Vol. 5, No. 2 May 2001
Plain
talk about dealing with an angry child
Handling children's anger can
be puzzling, draining, and distressing for adults. In fact, one of the
major problems in dealing with anger in children is the angry feelings
that are often stirred up in us. It has been said that we as parents,
teachers, counselors, and administrators need to remind ourselves that
we were not always taught how to deal with anger as a fact of life during
our own childhood. We were led to believe that to be angry was to be
bad, and we were often made to feel guilty for expressing anger.
It will be easier
to deal with children's anger if we get rid of this notion. Our goal
is not to repress or destroy angry feelings in childrenor in ourselvesbut
rather to accept the feelings and to help channel and direct them to
constructive ends.
Parents and teachers
must allow children to feel all their feelings. Adult skills can then
be directed toward showing children acceptable ways of expressing their
feelings. Strong feelings cannot be denied, and angry outbursts should
not always be viewed as a sign of serious problems; they should be recognized
and treated with respect.
To respond effectively
to overly aggressive behavior in children we need to have some ideas
about what may have triggered an outburst. Anger may be a defense to
avoid painful feelings; it may be associated with failure, low self-esteem,
and feelings of isolation; or it may be related to anxiety about situations
over which the child has no control.
Angry defiance may
also be associated with feelings of dependency, and anger may be associated
with sadness and depression. In childhood, anger and sadness are very
close to one another; it is important to remember that much of what
an adult experiences as sadness is expressed by a child as anger.
Before we look at
specific ways to manage aggressive and angry outbursts, several points
should be highlighted:
- We should distinguish between
anger and aggression. Anger is a temporary emotional state caused
by frustration; aggression is often an attempt to hurt a person or
to destroy property.
- Anger and aggression do not have
to be dirty words. In other words, in looking at aggressive behavior
in children, we must be careful to distinguish between behavior that
indicates emotional problems and behavior that is normal.
In dealing with angry
children, our actions should be motivated by the need to protect and
to teach, not by a desire to punish. Parents and teachers should show
a child that they accept his or her feelings, while suggesting other
ways to express the feelings. An adult might say, for example, "Let
me tell you what some children would do in a situation like this . .
." It is not enough to tell children what behaviors we find unacceptable.
We must teach them acceptable ways of coping. Also, ways must be found
to communicate what we expect of them. Contrary to popular opinion,
punishment is not the most effective way to communicate to children
what we expect of them.
Responding to the Angry Child
Some of the following
suggestions for dealing with the angry child were taken from The
Aggressive Child by Fritz Redl and David Wineman. They should be
considered helpful ideas and not as a "bag of tricks."
Catch the child
being good. Tell the child what behaviors please you. Respond to
positive efforts and reinforce good behavior. An observing and sensitive
parent will find countless opportunities during the day to make such
comments as "I like the way you come in for dinner without being
reminded"; "I appreciate your hanging up your clothes even
though you were in a hurry to get out to play"; "You were
really patient while I was on the phone"; "I'm glad you shared
your snack with your sister"; "I like the way you're able
to think of others"; and "Thank you for telling the truth
about what really happened."
Deliberately ignore
inappropriate behavior that can be tolerated. This does not mean
that you should ignore the child, just the behavior. The "ignoring"
has to be planned and consistent. Even though this behavior may be tolerated,
the child must recognize that it is inappropriate.
Provide physical
outlets and other alternatives. It is important for children to
have opportunities for physical exercise and movement, both at home
and at school.
Manipulate the
surroundings. Aggressive behavior can be encouraged by placing children
in tough, tempting situations. We should try to plan the surroundings
so that certain things are less apt to happen. Stop a "problem"
activity and substitute, temporarily, a more desirable one. Sometimes
rules and regulations, as well as physical space, may be too confining.
Use closeness and
touching. Move physically closer to the child to curb his or her
angry impulse. Young children are often calmed by having an adult nearby.
Express interest
in the child's activities. Children naturally try to involve adults
in what they are doing, and the adult is often annoyed at being bothered.
Very young children (and children who are emotionally deprived) seem
to need much more adult involvement in their interests. A child about
to use a toy or tool in a destructive way is sometimes easily stopped
by an adult who expresses interest in having it shown to him. An outburst
from an older child struggling with a difficult reading selection can
be prevented by a caring adult who moves near the child to say, "Show
me which words are giving you trouble." Be ready to show affection.
Sometimes all that is needed for any angry child to regain control is
a sudden hug or other impulsive show of affection. Children with serious
emotional problems, however, may have trouble accepting affection.
Ease tension through
humor. Kidding the child out of a temper tantrum or outburst offers
the child an opportunity to "save face." However, it is important
to distinguish between face-saving humor and sarcasm or teasing ridicule.
Appeal directly
to the child. Tell him or her how you feel and ask for consideration.
For example, a parent or a teacher may gain a child's cooperation by
saying, "I know that noise you're making doesn't usually bother
me, but today I've got a headache, so could you find something else
you'd enjoy doing?"
Explain situations.
Help the child understand the cause of a stressful situation. We often
fail to realize how easily young children can begin to react properly
once they understand the cause of their frustration.
Encourage children
to see their strengths as well as their weaknesses. Help them to
see that they can reach their goals. Use promises and rewards.
Promises of future pleasure can be used both to start and to stop behavior.
This approach should not be compared with bribery. We must know what
the child likeswhat brings him pleasureand we must deliver
on our promises.
Say "NO!"
Limits should be clearly explained and enforced. Children should be
free to function within those limits.
Tell the child
that you accept his or her angry feelings, but offer other suggestions
for expressing them. Teach children to put their angry feelings into
words, rather than fists.
Build a positive
selfimage. Encourage children to see themselves as valued and valuable
people.
Use punishment
cautiously. There is a fine line between punishment that is hostile
toward a child and punishment that is educational.
Model appropriate
behavior. Parents and teachers should be aware of the powerful influence
of their actions on a child's or group's behavior. Teach children
to express themselves verbally. Talking helps a child have control
and thus reduces acting out behavior. Encourage the child to say for
example, "I don't like your taking my pencil. I don't feel like
sharing just now."
The Role of Discipline
Good discipline includes
creating an atmosphere of quiet firmness, clarity, and conscientiousness,
while using reasoning. Bad discipline involves punishment which is unduly
harsh and inappropriate, and it is often associated with verbal ridicule
and attacks on the child's integrity.
As one fourthgrade
teacher put it: "One of the most important goals we strive for
as parents, educators, and mental health professionals is to help children
develop respect for themselves and others." While arriving at this
goal takes years of patient practice, it is a vital process in which
parents, teachers, and all caring adults can play a crucial and exciting
role. In order to accomplish this, we must see children as worthy human
beings and be sincere in dealing with them.
Source:
Reprinted from the Plain Talk Series, National Institute of Mental Health
Office of Scientific Information, U.S. Department of Health and Human
Services. (1992). Washington, D.C.: US Government Printing Office (ISBN
0160359244; DHHS Pub. No. [ADM] 92-0781).
Copyright �
2001 Jordan Institute for Families