{"id":73022,"date":"2024-05-31T01:21:45","date_gmt":"2024-05-31T05:21:45","guid":{"rendered":"https:\/\/world.edu\/?p=73022"},"modified":"2024-05-31T01:21:45","modified_gmt":"2024-05-31T05:21:45","slug":"parents-are-increasingly-saying-their-child-is-dysregulated-what-does-that-actually-mean","status":"publish","type":"post","link":"https:\/\/world.edu\/parents-are-increasingly-saying-their-child-is-dysregulated-what-does-that-actually-mean\/","title":{"rendered":"Parents are increasingly saying their child is \u2018dysregulated\u2019. What does that actually mean?"},"content":{"rendered":"

\"\"<\/p>\n

Welcome aboard the roller coaster of parenthood, where emotions run wild, tantrums reign supreme and love flows deep.<\/p>\n

As children reach toddlerhood and beyond, parents adapt to manage their child\u2019s big emotions and meltdowns. Parenting terminology has adapted too, with more parents describing their child as \u201cdysregulated\u201d.<\/p>\n

But what does this actually mean?<\/p>\n

More than an emotion<\/strong><\/h4>\n

Emotional dysregulation<\/a>\u00a0refers to challenges a child faces in recognising and expressing emotions, and managing emotional reactions in social settings.<\/p>\n

This may involve either suppressing emotions or displaying exaggerated and intense emotional responses that get in the way of the child doing what they want or need to do.<\/p>\n

\u201cDysregulation<\/a>\u201d is more than just feeling an emotion. An emotion is a signal, or cue, that can give us important insights to ourselves and our preferences, desires and goals.<\/p>\n

An emotionally dysregulated brain is overwhelmed and overloaded (often, with distressing emotions like frustration, disappointment and fear) and is ready to fight, flight or freeze.<\/p>\n

Developing emotional regulation<\/strong><\/h4>\n

Emotion regulation is a skill that develops across childhood and is influenced by factors such as the child\u2019s\u00a0temperament<\/a>\u00a0and the emotional environment in which they are raised.<\/p>\n

In the\u00a0stage of emotional development<\/a>\u00a0where emotion regulation is a primary goal (around 3\u20135 years old), children begin exploring their surroundings and asserting their desires more actively.<\/p>\n

It\u2019s typical for them to experience emotional dysregulation when their initiatives are thwarted or criticised, leading to occasional tantrums or outbursts.<\/p>\n

A typically developing child will see these types of outbursts reduce as their cognitive abilities become more sophisticated, usually around the age they start school.<\/p>\n

Express, don\u2019t suppress<\/strong><\/h4>\n

Expressing emotions in childhood is crucial for social and emotional development. It involves the ability to convey feelings verbally and through facial expressions and body language.<\/p>\n

When children struggle with emotional expression, it can manifest in various ways, such as difficulty in being understood, flat facial expressions even in emotionally charged situations, challenges in forming close relationships, and indecisiveness.<\/p>\n

Several factors, including anxiety, attention-deficit hyperactivity disorder (ADHD), autism, giftedness, rigidity and both mild and significant\u00a0trauma experiences<\/a>, can contribute to these issues.<\/p>\n

Common mistakes parents can make is dismissing emotions, or distracting children away from how they feel.<\/p>\n

These strategies don\u2019t work and increase feelings of overwhelm. In the long term, they fail to equip children with the skills to identify, express and communicate their emotions, making them vulnerable to future emotional difficulties.<\/p>\n

We need to help children move compassionately towards their difficulties, rather than away from them. Parents need to do this for themselves too.<\/p>\n

Caregiving and skill modelling<\/strong><\/h4>\n

Parents are responsible for creating an\u00a0emotional climate<\/a>\u00a0that facilitates the development of emotion regulation skills.<\/p>\n

Parents\u2019 own modelling of emotion regulation when they feel distressed. The way they respond to the expression of emotions in their children, contributes to how children understand and regulate their own emotions.<\/p>\n

Children are hardwired to be attuned to their caregivers\u2019 emotions, moods, and coping as this is integral to their survival. In fact, their biggest threat to a child is their caregiver not being OK.<\/p>\n

