Welcome to the International School of Tanganyika’s Counseling Department Website. Here you will find what’s happening at the IST Elementary Campus regarding Counseling in the classrooms and around the campus. Please check back often and feel free to leave us a message with your ideas, links and good thoughts. Asante!
Kids don’t have to pay bills, cook dinners, or manage carpools. But — just like adults — they have their share of daily demands and things that don’t go smoothly. If frustrations and disappointments pile up, kids can get stressed or worried. It’s natural for all children to worry at times, and because of personality and temperament differences, some may worry more than others. Luckily, parents can help kids learn to manage stress and tackle everyday problems with ease. Kids who can do that develop a sense of confidence and optimism that will help them master life’s challenges, big and small.
What Do Kids Worry About?
What kids worry about is often related to the age and stage they’re in.Young children might worry about if their parents will come and pick them up and the end of the school day, that they have no friends, someone will break their toys, a relative being ill or monsters under their bed.Older children typically worry about things like tests, their changing bodies, fitting in with friends, that goal they missed at the soccer game, or whether they’ll make the team. They may feel stressed over social troubles like cliques, peer pressure, or whether they’ll be bullied, teased, or left out.Because they’re beginning to feel more a part of the larger world around them, they also may worry about world events or issues they hear around them. Things like terrorism, war, pollution, global warming, endangered animals, and natural disasters can become a source of worry.
Helping Kids Conquer Worry
To help your child manage what’s worrying them:
Find out what’s on their minds: Be available and take an interest in what’s happening at school, on the team, and with your child’s friends. Take casual opportunities to ask how it’s going. As you listen to stories of the day’s events, be sure to ask about what your kids think and feel about what happened.
If your child seems to be worried about something, ask about it. Encourage kids to put what’s bothering them into words. Ask for key details and listen attentively. Sometimes just sharing the story with you can help lighten their load.
Show you care and understand. Being interested in your child’s concerns shows they’re important to you, too, and helps kids feel supported and understood. Reassuring comments can help — but usually only after you’ve heard your child out. Say that you understand your child’s feelings and the problem.
Guide kids to solutions. You can help reduce worries by helping kids learn to deal constructively with challenging situations. When your child tells you about a problem, offer to help come up with a solution together. If your son is worried about an upcoming math test, for example, offering to help him study will lessen his concern about it.
In most situations, resist the urge to jump in and fix a problem for your child — instead, think it through and come up with possible solutions together. Problem-solve with kids, rather than for them. By taking an active role, kids learn how to tackle a problem independently.
Keep things in perspective. Many of our worries are about things that will never happen or are unrealistic. Without minimizing a child’s feelings, point out that many problems are temporary and solvable, and that there will be better days and other opportunities to try again. Teaching kids to keep problems in perspective can lessen their worry and help build strength, resilience, and the optimism to try again. Remind your kids that whatever happens, things will be OK.
So, for example, if your son is worried about whether he’ll get the lead in the musical, remind him that there will be more opportunities to be on stage during the year. Acknowledge how important this is to him and let him know that regardless of the outcome, you’re proud that he tried it out.
Make a difference. Sometimes kids worry about big stuff — like terrorism, war, or global warming — that they hear about at school, from adult conversations or on the news. Parents can help by discussing these issues, offering accurate information, and correcting any misconceptions kids might have. Try to reassure kids by talking about what adults are doing to tackle the problem to keep them safe.
Be aware that your own reaction to global events affects kids, too. If you express anger and stress about a world event that’s beyond your control, kids are likely to react that way too. But if you express your concern by taking a proactive approach to make a positive difference, your kids will feel more optimistic and empowered to do the same.
So look for things you can do with your kids to help all of you feel like you’re making a positive difference. You can’t stop a war, for example, but your family can contribute to an organization that works for peace or helps kids in war-torn countries. Or your family might perform community service to give your kids the experience of volunteering.
Offer reassurance and comfort. Sometimes when kids are worried, what they need most is a parent’s reassurance and comfort. It might come in the form of a hug, some heartfelt words, or time spent together. It helps kids to know that, whatever happens, parents will be there with love and support.
Sometimes kids need parents to show them how to let go of worry rather than dwell on it. Know when it’s time to move on, and help kids shift gears. Lead the way by introducing a topic that’s more upbeat or an activity that will create a lighter mood.
