There are three protective factors which are the foundation for good social emotional development in children. These protective factors continue to provide an important foundation for the life of the individual. They are: Attachment, Self-Control, and Initiation (see Devereux) All three are important to the creation of Self Efficacy and visa versa http://www.childdevelopment.me.uk/Stress_Management_4_Childre.html (see e.)
So what are protective factors? Protective factors are simply those things in life that help us weather the storms that everyone must past through and which help us to live a healthy happy and productive life. They are similar to assets and both protective factors and assets are, you could say, the offspring of research on resiliency which began in the 1950’s. At that time a group of people decided to study the children of migrant workers in Hawaii. These children seemed to have everything going against them. Poor environment, poor educational opportunities, poverty, frequent parental use of drugs and alcohol, neglect in many situations, and lack of consistency. What the study found out was that over time, a certain percentage of these children were successful. While often researchers and social scientists, in a situation such as this, would examine what happened to those children who didn’t do so well, this particular group had the sense to look at the group which succeeded. What was different for these children? The result was what we now call resiliency. For additional information on Resiliency, Resources, Assets, and Protective Factors click here .
Research at Devereux and elsewhere has found that these three protective factors are so important they even moderate some concerns about some inappropriate behavior. For example a child who has a problem hitting (while the hitting must not be allowed and must be dealt with appropriately) and who is also high in these three protective factors, is more likely to overcome the inappropriate behavior and develop more appropriate social skills.
Please read the following articles:
Attachment:
In addition to reading the following article (all four pages), please complete the exercises with the children you care for. Understanding Attachment in Young Children
Supporting Healthy Relationships Between Young Children and Their Parents:
Lessons from Attachment Theory and Research
Self-Control:
Initiation:
Initiation refers to the skill to be able to begin or start a goal driven action. Youth or adults with this ability are often referred to as “self starters”. As mentioned previously, building and developing these three protective factors in children helps to build self efficacy (link to the spot on the community collaboration blog). Self-efficacy in turn, especially helps to build initiation.
Before we talk any more about what initiation is and how to build it, let’s talk about what it is not. Years ago some scientists created an experiment in a fish tank with a pike and a bunch of smaller fish (I believe they were either guppies or gold fish) and a piece of glass separating them. The pike would lunge at the smaller fish, and of course hit the glass instead of swallowing its prey. After a fairly short period of just a few days, the glass was removed and the smaller prey fish were able to swim all around the pike. There was nothing that kept the pike from eating the smaller fish except for a condition which the scientists called “learned helplessness.” When a baby in distress cries and his or her needs are not met and that distress relieved in a timely manner, the baby begins to develop “learned helplessness”. When a toddler attempts to do something on his or her own and the efforts are blocked by another child or adult or otherwise unsuccessful, the child develops “learned helplessness”. The above scenarios harm both attachment because the child is learning that s/he can not trust others and initiation because the child learns that its attempts to relieve distress or get something s/he wants are not effective. As these and similar scenarios continue a child turns into an adolescent who is incapable of making decisions and taking essential steps for a healthy happy productive life.
How do we build initiation in young children?
3. Stories and songs. Read stores to infants, toddlers, young children about other children who are able to initiate goal driven activities. (A goal driven activity in this sense is an activity where the infant or child has a desire to meet a need [or relieve a distress] and initiate some action designed to meet that need.)
4. Reinforce initiation whenever possible. When a child makes a request or attempts to fill their own needs on their own there are a number of different possible results. (While making appropriate requests is an important skill, our emphasis here is really teaching the child to initiate and accomplish something on his or her own.)
a. They are successful in their attempt and both the way they did it and what they were able to do was appropriate. For example the infant wants a rattle, reaches for it and gets it, or the toddler wants a toy and gets it.
b. They are successful but either the way they did it or what they did was inappropriate. This represents a teaching opportunity. For example the toddler wants a toy and takes it away from another child. This is an opportunity to teach the child to wait, choose another toy, or perhaps even trade or negotiate (a skill better suited to a preschooler).
c. They make a request or attempt to do something which is appropriate but either at a different time, under different circumstances, in a different way, or under different conditions. For example a child sees lunch being laid out and takes some food before its ready. This is an opportunity to teach, time and place and patience (or self control).
d. They make a request or attempt to do something which is inappropriate or unsafe. For example a child wants to run into the street. Again this is an opportunity to teach appropriate boundaries and self control; however, safety ALWAYS comes first. (When my children became old enough for the older ones to start watching the younger ones there were always two rules. First was safety, the second was peace and always in that order.)
e. The child makes an attempt which is ineffectual. For example a child tries to put their own pants on but it’s not quite working out. This is an opportunity either talk the child through what s/he needs to do, or if necessary help the child; however, only doing what is absolutely necessary allowing the child to do what they can on their own. Even if the child says “I can’t” but according to what you have seen the child do in the past you believe the child may be able to do it with some encouragement, instruction, and a little help, you provide only the assistance needed and help the child to accomplish the task on his or her own. (Note: sometimes it is really not an issue of ability but a need for your attention. The way to handle this is to do as written above; but give the child the opportunity to do something with you, receiving your undivided attention immediately or soon after they have finished the task.)
5. Provide the child the opportunity to see peers initiate actions to include positive social behavior.
6. Model the initiation of activities to include positive social behavior.
7. Start with outcomes; ask the child what they want (to include what they want to do). Talk them through what they would need to do to accomplish their goal then help them do it, encouraging and supporting the child to do as much on their own as possible.
8. Virtual modeling. Movies or shows that model appropriate self initiation with discussion afterwards. This should be minimal unless it is a short video demonstrating a specific behavior you want to teach.
9. Promote “old fashioned play” as mentioned above.
10. Verbal persuasion and encouragement.
11. Set up opportunities for children to successfully initiate activities or social behavior (without them knowing).
12. Allow and encourage children to come up with their own ideas and activities when possible and within appropriate boundaries.
Additional Resources:
The following is a great resource is you want a more indepth look at attachment. Includes videos and power point presentations.