place in their life, emotionally and mentally as well. This makes open and honest communication even more crucial in the time surrounding a divorce. Make sure your teen understands that they can come to you to talk about anything.

To maintain stability in their lives, it’s crucial to surround your teens with other nurturing relationships. Be intentional about building a supportive community around them, such as with their grandparents, extended family members like uncles and aunties, cousins or others trusted adults in their life, like a teacher, counsellor or coach.

Be patient even if your child seems like they are pushing you away. Open and honest communication reduces the chance of deep emotional problems festering beneath the surface.

Coping with divorce is hard at any age and children especially can have a more challenging time. If you are considering divorce, do consider how it can potentially impact your children and take time to help your children navigate the complex emotions surrounding divorce. If you are seeking counselling help, look no further.

Conversations About Sex Need Not Be So Tough

Research shows that when parents engage their children in topics on sexuality, their children grow to make wiser choices in relationships and sex. To help you overcome your fears in broaching the topic, we have designed a Talk About Sex video series specially for parent and child (aged 7-12) to enjoy, engage with and learn together!
Find out more

Children’s Day Campaign

The digital realm has become an integral part of our lives, including our children’s — offering opportunities for learning, interacting, and entertainment. However, just as digital media use is escalating, so are mental health issues in our youth.  

Research has recently shown that youths are increasingly turning to digital media for self-therapy. In light of this, experts are advising parents to be empathetic towards their children’s use of electronic devices and platforms (Channel News Asia, 2023).

Thus, before children are exposed to various devices, apps, platforms at a young age, it is critical to have healthy conversations surrounding digital literacy and for parents to both bond with and guide their children in the digital age.  

This Children’s Day, Focus on the Family Singapore aims to encourage the fostering of meaningful parent-child relationships and equip parents to raise digital literate children all while having fun! 

A free digital resource, The Wonder Guide, will be available for download, with tips for parents to nurture their parent-child relationship while navigating the digital playground. Download your Wonder Guide at www.family.org.sg/CaptureTheWonder! 

Additionally, a free mini activity book, What a Wonder! is also available for parents to deepen connections with their child (recommended for 5-9 year olds). It includes:
1.
Identifying old school technology gadgets and learning fun facts about them
2.
Conversation Starters for parent-child to engage in meaningful conversations
3.
Stickers for interactive learning

Campaign Objectives:

  1. Strengthen parent-child relationships through healthy conversations and practices surrounding digital literacy

  2. Encourage families to embrace technology as means for meaningful connection 

Secure your free resource!

If you or your organisation is keen to distribute the What a Wonder! resource (minimum of 50 copies), please get in touch with us.

Limited copies are available so secure them now!

Get in touch!

ParentEd is a parent education initiative from Focus on the Family Singapore.

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Parent Coaching

ParentEd is a parent education initiative from Focus on the Family Singapore.

4 Games to Help Kids Manage Big Emotions

THIS ARTICLE INCLUDES A FREE PRINTABLE. 

My eldest son morphed into the Incredible Hulk overnight when he turned 6 years old. Meltdowns took on epic proportions, with cane breaking, furniture throwing, yelling and bashing.

What happened to my sweet, mild-mannered, doe-eyed son? Where did these raging emotions come from?

Teaching our children how to manage their emotions is not just necessary for their survival (and our sanity). Research suggests that emotional intelligence (EQ) is twice as strong a predictor of later success as IQ. Being aware of, understanding, and being able to manage emotions are all part of growing our children’s emotional intelligence.

Research suggests that emotional intelligence is twice as strong a predictor of later success as IQ.

Through a difficult process of trial and error and with the help of books, games, conversations with friends and professionals, my son and I are learning how to deal with his emotional outbursts.

Here are 4 activities that have been helpful to us in this journey – suitable for children aged 2 to 10.

Download PDF now (3.14 MB)

#1: How are you feeling?

Aim: Help your child identify his emotions

This activity involves pasting feeling faces on wooden blocks. It is designed to help your child reflect on their feelings through play.

What You Need:

  1. Plain wooden blocks
  2. Blue tack
  3. Feeling faces print-outs (Google “feeling faces printable”)

How to Play:

  1. Get your child to cut out the feeling faces and stick each face on a wooden block. (Older kids can print out plain emoji outlines and draw their own emojis.)
  2. Ask these questions as they are carrying out their activity: What made the block feel that way? What sorts of things might make you feel that way? Tell me about a time you felt that way.
  3. Continue doing this until you have a few emotions covered. Be sure to include both positive and negative emotions.

