Increased childhood self control has been shown to have a profound impact on children’s lives.
The Dunedin Multidisciplinary Health & Development Study found that independent of social class, race and intelligence, children with lower self control ended up as adults more likely to have lower education and lower paying jobs, and more likely to commit crimes, have drug and alcohol problems and be single parents. ‘The results also suggest that like a rising tide that lifts all boats, all children — even those who already have above average self-control — could reap later rewards from universal interventions designed to improve such skills, especially in childhood but also in adolescence’, says Professor Moffit ( one of the lead researchers).
The good news is that the amount of self control children have can be increased by the actions of the adults in their lives.(i)
Who is this workshop for ?
The workshop is for any adult who spends time with a child or children aged 3 – 6 years (if your child is under 3 you are welcome to attend) The aim of the workshop is for participants to learn more about how self control is fostered in children this age range.
Workshop title : Helping Children (3-6 yrs old) develop self control 174-21
When : Next workshop not scheduled yet. Please contact Cathie to express your interest.
Where :
Cost :
Enroll :
Pre -enrollment is essential. Enroll soon to ensure a place as workshop is limited to 16 participants.
For more information : contact Cathie
Do you wonder if this workshop will be worth your time?
Read what previous participants say here
Workshop contents
• The psycho-biological basis behind self control ( a little simplified background information)
• Helping children calm down from stressful states
• Helping children learn to calm themselves down, so then they are in the right state to be able to self – control
• Helping children increase self control by
(a) modelling by adults and older children
(b) supporting and encouraging children to do activities and games that increase executive function ( ie. impulse control, working memory, mental flexibility, planning)
(c) limiting screen time
(e) encouraging physical activity and mindfulness
What is self control ?
People give many different definitions for self-control. At this workshop I will define self control as ‘ the ability of the child to do the harder option instead of the easy option in order to reach their long term goals. In order to do this they need to be able to regulate their emotions and focus their attention.
Children who have high self control can stop a behaviour, even if they want to continue, or start a behavior, even if they don’t want to.
This skill is not to be confused with obedience (behavior done in order to get a reward or to avoid punishment.)
A child showing self control will behave appropriately even if no one is watching ( if they have internalised the rule that this is the ‘ right’ thing to do)
Even though having self control is different to ‘ being willing to follow the rules’ research shows that children with higher self control ability also tend to be more willing to follow rules of conduct. (ii)
References:
(i)Handbook of Self-Regulation Third Edition Research, Theory, and Applications Edited by Kathleen D. Vohs and Roy F. Baumeister
Self-control interventions for children under age 10 for improving self-control and delinquency and problem behaviors Alex R. Piquero, Wesley G. Jennings, David P. Farrington 1 March 2010,
A meta-analysis update on the effectiveness of early self-control improvement programs to improve self-control and reduce delinquency Alex R. Piquero,Wesley G. Jennings,David P. Farrington,Brie Diamond,Jennifer M. Reingle Gonzalez
(ii)Kindergarten children’s attachment security, inhibitory control, and the internalization of rules of conduct
Tobias Heikamp1*, Gisela Trommsdorff1, Michel D. Druey2, Ronald Hübner1 and Antje von Suchodoletz3