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Perspectivei45j "Ability Encouragement with a Catch c Who Makes Use of These Abilities?" |
| @There are things we need to pay attention to in the field of interpersonal
support such as child-raising, child care, therapeutic care, and education.
There are cases in which development of the most important things for a
child to keep on living, such as their will and independence, are damaged
depending on the method or approach to improving their abilities. Todayfs
topic is mindfulness surrounding the encouragement of abilities by guardians
and staff. @Guardians and staff apply enormous energy into encouraging abilities for gsocial adjustmenth and gindependenceh, because of anxieties concerning long-term prospects and hopes for a trouble-free future for the individual. Adults try to guide the child in the right direction with encouragement such as gHang in there!h, gYou can do it!h, and gSee, you did it!h so that they can increase self-efficacy. Each child responds to this differently. There are children who repress their will and needs subconsciously, trying to respond to expectations. Conversely, there are children who become defensive and the relationship with the adult becomes awkward. Whatever the case, if an adult focuses on things the child can do but is inconsiderate of their will and emotions, negative feelings such as self-denial, resignation, and anger gradually accumulate in their mind, even though they may seem OK. @This manifests itself in actions such as not smiling, not responding right away, responding but then later suddenly becoming angry, getting cranky or obstinate at minor things. An adult who leads a child with enthusiasm for getting results isnft receptive to these cries for help. If a childfs will is ignored and involuntary experiences accumulate, problems come to the surface later -during school-age, young adulthood or adulthood. EThey have an ability, but they donft have confidence. They canft challenge things, because are afraid of the consequences. EThey become suddenly unstable during an activity or task. They canft convey to others that they are tired. EThey must always do things in the same way. They refuse other peoplefs approaches or help. EThey are inactive and donft act unless instructed or encouraged by others. They worry extremely about other peoplefs opinions. EThe words they speak are learned from someone. They copy the tone of voice too, so it is emotionless. They respond, but donft communicate their feelings, etc. @Serious problems occur around decision-making, emotions and in relationships, contrary to the hopes for the progress of abilities... Lack of confidence, lack of communication skills and a feeling of rejection strongly remain even as they get older. These are created by the interaction of the people around them. From the outside, it is hard to see this background and the process of this formation, therefore they are seen as people with personality problems or people with the characteristics of a disability. @The individual is a living subject. They have a choice to do or not to do something, and it is the individual who makes use of their abilities. Their will, understanding, and joy are indispensable. @It is necessary to review making encouragement of abilities the first priority. It is important to foster the individualfs interests and motivation for things, their strength to put in the effort and be creative when they canft do things, and faith in people so that they can ask for help when theyfre not sure, when they're faced with problems, or when in need. @ More than anything, wefd like to respect the childfs independence and take the time to support them in developing the kind of personal strength that is reinforced by their will and motivation. |
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