| A friend and her daughter were visiting me at my | | | | something that is causing stress or discomfort to |
| apartment. In the front entrance of the building | | | | something that is joyful, they will immediately feel |
| there is a high stoop, about one foot high in an | | | | better. If something is overwhelming to them, |
| area. The little girl assessed the place, and decided | | | | help them to break it down into smaller units. Just |
| to jump. The way she had jumped caused her to | | | | because they have a thought about something |
| fall forward and down right on her face. Once I | | | | doesn't mean that the thought can't be changed |
| knew that she was okay, I started to quietly | | | | or adjusted. |
| speak to the little girl about her landing, so that | | | | Open communication: Children feel most |
| she could do it better the next time. Her mother, | | | | comfortable when they can talk about what they |
| freaked out, and was screaming at me for letting | | | | are feeling or thinking about any subject. Nothing |
| her, picked up her daughter, and wiped away the | | | | should be off limits, they should be able to ask |
| blood, and was putting out all sorts of negative | | | | questions, and get solid answers, they should be |
| thoughts and creating more fear in her daughter. | | | | able to tell you anything without punishment, and |
| My friend left us for a moment, and I talked to | | | | let you know about something that is happening |
| the little girl. " | | | | to them, without being afraid, or disturbed that |
| You know, I saw what you had tried to do, You | | | | you will be upset with them or that you will not |
| were very brave, I know that you got a little | | | | love them. Sometimes the time and place for |
| scared, but it was a good try, next time you | | | | discussion is not appropriate, but as soon as you |
| have to make sure that you clear the wall with | | | | are able, take them to a safe and quiet place and |
| your feet, and get your feet underneath you, so | | | | let them talk. Let them know that you are going |
| that you land on your feet." She looked at me | | | | to listen to them fully at that time. Make a |
| with peaceful understanding, and a new | | | | commitment and do so. |
| awareness. She knew that I was not upset at her | | | | Respect: You teach respect to children by |
| for trying something new, and I was giving her a | | | | example. If you don't want to be laughed at for |
| tool so that she would not get hurt again when | | | | your thoughts or your actions, don't laugh at |
| she tried it after that. Right there I knew she got | | | | them and don't mock them, be careful of your |
| it. | | | | words. Don't call them stupid, an idiot, or |
| Managing thoughts: To cope, children also need to | | | | unintelligent. Remember they are just a reflection |
| know how to manage their thoughts. Let them | | | | of what they were taught, and what they |
| know that by changing their focus, from | | | | learned. |