The school holiday period can be a great time to reflect on the last term, prepare for upcoming changes and review skills that need to be improved.
Returning to school is typically experienced with mixed emotions. For some parents, it is a welcome relief after what feels like a very long holiday. For others, the return to school signals the end of a carefree, relaxing break and there can be feelings of sadness and/or anxiety associated with the return to routine and the academic and social demands associated with the school.
Children and young people equally experience a range of feelings about the return to school. For some, there is great excitement about starting a new school, seeing friends or perhaps finding out who their new teacher will be. For others, there may be sadness about the end of the holidays or anxiety about a raft of possible concerns such as making friends in their new class or coping with the work/homework requirements.
A tried and test way to prepare for changes and transitions is by focusing on your child’s social and emotional adjustment.
Tips to Help Your Child Settle Into Term 3
Whilst a lot of focus is placed on the academic tasks associated with school, paying particular attention to a child’s social and emotional adjustment over the coming weeks/months is also critical. Below are 3 tips to get you started:
Make time to check in with your child about how they are feeling and coping with the school year so far. It’s important to really listen to what your child is saying. To do this, begin by just repeating back or paraphrasing what your child is telling you. Where your child is experiencing uncertainty try to normalise this and remind your child that it can take a few weeks to really settle in. It is not uncommon for children (and parents) to express disappointment about a new teacher they may have been assigned or about the discovery that they don’t have as many close friends in their class. Rather than jumping to solve the problem for your child, build resilience by encouraging your child to come up with some ideas about ways to help themselves cope in such a situation.
It can often be a good idea to make time to check in with your child’s teacher as soon as terms resume. Whilst you will, of course, wish to discuss their educational strengths/weaknesses, also address how your child is feeling about their progress and to highlight anything (e.g. camp, homework) that may be worrying your child. Make sure you also discuss your child’s social skills with the teacher. If they are struggling with friends, ask your child’s teacher how the school can help in facilitating friendships. If your child has had any ongoing incidents of bullying/teasing it is critical to mention this again and ask how they can help to ensure that such incidents don’t occur again during the next terms. Equally, if your child has a history of seeking attention from others in a class by misbehaving, check on how this is been handled at school. Teachers will undoubtedly find your insights into what works and what doesn’t work at home very useful.
Encourage friendships and further consolidate social skills in by organising playdates or outings with any new classmates made throughout the term. Whilst children often request existing friends, it can be worthwhile trying to extend friendship networks by inviting new children over. This is not only good for your child but can also help to expand social support networks for you as a parent. In secondary school, it is equally important to encourage friendships by providing opportunities for your son/daughter to have friends over or by offering to drive them to a movie etc. This not only helps foster friendships but also gives parents valuable insights into the type of friendships that your child is building.
Why social-emotional learning is so important
The importance of focusing on the social and emotional well being of children is becoming increasingly acknowledged. In the current climate of increasing rates of mental illness in young people and concern over youth suicide rates, the NSW government has reportedly decided to tackle the problem more aggressively by proposing to adopt a more preventative approach in addressing such issues. The Government’s decision to begin at the grassroots level and start better-educating school-aged children (from Kindergarten) about mental health issues is welcome news to everyone here at Quirky Kid.
The changes to the Personal Development, Health, Physical Education (PDHPE) syllabus which are apparently due for implementation from 2020 include a more comprehensive effort to address social-emotional learning and mental health issues from primary school onwards. Beginning in Kindergarten, it is proposed that children will begin with simple social-emotional concepts such as feelings and building relationships with others, but as they progress to higher grades the aim will be to address important issues such as coping with success and failure, overcoming adversity, grief and death, coping with controlling behaviour in others, domestic violence, and substance abuse.
Helping Children to Build Important Social-Emotional Skills
Equipping children to cope with the social and emotional demands of school fosters increased coping and resilience skills. The evidence suggests that well developed social and emotional skills are both protective and helpful. Strong social and emotional skills in children not only predict fewer behavioural problems in the classroom but they are also related to positive academic outcomes and improved school performance (Myles-Pallister, Hassan, Rooney, & Kane, 2014; January, Casey & Paulson, 2011; Durlak, Weissberg, Dymnicki, Taylor, & Schellinger, 2011)
The government and other mental health agencies hope that by tackling such topics in school and by better-educating children about mental health, steps will be made to not only demystify such issues but will crucially equip children with a more effective toolkit for managing difficult feelings. It is further hoped that lessons learned at school will have a lasting impact as children become adults.
