Activities for Educators and Parents

Children consistently learn and develop new and increasingly complex cognitive skills throughout early childhood. During this period, it is not practical to use a one-and-done approach to learning and skill building. Like an athlete or artist, when it comes to social and emotional learning, children need to practice and fine-tune these skills inside and outside of school to gain mastery. It is important to remember that some children understand a skill or concept quickly while others may need additional practice before gaining mastery of those same skills or concepts.

In her book Play Therapy Activities, Melissa LaVigne, LCSW, offers 101 social and emotional learning activities for children between the ages of three and nine. The activities provided below are examples from the book that can be used in individual or group sessions. They can also serve as great suggestions to educators to use within the classroom and for family members to use at home with children.

Worry Jar

This activity is used to address feelings of anxiety or uncertainty a child may have.

• Materials needed: jar with lid, post-its, and a pen/pencil
• Directions: When a child has a worry, concern, or anxious feeling, invite the child to write it down on a post-it and place it in the jar. Explain they do not need to share it, confirm that everyone worries at times, and also talk about other ways to manage the feelings of being worried. For younger kids who do not yet write or spell, offer to write down the worry for them if they want. Once written, hand the paper back to them so they can put it in the jar.

Felt Feeling Faces

An emotional intelligence activity, this helps children think about and understand how feelings present on someone’s face.

• Materials needed: oval-shaped felt paper to represent faces, felt paper in an array of colors, and scissors (optional: glue stick to make permanent feeling faces)
• Directions: Instruct children to cut out the shapes of eyes and mouths expressing emotions such as happy, sad, mad, etc. If needed, have children use a hand mirror to see the shapes their own faces make with different facial expressions. Once cut, have the children use the oval-shaped pieces of felt with the eyes and mouth to create “feeling faces”. Have the children guess what feeling each face is making and discuss what they can do when they see someone feeling that way. Note: Pre-cut out these shapes for children too young to safely use scissors.

Feelings Play List

This activity draws on the emotional connection of music to help children identify feelings or remember fond memories.

• Materials needed: access to a music streaming device or an audio search device (e.g., Alexa)
• Directions: Begin a group discussion by asking the children to name feelings they want to talk about. If possible, encourage a balance between positive and negative feelings. Ask the children if they can think of songs they like that match a feeling. If possible, listen to the song or look up the words in the song. Ask the children why the song matches a certain feeling for them. For an added activity, make a playlist of songs that match positive feelings such as happy or calm. The song names can be written down and shared so families can make their own playlists.

Bubble Tag

This breathing and impulse control activity can be modified to accommodate individual or group work.

• Materials needed: bubble wand and bubble solution
• Directions: Introduce this activity by explaining how breath control can be used to create a sense of calm and discus how deep and steady breathing makes good bubbles. Use a bubble wand to take turns blowing bubbles while the child tries to pop the bubbles before they hit the ground. For group sessions, have one member blow the bubble while another pops it, or consider splitting the group into teams. During the bubble-blowing exercise, ask the child (or group) to think about what will make more or bigger bubbles and ask them to experiment with their breath to find out. Use positive praise when the child uses good breath control, model breath control if needed, and talk about how breathing can help manage feelings.

Enjoying the Classics

Games like red light green light, freeze dance, musical chairs, and duck-duck-goose provide children an opportunity to connect their mind to their body by listening and then acting on what they heard. This can help with building better self-regulation skills as well as their overall emotional intelligence.

References: LaVigne, M. (2020). Play therapy activities: 101 Play-Based exercises to improve behavior and strengthen the Parent-Child connection. Rockridge Press.

The Military & Family Counseling (MFLC) Child/Youth Behavioral (CYB) Program was created to expand supportive services to military families by providing non-medical counseling opportunities to their children. Magellan offers CYB counseling positions only to independently licensed clinicians who possess education and experience in counseling children in age groups and environments similar to those of their MFLC counseling assignment. CYB MFLC services are utilized frequently. During a one-year period (October 2022 – 2023), Magellan CYB MFLC counselors provided approximately 1,071,000 counseling or consultation sessions focused on child issues.

