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[CYC 302] - Final Exam Guide - Everything you need to know! (25 pages long)


Department
Child and Youth Care
Course Code
CYC 302
Professor
Gurjeet Dhillon
Study Guide
Final

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Ryerson
CYC 302
FINAL EXAM
STUDY GUIDE

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hapter 3: The Emotional Milieu
Thursday, October 13, 2016
3:28 PM
Summarizing the Emotional Milieu
The emotional milieu refers focuses on the emotional experiences of the child &/or
youth & the other members of the environment
It concentrates on each individuals ability to express their emotions appropriately as
well as an unconditional acceptance of the emotional experiences exhibited
According to Burns (2006), assessing & modifying an environment that is
emotionally safe, inclusive & affirming helps to promote healthy growth and
development
The emotional milieu concerns itself with reducing emotionally harmful situations
and provides a forum for children &/youth to express themselves without fear of
rejection
Emotional Safety Checklist
Do the children in the environment freely express their emotions?
a. Yes, they express their emotions freely.
i. Children come to me when there is an issue. For example, Andrew
came to me when he felt his table wasn’t acting in a manor that the
teacher approved of. He articulated that he did as the teacher has
asked, but his group did not. Therefore, he sad that he could not get
points because of his tables etiquette
Do the children in the environment express their emotions appropriately?
a. Generally yes, however there are occurrences where Luis, a 4 year old
uses his hands to harm other children when he is upset, or over-
stimulated.
Are children expected to control their emotions rather than express them?
a. They are expected to vocalize their emotions rather than using their
bodies to cause others/or themselves harm. To clarify, they are expected
to express there emotions through adaptive techniques. For example,
instead of grabbing a toy that they want from another classmate they are
expected to use words to express their emotions
Are the children punished for emotional expression?
a. We do not punish them for emotional expression. If they are expressing
themselves in a way that could hurt themselves or other we sit and talk
with them, and ask them to use their words to tell us how they are
feeling.
Are children's feeling experiences judged as being right or wrong, proper or
improper?
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a. I use emotional reactions to describe to the child that their behaviour is
making me unhappy. For example, if a child is pinching me, I say "It
makes me unhappy when you pinch me. Tell me what you are feeling
with your words, please". In the beginning, I struggled to stay calm
when conflict arose. More specifically, if a child was hitting me, I would
say, "that is not the right way to tell me how you are feeling". I can see
now that this process does not benefit the child or me as it does not
provide an opportunity for the child to use their words to share with me
what they are feeling.
6. Are children's emotions judged as being good or bad?
a.
No, we describe how their actions (ie, if a child is throwing toys) do not
make us happy, and we ask the child what they are feeling, and assist the
child in whatever task they were struggling with.
7. Are children taught about emotions
a.
The children are taught about adaptive ways to express their emotions, and
how to show others they care. However, the children have not been
taught direct adaptive techniques to use when they are experiencing
pain, sadness, or displeasure.
8. Are there opportunities for children to express their feelings & emotions?
a.
There are large opporunities for the children to express their feelings and
emotions. During carpet time, free time, and lunch the children are able
to approach me or the other staff about how they are feeling.
9. Do the adults freely & appropriately express their emotions?
a.
The adult freely express their emotions, most often when the children
elicit an emotion within them. For example, the teacher often says to
students when they do as they were told, "Thank you, you are being a
great leader! That makes me very happy".
Emotional Inclusion Checklist
1. Are children encouraged to show how they are feeling in a wide variety of
experiences within the milieu?
o I encourage the children to tell me how they feel, and when they are upset
or happy I explain that feeling upset is not a bad thing, and would be
happy to talk to them if they want.
2. Is there sufficient time and interest placed upon emotional experiences within
the milieu?
3. Do the adults seem genuinely interested and empathetic toward the inhabitants
of the milieu?
a.
Absolutely, the teacher and I both love talking to the students during free-
time or playing with them at reccess!
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