Unsafe, unpredictable, or chaotic home environments rarely give children exposure to healthy emotion expression and regulation. Children who go through\u00a0maltreatment<\/a>\u00a0have a harder time controlling their emotions, needing more brainpower for tasks that involve managing feelings. This struggle could lead to more problems with emotions later on, like feeling anxious and\u00a0hypervigilant to potential threats<\/a>.<\/p>\n

Recognising and addressing these challenges early on is essential for supporting children\u2019s emotional wellbeing and development.<\/p>\n

A dysregulated brain and body<\/strong><\/h4>\n

When kids enter \u201cfight or flight\u201d mode, they often struggle to cope or listen to reason. When children experience acute stress, they may respond instinctively without pausing to consider strategies or logic.<\/p>\n

If your child is in fight mode, you might observe behaviours such as crying , clenching fists or jaw, kicking, punching, biting, swearing, spitting or screaming.<\/p>\n

In flight mode, they may appear restless, have darting eyes, exhibit excessive fidgeting, breathe rapidly, or try to run away.<\/p>\n

A shut-down response may look like fainting or a panic attack.<\/p>\n

When a child feels threatened, their brain\u2019s frontal lobe, responsible for rational thinking and problem-solving, essentially goes offline.<\/p>\n

This happens when the amygdala, the brain\u2019s alarm system, sends out a false alarm, triggering the survival instinct.<\/p>\n

In this state, a child may not be able to access higher functions like reasoning or decision-making.<\/p>\n

While our instinct might be to immediately fix the problem,\u00a0staying present<\/a>\u00a0with our child during these moments is more effective. It\u2019s about providing support and understanding until they feel safe enough to engage their higher brain functions again.<\/p>\n

Reframe your thinking so you see your child as having a problem \u2013 not being the problem.<\/p>\n

Tips for parents<\/strong><\/h4>\n

Take turns discussing the highs and lows of the day at\u00a0meal times<\/a>. This is a chance for you to be curious, acknowledge and label feelings, and model that you, too, experience a range of emotions that require you to put into practice skills to cope and has shown evidence in numerous physical, social-emotional, academic and behavioural benefits.<\/p>\n

Spending even small amounts (five minutes a day!) of quality one-on-one time with your child is an investment in your child\u2019s emotional wellbeing. Let them pick the activity, do your best to follow their lead, and try to notice and comment on the things they do well, like creative ideas, persevering when things are difficult, and being gentle or kind.<\/p>\n

Take a tip from parents of children with neurodiversity: learn about your unique child. Approaching your child\u2019s emotions, temperament, and behaviours with curiosity can help you to help them develop emotion regulation skills.<\/p>\n

When to get help<\/strong><\/h4>\n

If\u00a0emotion dysregulation<\/a>\u00a0is a persistent issue that is getting in the way of your child feeling happy, calm, or confident \u2013 or interfering with learning or important relationships with family members or peers \u2013 talk to their GP about engaging with a mental health professional.<\/p>\n

Many families have found\u00a0parenting programs<\/a>\u00a0helpful in creating a climate where emotions can be safely expressed and shared.<\/p>\n

Remember, you can\u2019t pour from an empty cup.\u00a0Parenting<\/a>\u00a0requires you to be your best self and\u00a0tend to your needs first<\/a>\u00a0to see your child flourish.<\/p>\n

Author Bio:<\/strong> Cher McGillivray is Assistant Professor Psychology Department and Shawna Mastro Campbell is Assistant Professor Psychology both at Bond University<\/em><\/p>\n","protected":false},"excerpt":{"rendered":"

Welcome aboard the roller coaster of parenthood, where emotions run wild, tantrums reign supreme and love flows deep. As children reach toddlerhood and beyond, parents adapt to manage their child\u2019s big emotions and meltdowns. Parenting terminology has adapted too, with more parents describing their child as \u201cdysregulated\u201d. But what does this actually mean? More than […]\n… learn more→<\/a><\/p>","protected":false},"author":33,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[434229],"tags":[434962],"coauthors":[11733],"class_list":["post-73022","post","type-post","status-publish","format-standard","hentry","category-parenting","tag-dysregulated-brain-and-body"],"acf":[],"yoast_head":"\nParents are increasingly saying their child is \u2018dysregulated\u2019. 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