Recommended read: My Many Coloured Days by Dr Seuss, and My Mixed Emotions by Elinor Greenwood

#2: Disappearing Bubbles

Aim: Help your child understand that his feelings are temporary

We need to help our children understand that their emotions, like the passing rain, can and will pass.

It’s important that kids learn to understand their feelings, but it’s also true that feelings need to be recognised for what they are: temporary. Research shows that on average, an emotion comes and goes within ninety seconds. A child’s heightened emotions and parental pressure to get rid of the emotion can cause him to feel overwhelmed and stuck. We need to help our children understand that their emotions, like the passing rain, can and will pass. They won’t feel sad, angry, hurt or lonely forever.

What You Need:

  1. A bottle of bubbles

How to Play:

  1. Explain to your child that their feelings and thoughts are a bit like bubbles.
  2. Blow some bubbles – point out how some bubbles are big and some are small – just like how feelings can be big or small, happy or sad. Highlight that just like bubbles, our feelings don’t last forever.
  3. Ask your child to blow some “happy” bubbles. Get your child to talk about what makes him happy. Next, get him to try to stop the “happy” bubbles from popping. Have fun with this: your child can try to catch the bubbles in his hands or try to have a bubble land on his head!
  4. Comment on how some bubbles seem to last longer than others. Share times when you, as a parent, have felt happy either briefly or for a longer time. Reiterate that feelings don’t last forever.
  5. Repeat this process with other feelings, such as anger, sadness or worry. You may find your child wants to pop these bubbles quickly. It is helpful to respond by allowing him to do so. You may also talk about how such feelings often cause discomfort.

This activity can also be used to practise taking deep breaths. Teach them that taking deep breaths help to calm our bodies down when we get angry or anxious.

Recommended read: When Sophie Gets Angry by Molly Bang

#3: Feelings Temperature Check

Aim: Teach your child that there is a range of feelings

Research shows that merely assigning a name or label to what we feel literally calms down the activity of the emotional circuitry in the right hemisphere of our brains.

Children are used to taking temperature checks in schools and at the doctor’s. How about a feelings temperature check? A feelings thermometer is a visual scaling technique used to help children to recognise the different intensities of an emotion. This is useful as both children and parents can begin to notice when they are starting to become upset or angry.

Research shows that merely assigning a name or label to what we feel literally calms down the activity of the emotional circuitry in the right hemisphere of our brains. It further provides us with the opportunity to implement strategies before our feelings escalate and become more difficult to manage.

What You Need:

  1. A printed picture of a thermometer (Google “feelings thermometer template”)
  2. Coloured pencils and markers

How to Play:

  1. Talk with your child about how an actual thermometer works.
  2. Divide the thermometer into 4 sections. Add words to the thermometer. You may wish to use the following scales: calm, annoyed, angry, furious or calm, nervous, anxious, agitated.
  3. Draw faces to depict different levels of feelings and colour different sections in (use appropriate colours, such as blue for calm and red for furious). Talk about recent experiences and which level of the thermometer they would have been at.
  4. Discuss how easy or hard it is for them to calm down at the different levels and where on the thermometer is the best place for them to use strategies to calm down. (Generally this falls within the middle to calm range.)
  5. With older kids, you can discuss how they feel at the highest level on the thermometer – what they have noticed in their body, thoughts, feelings and behaviour.

We can also apply the feelings thermometer to ourselves and share what helped us to stay calm when things don’t go well. You may wish to use the thermometer daily to monitor how your child is coping and to find out what strategies are working.

#4: Memory Matching

Aim: Empower children to make mistakes and learn from them

One of the greatest gifts we can give our children is the ability to think rightly about their failures. Instead of responding to mistakes with “I feel dumb”, they need to learn to view these as opportunities for growth.

What you need:

  1. A set of memory matching cards

How to Play:

  1. Shuffle and spread all cards out on a flat surface, face down.
  2. Players take turns to choose any two cards. Make a successful match and leave it face up on the table.
  3. When the cards don’t match, turn the cards back and say the words, “Oops, I made a mistake. I can learn from that,” or “Oops, I made a mistake, I can try again.”

By saying the above phrases over and over in the game, our children are learning a new pattern of thinking. This makes it easier for them to use those statements in real life.

Recommended read: The Most Magnificent Thing by Ashley Spires

This article was written by Sue-Anne Wu. Sue-Anne is a coffee lover and nature seeker. An avid reader, books are her lifeline in the choppy waters of life, marriage and parenting. She lives with 4 rambunctious boys aged 3, 6, 8 and 38.