How Can Quirky Kid help develop your child’s social-emotional learning skills?
At The Quirky Kid Clinic, we are strong advocates for prevention and early intervention when it comes to children’s mental health issues. Prevention, is, of course, the preferred approach. In our experience, providing intervention to children and families before problems become too entrenched can often be the key to success. Where issues have been developing for some time, it can be much harder to address problems and for both the child and family such situations can feel insurmountable.
The Best of Friends® gives children the knowledge skills and confidence to understand and manage emotions, set and achieve positive goals, develop and maintain friendships and make good decisions. Designed for children aged 7 to 11, the program teaches these critical skills to children in an age-appropriate and practical way.
So embrace this potentially challenging time with your son/daughter and remember children tend to take the lead from their parents. With this in mind, try to model calm, brave behaviour whilst at the same time keeping the doors of communication wide open. By adopting these strategies your child should feel a little braver about adapting to their new classroom, teacher and school expectations.
Term 3 Social and Emotional Learning Programs for Children
Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta Analysis of School-Based Universal Interventions. Child Development, 82(1), 405-432
January, A.M., Casey, R.J., & Paulson, D. (2011). A Meta-Analysis of Classroom-Wide Interventions to Build Social Skills: Do They Work?. School Psychology Review, 40(2), 242-256
Myles-Pallister, J.D., Hassan, S., Rooney, R.M. & Kane, R.T. (2014). The efficacy of the enhanced Aussie Optimum Positive Thinking Skills Program in improving social and emotional learning in middle childhood. Frontiers in Psychology, 5, 909.
How many times do you have to ask your fourteen year old to get started on their homework?
How many funky old sandwiches have you retrieved from the bottom of your ten year olds’ school bag?
Has your preschooler ever been ready to leave when you are?
Organising your kids can be trying but helping them to develop these skills for themselves will make your life and theirs much easier. As with all aspects of parenting, our expectations of our children need to be developmentally appropriate (most four year olds have trouble sitting down to read a story the first time they are asked, let alone ticking off items on a to do list) but that doesn’t mean we can’t help our children to develop good habits early on.
Routines and Time Management
To start instilling organisational skills in kids early on (and to help keep all members of the household stay sane), establish simple household routines and stick to them. For example,
in the morning we eat our breakfast, brush our teeth and then get dressed;
in the afternoon we unpack our lunch box as soon as we walk in the door and then eat a healthy snack together.
For important routines like the morning rush and bedtime, you can even use fun visuals to help your child stay on track without constant reminders from you. Make a step-by-step checklist with pictures for each “to do”, for extra fun, stick these pictures to a poster with velcro and let your child peel each step off as it is completed.
If you are organised, they will be too, children learn through watching others around them. Maybe not quite as well organised as you are, but it will help! Organise yourself with the little things so that they don’t pile up, for example, as soon as a permission slip comes home – read it, sign it and put it back in their bag – job done! In this way you can lead by example and then compliment this by talking about time management. Use calendars, family planners, white boards or pin boards around the house and collaborate as a family on organisation. Using a weekly schedule which includes things like school, homework and extracurricular activities, will keep the family on track. Including “down time” and time with friends on the schedule will help to teach your child about balance.
Some Tricks of the Trade
Different strategies will work in different families but here are a few tried and true techniques to help your child to develop organisational skills:
Break down big projects or assignments into small, manageable chunks. Once this has been achieved, encourage your child to plan out when and how they will complete each “chunk”. This is also helpful for procrastinators as it takes away the feeling of being overwhelmed by an insurmountable task. Provide regular praise for having a go and completing plans.
Make it a game! There are lots of ways to improve organisation that can actually be fun. “Beat The Buzzer” is a great way to get things moving in the morning.
Help your child prioritise. Improve homework focus by encouraging your child to work out what needs to be done and turn it into a checklist. Crossing out or ticking off items on the list will be both rewarding and motivating.
Allocate places in the house for important activities like studying. This cuts down on time wasted looking for materials and will help them to mentally click into “homework mode”.