Military life is complex, challenging, and dynamic. The government and Magellan continue to conduct research and identify new issues impacting military children and families. Best practices continue to emerge or be augmented to address difficulties that may negatively impact military children’s functioning levels and wellbeing. To maintain our commitment to providing the highest level of care for our military children, Magellan has developed a voluntary certificate program for CYB MFLC counselors to:

• Build on foundational knowledge of child development theories and emotional, behavioral, and psychological challenges that may occur in each stage,
• Provide information on challenges unique to military children and how they are manifested in day-to-day living, and
• Enhance knowledge and application of evidence-based protocols to address specific internal and environmental factors that may negatively impact healthy childhood development.

The CYB Professional Certificate program is comprised of two tracks and was designed, sponsored, and administered by Magellan to meet the evolving needs of today’s military youth. MFLC counselors may complete one or both tracks depending on professional development interests and learning needs. Completion certificates are available for each track. All training modules within the program are approved for continuing education units (CEU) for maintaining counselor professional certifications.

The goals of this youth-focused counseling training program are to:

1. Develop healthy military children,
2. Reduce the probability of problem escalation to clinically significant levels and
3. Assure service and family members’ readiness and resilience.

The success of the program is dependent on MFLCs’ abilities to provide developmentally appropriate evidence-based interventions that engage and support military children, their families, and others involved in children’s lives. The CYB Certificate Program enhances the level of expertise among CYB MFLCs and the likelihood of positive outcomes among military children/families, thereby meeting or exceeding program goals and ensuring a resilient, ready military workforce.

The destruction left by Hurricane Ian back in September serves as a reminder that times of crisis can often occur quickly with little or no warning. During these events, parents may be coping with children who feel increased worry and anxiousness. Parents and professionals can help by providing guidance on how to develop an at-home safety plan for times of crisis. Supplying children with the knowledge of what to do if an emergency occurs can reduce feelings of anxiety and provide them with a better sense of control in an uncontrollable situation. Below is guidance that our Military and Family Life counselors share with parents.

Emergency Plan Directions

• Designate a general meeting place. Establish an agreed-upon safe place to meet if a parent will be unable to pick the child up from school or will not be at home. This could be a neighbor’s house or community meeting space. Children should be reassured that the adult they are with is aware of the plan, and the parent will meet them at the arranged meeting location.
• Create an emergency backpack. The backpack should have items the child may need in the event of a crisis, specifically, items necessary if an adult was unavailable at the time of the crisis.
• Compile a list of all emergency phone numbers. These numbers should be programmed into a child’s phone, if they have one, written down at home, and placed in the emergency backpack.
• Create a social media plan. Social media sites can be very effective in times of crisis. Discuss what social media site(s) will be used for family communication and information if cell service is down.
• Develop plans for the natural disasters most likely to occur in your area. These plans could include backup locations to go in case the family must leave their home, such as a relative’s house, a community shelter, or another designated safe place.

For even more tips on preparing an emergency plan, refer to the “Make a plan” section of  Ready.gov.

Crisis Conversation Tips for Parents

In addition to creating an emergency plan for their home, parents will also need to discuss crises and other traumatic events, such as natural disasters, with their children. It can be difficult to know how to approach those topics or what to say that will be helpful. Below are tips for engaging in these conversations (Psychology Today, 7.26.22).

• Keep words and language child-friendly and age appropriate.
• Initiate the conversation in a calm manner.
• Leave time for the child to ask questions and remain silent during their questions or requests for clarification.
• Ask if they have any worries about a particular situation.
• For even more tips on preparing an emergency plan, refer to the “Make a plan” section of ready.gov.

Creating an emergency plan and having open communication about this topic can benefit both the child and adult and may reduce feelings of anxiety in the child.

“Our obligation to act is not just medical—it’s moral.”
Vivek H. Murthy, M.D., M.B.A. Vice Admiral, U.S. Public Health Service, Surgeon General of the United States

 
To support the Surgeon General’s recent advisory related to protecting youth mental health issues exposed by the COVID-19 pandemic, Magellan Federal offers best practices for professionals specializing in behavioral issues to foster the wellbeing of our military families.

Magellan Federal directly supports the mental health and resiliency of military youth and families, serving over 4.5 million service members and families a year. Read more about risk factors and recommendations in our whitepaper here.