These games are adapted from Creative Ways to Help Children Manage Big Feelings by Dr Fiona Zandt and Dr Suzanne Barretand, and Motivate Your Child by Dr Scott Turansky and Joanne Miller.

Is It Normal for Me to be So Angry with My Kids?

“Why am I constantly yelling at the kids?”

“Is it okay for me to be this angry?”

“What can I do about all these negative emotions?”

If you’re a parent of young children, you may have asked yourself these questions at some point of your parenthood career.

While we often turn to parenting books or blogs to help us get a grip on our angry outbursts, theory is often hard to translate into practice. For me, it takes some self-reflection to first identify the common triggers (or anger buttons), and then making a deliberate effort to practice calming strategies on myself.

Why is it so difficult to control our emotions?

Theresa Pong, former Principal Counsellor at Focus on the Family Singapore, explains, “Emotions play an important part in our lives. They help us to survive and avoid danger. More importantly, they help us to allow others to understand us and for us to understand others. Thus, it is normal for us to experience a range of emotions including anger.”

She identified four broad areas that can cause anger to arise:

  1. Personal issues – such as having conflicts with other family members or issues at work
  2. Issues caused by others – such as when a family member accidentally breaks a glass at home or your boss tasks you to complete a task within short notice
  3. External events – such as when an electrical appliance or family car breaks down
  4. Unhappy memories – such as being pickpocketed during an overseas family trip

Questions to check if our anger is well managed

Here are some questions you can ask yourself to see if you are managing your angry or upset feelings well:

  • Is your anger or negative feelings affecting your relationship with others?
  • Do you often entertain extreme negative thoughts, for example, “My kids are ALWAYS making trouble” or “My spouse is NEVER there for me”?
  • Are you constantly shouting, yelling or being hostile to your spouse/children?
  • Do you get physical often when you are experiencing anger?
  • Do you frequently act impulsively in anger, such as using harsh words on your family members, throwing things in anger, or using dangerous objects to threaten them?

As parents who have to juggle multiple roles such as caring for the kids, caring for elderly parents and work, we may find it difficult to get sufficient rest.

Being in a constant state of unhappiness and tiredness may leave us ill-prepared to deal with the multiple stressors of the day.

As such, we may find ourselves frequently in a fight-or-flight mode: At the slightest provocation, we will tend to react negatively.

The 5 steps to anger management

Fortunately for us, there are ways that can help. Theresa shared this 5-step solution to managing our anger well:

1. Be mindful of self

It is important for parents to notice how they feel when angry. For example, if you know you are about to lose your temper, your breathing gets shallow and quick, and there is tension in a particular part of your body, tell yourself these are signs you are in the “zone”.

The “zone” is when you are close to reaching your boiling point, and when you are more prone to over-react or lash out at others in such a way that you may hurt those around you.

2. Do not reject the feelings

Once you are aware that you are in the zone, do not reject the feelings. Some people perceive that it is wrong to feel sad or angry as it means they are weak. Tell yourself that it is normal to feel this way as all are us are made or wired to experience emotions.

3. Take a break

When you are in the zone or close to it, it is good to take a break. It may be just 5 minutes for you to retreat to a quiet space in your home or take a short walk around your housing estate, but this will help you to regulate your emotions and be more in control.

4. Attend to your thoughts and feelings

When you are ready, ask yourself these questions:

  • What emotions am I experiencing?
  • When was the last time I felt this way?
  • Where did these emotions come from?
  • Are there any voices in my mind that is making me even angrier (or intensify other emotions)?
  • What do I really want?

5. Act calmly

After going through the first 4 steps, you are likely to be able to deal with the situation in a calm manner.

For example, if your kids messed up the room after you have spent hours cleaning up, you can tell them firmly that you feel upset about their actions. Then administer a natural consequence such as having them clean up the room.

We can use angry moments as teaching moments for ourselves and our children.

Sometimes, our angry emotions are a cue for us to relook at the situation and see if there are areas we can improve. For example, maybe our kids are acting up more frequently because they’re feeling uncomfortable with certain changes or are feeling distant from us.

While practising the 5 steps shared above, do be patient with yourself and others as it may take time to see the results. However, acknowledge the effort you are making each day and celebrate the small successes. With each step you make, know that you are sowing the seeds of love and kindness in your family!

What Scolding Really Does to Your Child

Chris* will always remember his childhood experience with broccoli. Since he was young, he had always had a distinct dislike for that green vegetable. Perhaps it was the softness of the florets or the peculiar shade of green. Whatever the reason, he had never liked the vegetable, and had always avoided it when his parents gave it to him. When he was three, his parents divorced and his father remarried, and Chris went to live with his stepmother. That change in his life all but sealed his experience with broccoli.

