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| Questão | Responda |
| Self Concept | Perceive and evaluate internal picture. Who we THINK we are. |
| 3 Components of Self Concept | 1.) Facts/Beliefs (what you think you know) 2.) Feelings (how you feel about this) 3.) Behaviour (how you act as a result) |
| Sub Self Concept | Physical, Moral, Social, Personal, Family, Work |
| Confidence | State of trust, self assurance |
| Security | Sense of belonging, acceptance, protection |
| Acceptance | Right to feel the way you do without shame |
| Self Esteem | Internal appraisal of worth (high=power, competence, virtue) |
| Power | Producer, autonomy, impact, values and morals |
| Competence | confidence, problems are challenges |
| Virtue | pride, worthiness |
| How do adults influence self esteem | attitudes/feelings re; child's worth ->behaviour towards child->tunes in and internalizes->self eval=adult reaction->self esteem developed through interactions with significant adults over time |
| Books | I'm Me-Sarah Sheridan (being yourself) I Like Me-Nancy Carlson (pig loves her curly tail) |
| Grief | A set of reactions to loss or threat of loss. Includes feelings/attitudes/behaviours. Reactions and lengths may vary. Grief is a process, stages are not ordered. |
| Kite | 4 points... emotional ups and downs |
| Experience is based on... | Adult response, Relationship to deceased, Personality, Preparation, Circumstance, Age and development (PARPAC) |
| Ages & Stages | >2-react to separation, no comprehension 3-5-reversible, not permanent 6-9-reversible, responsible 7(9)-12-wants reverse, finality, punishment 11-18-conceptualizes, adult approach |
| 3 tasks | Understand (brain and body stopped work) Feel (talk about it, share own feelings) Live ( |
| Ideas to help | Scrapbook, collage, journal, sharing circle, tree planting |
| Quote from Fischer | "Be there physically, I'm here for you, do you want to talk, thank you for sharing, I'm sorry" "Brain and body stopped working, they are dead" |
| Fears | unpleasant, strong emotions, caused by awareness/anticipation of danger. (Real or imaginary. Some innate; strangers, dark, loud noises) |
| Experience determined by... | Age/Devel, misunderstanding, learned response, independence, imagination, world events, media (WII LAM) |
| Fear & Age | 2-objects, strangers, events 3/4-animals, monsters, the dark, alone 5-health&safety them and family, abduction, hospitalization, death, school 6/11-germs, getting lost, social blunder |
| Non-Developmental Fears | Natural disasters, terrorist attacks, violence, global warming |
| What Children Need What To Do | Reassurance, everyone will be OK. Provide emotional support and info, allow expression, be calm and strong, avoid stereotypes. |
| Books | Always-Alison McGhee (unconditional love) A Monster Wrote Me a Letter - Nick Bland (discussion about fears) Sleep tight Mrs. Wing-Sharon Jennings (empathy and caring) |
| Important Quote | "What do you want to know. What do you already know." |
| Typical Behaviour | Candid questions, explore bodies, "potty language", role play (curious>erotic) |
| What to do | Develop healthy attitudes about bodies. OK to talk about developing sexuality w/young children. Body rights. Functions are normal/natural, provide terminology |
| Birth Order | Personalities in home do not dictate who we are elsewhere |
| New Baby | Questions, regression, aggression, are all normal |
| Before Baby Comes | Language (your baby), practice tasks, decorate for baby, new songs |
| After Baby Comes | Aware of needs of first child, highlight big sibling skills and qualities, let them label and express |
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