Highlight the positive. Ask your kids what they enjoyed about their day, and listen attentively when they tell you about what goes great for them or what they had fun doing. Give plenty of airtime to the good things that happen. Let them tell you what they think and feel about their successes, achievements, and positive experiences — and what they did to help things turn out so well.
Schedules are busy, but make sure there’s time for your kids to do little things they feel good doing. Daily doses of positive emotions and experiences — like enjoyment, gratitude, love, amusement, relaxation, fun, and interest — offset stress and help kids do well.
Be a good role model. The most powerful lessons we teach kids are the ones we demonstrate. Your response to your own worries, stress, and frustrations can go a long way toward teaching your kids how to deal with everyday challenges. If you’re rattled or angry when dealing with a to-do list that’s too long, your kids will learn that as the appropriate response to stress.
Instead, look on the bright side and voice optimistic thoughts about your own situations at least as often as you talk about what bothers or upsets you. Set a good example with your reactions to problems and setbacks. Responding with optimism and confidence teaches kids that problems are temporary and tomorrows another day. Bouncing back with a can-do attitude will help your kids do the same.
Throughout Elementary School this month we’ve been teaching students skills that will help keep them stay safe in potentially dangerous or abusive situations. We have been exploring touching safety through discussion, role play, puppet work, graphic novel style productions and direct instruction: focusing on teaching children to identify unsafe touches and to say “No,” get away, and tell a grown-up if someone tries to touch their private body parts. Children have also been taught not to keep secrets about touching. They have been given the chance to practice getting out of unsafe situations and to ask a grown-up for help if they need it.
Our students have learnt about three kinds of touches:
Safe Touches. These are touches that keep you safe and are good for your body. They make you feel cared for, loved, and important. Students have identified that safe touches include hugging, holding hands, pats on the back, an arm around the shoulder, and a shot from the doctor.
Unsafe Touches. These are touches that are not good for your body and hurt your body or your feelings (e.g. hitting, pushing, pinching. kicking, and touching the private parts of your body).
Unwanted Touches. These may be safe touches, yet the child doesn’t want to be touched in that way, by that person, or at that moment in time.
The children have also learnt the Touching Rule: No one should touch your private body parts except to keep you clean and healthy. Children have considered what is appropriate, at their particular age, in terms of others touching their private body parts in the name of cleanliness and health. They have also learnt that ‘private body parts’ are ‘those parts that are covered by a swimsuit’ (of the type pictured here).
As parents who came to our parent workshop on this topic at the start of the month will have heard, we recommend that at home children are taught the correct anatomical names for ‘private body parts’ so that, if necessary, they are able to communicate accurately about any touching questions or problem they may have.
All our ES students have learnt and practiced the Safety Steps that will guide them to know what to do if someone breaks the Touching Rule.
As part of learning the these Safety Steps, students have identified different grow-ups to talk to, both inside and outside the family, since parents may not always be available. They have also learnt that:
1) It is never a child’s fault if someone breaks the Touching Rule.
2) A child should never keep secrets about touching.
3) It is never too late to tell about a touching problem.
By December Break, we will have reached the end of our personal safety program teaching for this school year. However, the program is just the beginning of what we all need to do to help keep children safe. Children retain the skills they have learnt only if they keep practicing them. And for this reason, it is recommended that parents review the aforementioned personal safety rules and steps with their children on a regular basis. Please feel free to contact your child’s Counselor if you would like guidance on how to do this, or would appreciate additional information on/the chance to discuss any aspect of the Talking About Touch Program at IST.
Recently the grade 5 classes went to Mikumi where they spent time in the national park, visited the Mikumi village school and hiked to the Udzungua waterfall.
For many students, these experiences were new and/or challenging and for some it was the longest period of time that they had spent away from the family home. As the trip took them out of their usual comfort zone, it was also a great opportunity for the students to learn more about themselves – how they deal with challenges, or manage difficult emotions when away from familiarity.
Before the trip…
In the weeks leading up to the trips, students prepared by identifying their feelings surrounding the trip as well as brainstorming what to do with their more difficult emotions. What did they need to pack with them – object or attitude – in order to help with these emotions.
After the trip…
We learn a lot about ourselves when taken out of our usual routine and environment. Going to Mikumi gave students valuable information on what challenges they naturally rise to and what situations they find difficult. And hence, post trip students were encouraged to reflect on how they grew in Mikumi – what were they proud of and what did they learn about themselves during their trip. Using sentence starters as prompts, they reflected on what they did in Mikumi, as well as how they and others now perceived them.