Twenty years later, in the comfort of the counselling room, Chris shared with me that his stepmother took it upon herself to “cure” his disdain for broccoli and all things green. Whenever Chris refused to eat his vegetables, she would scold him in a loud voice, and if he still persisted, she would carry his high chair (with him in it), and place him outside the main door. There he would sit until he either finished his vegetables, or if he got so tired that he fell asleep in his high chair without finishing his food.

“It was the worst period of my life,” he recounted.

To limit the spread of COVID-19, many working parents are now working from home. With students doing home-based learning, our school-going kids are home at the very same time we are figuring out this new work arrangement. Distractions and interruptions can come more easily, potentially impacting our productiveness.

As you work towards a new norm with work and family life, consider how these 6 Rs could help you create a more successful and less stressful environment for everyone in the family!

Over time, he began to move from a sense of guilt, which told him that “I did something wrong”, to a sense of shame, which insisted that “I am something wrong”.

According to American educator and author John Bradshaw, every child has feelings, needs and desires, and that if a parent cannot affirm these aspects of a child, he or she rejects the child’s “authentic self”. In his seminal book, “Healing the Shame that Binds You”, he talks about the impact of a parent’s rejection on a child, especially if this leads to shame. According to Bradshaw, shaming makes the child believe that he or she is wrong for feeling, desiring or needing something.

In Chris’ case, the stepmother was rejecting his feelings of disdain for broccoli. By first scolding him, and then carrying the high chair outside the house, his stepmother was entrenching the notion that it is wrong to feel disdain.

This was buttressed by the deeper feelings of rejection that Chris might have felt by other onlookers who passed by the house. Over time, he began to move from a sense of guilt, which told him that “I did something wrong”, to a sense of shame, which insisted that “I am something wrong”.

Bradshaw calls this the shame identity; according to him, individuals who have been shamed on numerous occasions take on a persona of worthlessness and defectiveness.

Does this mean that we should stop scolding our children entirely? Especially since it would seem that scolding our children could lead to the development of a shame identity?

As a parent, a number of principles have guided the way I discipline my children:

1. Establishing Loving Boundaries

A friend once shared with me the concept that children are “persons-in-training”. I like this perspective very much and have adopted this paradigm when I guide my kids. Based on this view that my children are still-developing and ever-learning individuals, I work hard to establish clear and loving boundaries regarding is allowed or not allowed in my household.

For instance, screen-time is kept constant each day, and my 10 and 8-year-old sons are allowed no more than half an hour each in the afternoons after they finish their homework.

The boys are aware of this rule and while they may ask for more screen-time, they know that our stance on this is clear; they will not get any additional time, even if they beg, persuade or cajole us.

Through this process, the children learn the importance of boundaries; that they are there to keep the bad out and keep the good in.

2. Seeking to Understand

Children act up for a reason, and oftentimes it stems from their basic needs – they could be hungry, thirsty, tired, or emotionally overwhelmed. When we understand the reason why they throw a tantrum, we can anticipate and manage the situation better. For instance, large party gatherings could be a sensorial nightmare for the kids, and while they may enjoy the excitement of being in a crowd of friends, the environment might cause them to get emotionally overwhelmed.

As such, leaving the gathering just a little earlier (or later) could help to reduce the likelihood of any potential tantrum. Understanding leads to empathy, and we are then less likely to get upset with our children when we know that they are not misbehaving on purpose, but are instead communicating a physical or emotional need.

3. Removing and Replacing

We often share in our workshops that one way of managing our children’s emotions is to remove the negative behaviour and replace it with an action that is more socially acceptable. For instance, if the child is likely to hit another person when he or she is feeling anxious or stressed, it might be helpful to provide a tactile fidget that serves as a replacement object for the child to express his or her emotions.

Using such a replacement strategy, we can change our children’s negative behaviours to more acceptable ones.

It has taken many months of counselling to help Chris deal with the numerous issues associated with scolding and toxic shame. Over time he has learnt to deal with the years of pain that he had experienced through his difficult family situation.

But till today, he still refuses to eat broccoli.

*The names and identities in this article have been changed to protect their confidentiality.

 

Mark Lim is Consultant & Counsellor at The Social Factor, a consultancy and counselling agency which conducts training on life skills such as parenting, mentoring and special needs. He and his wife Sue co-write a parenting blog Parenting on Purpose, where they chronicle the life lessons from parenting two young boys aged 10 and 8.