Use timers for anything that needs to be time limited, such as computer and TV time. This is also great to promote sharing and turn taking in activities in which everyone wants equal time.
Colour code books according to subject and match these with timetables and other relevant materials. This will help your child to find what they need quickly and remember where they need to be or what they should be doing.
Putting it into Practice
Talk about the new ideas you are introducing to help them become more organised and why this is important. Make sure that they feel involved in planning and timetabling so that they don’t feel that this is just another set of rules that are being imposed upon them. This will also be important in helping them to develop the skills for themselves rather than having you do it for them.
When you catch your child demonstrating good organisational skills (eg. being ready to leave on time, following a step in the new routine) provide them with some specific and meaningful praise about what a great effort they are putting in (eg. “thank you Ella for putting on your shoes and taking your bag to the car so we could be on time for school today. You are very good at that”).
Introduce new strategies one at a time and provide plenty of rewards and praise along the way. Remember that teaching kids to be organised can be fun and with a little creativity, the possibilities are endless!
Hannan, Tim. Learning Disorders in Children: Recent advances in research and practice. InPsych, December 2013
Bullying within the school context has gained much recognition and response over the last decade. As teachers, parents and students have become more aware of the nature and definition of bullying, namely, repeated aggression that is intended to cause harm, distress and/or fear to another in a position of less power, there has been a call for a greater response from schools and the wider community to address this serious and pervasive issue.
Australian research suggests that one in four children will experience bullying at some time in the schooling, with the transition years between primary and high school seeing the highest incidences of bullying. While we know the pathways to bullying behaviour can be complex and varied, there are a number of factors, which addressed in the early years of a child’s schooling, can help minimise the incidences of bullying within a school and build children’s resilience in the face of difficult and aggressive peer interactions. Interestingly, longitudinal research is showing us that behaviours such as aggression and dominance in a child’s early years can develop into serious and persistent bullying behaviour as the child grows and points to the necessity of early intervention and skills training for children in their preschool and primary school years.
Sense of connectedness
One of the most significant factors which is common to children that both bully and fall victim to bullying, is a reported lack of significant connection and positive feelings towards their school, teachers and peers. Having meaningful and supportive relationships with others in the school appears to build children’s resilience and ability to cope, even when difficulties occur within their school-based relationships. Interestingly, children at the Quirky Kid Clinic most commonly talk about a significant teacher when asked about what they enjoy at school, rather than a favourite subject. It is the relationship and positive experiences derived from the relationship that children derive most value from. Schools need to consider how to develop children’s sense of connectedness to their school, whether it be through fostering child-teacher mentoring relationships, shared child-teacher projects or peer-led initiatives within the school.
Friendships play an integral part in bullying experiences. We know that bullies derive reinforcement through onlookers who do not act to stop their bullying behaviour and that children who have at least one meaningful, reciprocated friendship are less likely to be bullied. Selecting, making and maintaining friendships is a skill that needs to be modelled and supported in children, teaching them basic skills such as how to start a conversation through to more complex skills of managing peer conflict and using humour in peer relationships. Children at the Quirky Kid Clinic enjoy role playing friendship skills, giving them room to learn and test out how their friendship skills might play out, in a fun and safe environment. Helping children learn how to help their friends if they see they are being bullied is essential to promote bystander intervention, with strategies such as seeking a teachers support and telling the bully that they are being mean and need to stop, commonly used strategies at the Clinic.
Whole School environment
The most common answer given when children are asked why they bully, is that their peer was in some way different, whether it be in looks, in their family structure, sexaulity or cultural identity. In Australia, differences in cultural identity remains one of the most significant reasons children choose to bully another. Although the development of attitudes and beliefs is a very complex process, children’s attitudes towards cultural tolerance are very much shaped close to home via parents, peers and the media. Recent research suggests that one in ten Australians believe some races are naturally superior or inferior and advocate segregation.
Teachers’ attitudes in the classroom are also key. Having limited knowledge of the cultural details of students can result in a stereotypical view of students, which may then negatively influence teacher’s behavior and expectations of students. Because children’s attitudes develop and flourish from very early experiences, the kindergarten and primary school years are ideal focal points for addressing the cultural attitudes of children and reinforcing the importance of inclusion and acceptance.
