How to help our children in their psychological and emotional education

Since we are born and throughout our lives, we are in continuous contact with our emotions and psychological state in general.

Different situations alter our emotional and psychological state:

  • Nervous in an unknown situation.
  • Cheerful when we achieve the dream goal.
  • Sad when we do not achieve a goal, we lose a positive value of our life or our day to day does not fit with our desires.
  • … and a long list of situations that provoke emotional and psychological reactions more or less intense, but emotions, after all.

It would be hard to imagine a world devoid of emotion in which we would simply be guided by our most rational processes.

For a few years, emotions have been acquiring the central role that corresponds to them in our personal and social culture and health.

The emotions and care of the psychological state, have gone from being avoided or blocked, to their recognition and social acceptance, with the aim of making us more balanced, reflective and sure of ourselves. After all, more adaptive.

We know that emotions and psychological balance play an essential role in our daily life and it is possible to educate about them.

Care of the psychological balance of children and youth

Emotional education and care of our psychological balance, is a continuous process that occurs throughout our lives and that does not end at any time.

The psychological and emotional care in the early years of our children, will be crucial to achieve a series of skills such as:

  • Acquisition of knowledge about one’s emotions and psychology.
  • Know how to identify the emotions of others.
  • Name what I am feeling correctly.
  • Acquire skills to regulate emotions and psychological state.
  • Have a greater capacity to tolerate frustration.
  • Diminish the harmful consequences of unpleasant emotions.
  • Have the ability to generate pleasant emotions.
  • Develop the ability to self motivate.
  • Have a more positive attitude towards life.

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