Community members have indicated that schools are a top priority in terms of converting ideas into action. Positive outcomes have been found with the utilisation of projects within schools that celebrate and embrace cultural differences. Some suggestions for fostering an inclusive, positive, accepting attitudes in schools include:
Talking positively about people as a whole and including books and materials which contain pictures and stories of culturally and linguistically diverse people, people from a wide range of family structures and with different physical appearances, for example.
Discussing difference and cultural diversity openly
Embracing opportunities to engage with many diverse cultures and backgrounds, particularly from families within the school environment
Improving professional development opportunities for teachers and staff, for example through the ‘School Days Project’ by Quirky Kid
Actively participating in Harmony Day
In addition to promoting and encouraging the acceptance of diversity and difference within the school setting is also the necessity of promoting a safe and predictable environment for children. Children need to understand the rules and expectations in their environment and understand the predictable consequences of their behaviour. Keep expectations visible and accessible through discussion and practice and ensure consistency among the staff.
Address the individual child
Some children may need more focused and individual support to help them develop prosocial behaviour and positive coping strategies to manage difficult peer relationships. While children who bully and children who become victims to bullying may present with very different individual and familial characteristics, supporting these children with the development of their social skills appears to be a necessary area of intervention. The Best of Friends Program, developed by the Quirky Kid Clinic, addresses social skills in children and can be conducted in a school setting with children from 3-13 years. The Best of Friends Program is designed to support children in developing and integrating social skills important to developing positive and effective peer relationships, such as conversational, empathy building and conflict resolution skills.
What we know from the literature and our experiences at the Quirky Kid Clinic, is that if children do not have the skills and strategies to develop positive peer relationships, that they are more likely to engage in unhelpful conflict resolution skills such as violence, submission and emotional dysregulation which have been demonstrated to maintain conflict and bullying. Directing, modelling and practicing social skills is an important component in fostering positive relationships in the school environment.
NATIONAL SAFE SCHOOLS FRAMEWORK RESOURCE MANUAL 18 March 2011 www.safeschools.deewr.gov.au
Bradshaw C. P., Koth C. W., Thornton L. A., and Leaf P. J. (2009a) ‘Altering school climate through school-wide positive behavioural interventions and supports: Findings from a group randomized effectiveness trial’. Prevention Science, Vol.10, No.2, pp.100-115.
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2009b). ‘Examining the effects of School-Wide Positive Behavioral Interventions and Supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools’. Journal of Positive Behavior Interventions, Vol.12, No.3, pp.133-148
Bradshaw, C.P., Reinke, W.M., Brown, L. D., Bevans, K.B., & Leaf, P.J. (2008). ‘Implementation of school-wide Positive Behavioral Interventions and Supports (PBIS) in elementary schools: Observations from a randomized trial’. Education & Treatment of Children, No. 31, 1-26.
Espelage, D. L. and Swearer, S. M. (2003) ‘Research on school bullying and victimization: What have we learned and where do we go from here?’ School Psychology Review, Vol.32, No.2, pp.365-383.
Farrington, D.P. and Ttofi, M.M. (2009); School-based programs to reduce bullying and victimization. Campbell Systematic Reviews, No.6
Ferguson, C. J., Miguel, C. S., Kilburn, J. C. and Sanchez, P. (2007) ‘The effectiveness of school based anti-bullying programs’. Criminal Justice Review, Vol.32, 401 – 414.
School can be both an exciting and a challenging experience. A young person’s experience of school is influenced by many factors, such as peer relationships, learning ability and family life. Problems in these areas can lead a young person to develop a negative experience of school. Actively avoiding school, either by not attending school or not staying at school for the duration of the day, is known as school refusal.
School refusal can occur at any time during a young person’s schooling, however it is more likely to occur during high school. An Australian study prepared by Youth Support Coordinators highlights the increased likelihood of school refusal during periods of transitions, such as the move from primary to high school or the move from one school to another (2009). Australian research suggests that up to 9% of school population may experience school refusal at some point in time (Withers, 2004).
There can be multiple factors contributing to school refusal among children. Two significant factors appear to be experiences of anxiety and bullying (Kearney, 2007). Anxiety often manifests as physical symptoms, such as headaches and nausea, which can make it difficult for parents to distinguish whether their child’s complaint is medical or psychological in nature. Seeking medical advice and monitoring the timing of physical complaints can help discern the nature of the complaints. Being bullied at school is also another major contributor to children becoming fearful of school and thus attempting to avoid school (The Monash School Refusal Program). Other common factors include:
Difficulty in peer relationships
Fear/difficulties with teachers
Transition to high school
Traumatic life event
Warning signs that may indicate school refusal
Some indicators that your child may be school refusing are:
Frequent and unexplained absences from school
Frequent lateness to school
Absences on significant days (e.g., days on which tests or specific classes are scheduled)
Frequent requests to go to sick bay
Frequent requests to call home or to go home during the day
In the home
Complaints of physical symptoms when getting reading for school, e.g. headaches
A reluctance or refusal to get dressed for school
Negative comments about school
A reluctance to talk openly about their experiences at school
What can parents and teachers do to support children experiencing school refusal?
It is important for parents and teachers to address the initial concern(s) of their child, while at the same time supporting them to maintain school attendance. Asking open questions and engaging young people in collaborative problem solving allows them the opportunity to express their feelings and feel listened to. Things that may be helpful in addressing school refusal in your child are:
Identify the issue: Gaining an understanding of why your child is anxious about school can help with problem solving and developing strategies around helping them back into school. For example, if you child is being bullied, then a collaborative approach with the school on how to manage the issue may be the first step. If your child is nervous about a transition, then working through their fears and worries and equipping them with skills to manage stressful changes may be more appropriate. Seeking guidance with a Psychologist can help to clarify the issue behind your child’s school refusal and help to put in place effective strategies to facilitate your child’s transition back into school.
Keep things calm and predictable: Keeping morning routines and school routines (such as classroom and playground routines) calm and predictable can help to minimise your child’s anxiety about attending school and can facilitate positive school-based experiences. Routines can include things that you know your child finds calming, such as taking a shower, drawing, walking to school and meeting their friends at the gate.
Keep an open dialogue: Be your child’s advocate and support and keep the dialogue and communication open with the school as to why your child is fearful about attending school and what your child needs at school to help them feel safe. Help your child identify which staff they would feel safe with involving to support them and check in with these staff members regularly. Also be open with your child on the importance of school attendance and what things they, the school and you as a parent can do to support them.
Develop a sense of school connectedness: Feeling like a valued and important member of the school community can develop a child’s sense of confidence and happiness at school. Ask your child’s teacher for ideas of how to foster your child’s interests and gifts at school and strengthen school-friendships by inviting friends to play after school and on weekends. Praise your child for their efforts in attending school and don’t let the small gains they make go unnoticed.
Set some goals: Confronting feared situations is never an easy task, however, setting small goals with your child can help them gain a sense of confidence and mastery over their anxiety. With your child and their support team (eg. teachers, friend, grandparents), set small achievable goals to help them get back into their schooling, such as going to school for the morning, having mum walk them in, sitting near the teacher. Help your child challenge and replace any unhelpful thoughts along the way (eg. “I hate school”) and look for more realistic, helpful thoughts based on their experiences (eg. “going to school in the morning was ok, I was able to see my best friend and read my favourite book”). Reward your child for every achievement and continue to set small achievable steps to help them reach the goal of being back at school.
Withers, G. (23-24June, 2004) Disappearance: Some recent statistics and a commentary on non-attendance in school. Paper presented at the Learning Choice Expo conducted by the Dusseldorp Skills Forum: Sydney
Kearney, C. (2011). Dealing with school refusal behaviour: A primer for family physicians – workable solutions for unhappy youth and frustrated parents. Journal of Family Practice Online, Vol 55 No 8.David, P.
McLaughlin, R & Peace, D. Youth Engagement Strategy: Understanding and Addressing Chronic Student Absence Behaviour, School Refusal and Truancy in Primary and Secondary Schools: A comprehensive summary of reports http://education.qld.gov.au/studentservices/behaviour/docs/youth-engagement-strategy.pdf
Dudley, A. & Rollings, S. (2001). Anxiety and School Refusal. Monash University Centre for Developmental Psychiatry and Psychology, School Refusal Program
Gifted and talented students are those with exceptional abilities and qualities in areas such as academics, culture, leadership, arts, creativity, and sport. Gifted and talented children are found in every cultural, social, ethnic and socioeconomic group. However, it is relatively uncommon, and is recognized only in children whose IQ is at or above 130. Exceptionally gifted students, usually have pronounced talents in one specific field of interest – for example, music or mathematics – and are even less common.
Due to a gifted child’s rapidly developing cognitive abilities, often there is a large difference between their chronological age, intellectual maturity, and emotional maturity, causing some gifted children to experience an intensity or sensitivity of feelings and emotions.
This sensitivity or intensity of emotions may be displayed in a range of behaviours which may leave the gifted child open to teasing and social isolation at school.
Identifying a Gifted Child
Gifted children often display some of the following traits.
Fluent and flexible thinking
Excellent problem solving skills
Learns quickly and with less practice and repetition
How can I help my gifted child make the most of his abilities?
Communicate with your child’s teachers. Ask about what accommodations can be provided for your child to help keep him stimulated and learning at a challenging pace. You may also want to ask about accelerated or advanced classes, or special programs for the Gifted and Talented.
Provide learning opportunities for your child outside the classroom. Gifted children excel when they are given the chance to keep learning and developing their talents. He may excel in academically-themed camps, weekend classes in drama, music, languages, sports, or writing.
Trips to museums, science centres, and other cultural events may also be fun and a great way to bond with your child. The University of NSW (UNSW) offers school holiday programs for Gifted and Talented students through GERRIC. Programs like ‘The Power Up!’ program by Quirky Kid are also a great idea.
Introduce your child to other gifted or talented children. Research shows that gifted children experience less stress and negative emotions when they have the opportunity to discuss their social and emotional concerns with others of high ability. A Gifted and Talented program, either as part of school curricula or as an extracurricular pursuit, can help your child meet and interact with other gifted students.
Affirm your child as a whole being, not just as a ‘high achiever’.
Qualities such as kindness, tolerance, and fairness – not just intelligence or achievement – are important. Recognition as a ‘all-rounder’ will help reduce the pressure many gifted children feel.
Talk to an experienced Psychologist. Gifted and talented children are often at risk of serious under achievement, social isolation, poor concentration and mood swings associated with frustration. Psychological intervention can assist with motivation, organizational skills, social issues and study schedules and many other related concerns.
Recommendations for teachers and parents
Gifted students love the idea of learning something new and they will enjoy being provided with additional, more challenging work. By accelerating a gifted child’s work, grades or by attending opportunity classes, it will help feed the child’s need to learn and help to keep their behaviour under control.
Gifted students should be provided with opportunities to socialise with peers of similar abilities. This may be possible by attending a selective High School, or participating in Gifted and Talented programs.
Gifted children may benefit from being provided with independent study or research projects, particularly in their area of interest.
Extra curricular activities, such as drama, music, languages, sports, gymnastics, dancing, or creative writing, should be encouraged.
Highly gifted children are often at risk of serious under achievement, social isolation, concentration or behavioural symptoms and may benefit from receiving counselling.
What are the challenges associated with giftedness?
While giftedness is generally considered an asset, many gifted children experience challenges that their non-gifted peers will not.Due to a gifted child’s advanced cognitive abilities, they may find it difficult to relate to, and from satisfying bonds with other children in their peer group. This can lead to social isolation from same-aged peers, identification with adult or elder peers and frustration in class.Gifted children process information more rapidly than others in their age group, which can make them highly sensitive to their environments. This sensitivity can lead to moodiness, irritability, or anxiousness in gifted children.Giftedness is often associated with perfectionism, which can lead to procrastination and, paradoxically, under achievement in school.
Quirky Kid published a range a resources to support the emotional and social development of children and adolescents. Parents can greatly benefit from some of this resources available on the Quirky Kid Shoppe. Below you can see the Face it cards, The Just like when cards and the Likes of youth
The Quirky Kid Clinic offers a range of services to assist gifted children. Please contact us to make an appointment or visit our assessment page for further assessment information.
Purchasing Power up
This article was also published at the Essential Kids Website.
First posted on October 2011. Revised September 2012
Information for this fact sheet was taken from an interview with Child Psychologist Kimberley O’Brien, and the following article.
Dabrowski, K., & Piechowski, M. M. (1977). Theory of levels of emotional development. Oceanside, NY: Dabor.