Social Emotional Connections

Social Emotional Connections

Avery Dutton
Southern Oregon University

Social Emotional Connections

Introduction/Background
The Family Nurturing Center in Medford is an organization that helps support and keeps high
risk families together and healthy. This program helps prevent child abuse and neglect by
supporting high risk families and getting them onto the right track by providing different services
that allow them to rebuild their lives and raise healthy and happy children. There are preschool
programs for children under six, where the focus is on supporting children as they heal from
difficult situations and traumatic life experiences. Providing each child with a safe space, toys,
books, and materials focusing on social emotional connections, with adults and teachers who
work and form caring relationships is something that the Family Nurturing Center values.
Rationale
Working with children coming from homes of abuse and neglect is something that I have never
dealt with before. I have been lucky enough to be raised in a healthy and happy household, and I
have been given many opportunities in my life to get me to where I am today. A part of me
wanted to understand how to work with these children and how to support them through difficult
situations that they are going though. The other part of me really wanted to make a difference in
a childs life. I wanted to be a good support system, show these children that I care about them
and that they matter, and be there to guide them through problems they might be having. I have
always had a love of art, as well as forming relationships and participating in social interactions,
so I thought that implementing simple art projects into the classroom I worked in would be a
great way to connect with the children. Children using art to express their frustrations, stress,
anger, and other emotions help them to deal with the negative feelings they have. Allowing them
time to work through emotions through art will benefit them with their development of social
and emotional skills and learning.

Social Emotional Connections

Review of Literature
In an article called Promoting Childrens Social Skills and Emotional Competence,
the author speaks on the importance of every childs level of social and emotional skills. Social
and emotional competence can be described as the ability to interact with others, regulate ones
own emotions and behavior, solve problems, and communicate effectively (Promoting
Childrens Social Skills, 2008). Providing opportunities in the classroom that encourage
children to interact with one another, play together, and work together will develop their
emotional and social skills. When these skills are proficient, a child can excel in other areas of
learning such as cognitively and physically. Especially in children of abuse and neglect, creating
these safe and caring relationships are especially helpful. The article states that ways to do this
are fostering nurturing and responsive relationships, creating supportive environments and
routines, and providing targeted social and emotional supports (Promoting Childrens Social
Skills, 2008).
Art and play has been researched and implemented when dealing with children of abuse and
neglect. In the article Integrating Art and Play Based Activities into Children Who
Witness Abuse Programs, art is thought of as a way to express feelings, improve
communication and problem-solving, as well as providing coping mechanisms. The article
defines art therapy as combining the creative process and psychotherapy. Facilitating growth
through self-exploration and understanding. Using imagery, colour, and shape as part of this
creative therapeutic process, thoughts and feelings may be expressed that would otherwise be
difficult to articulate (Integrating Art and Play, 2012, pg. 15). Art can help children gain a safe
distance from their traumatic experiences, as well as helps him or her take control of their own
world and body. The article talks about how art teaches a child self-soothing and can help them

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release tension and negative feelings or emotions. By allowing children in these situations work
with different art materials or on projects, we are giving them the opportunity to work through
difficult ideas, emotions, or feelings that they cant communicate with us.
Don Phelps writes in the article Therapeutic Use of Expressive Arts with Children,
using expressive art with children helps to promote psychological health and social support,
especially for those children who have a history of trauma in their lives. He states that studies
indicate that expressive arts assist in healing from childhood trauma and aid in overall mental
health by providing opportunities to share experiences in an empathetic environment through
symbolically expressing emotions in a concrete way (Phelps, 2016). He also talks about the
importance of allowing these children to have opportunities to work socially in small groups,
partners, and as individuals. Social interaction provides mutual support and helps develop
empathy between peers. It gives these children the pride, confidence, and self-esteem, and helps
them heal in a positive, open, and creative way.
Description of the Process
A. Goals for Learning
From this project, I definitely wanted to learn how to connect with children that have suffered
and have gone through so many tough situations in their lives. I wanted to form solid, caring, and
nurturing relationships with them, and I wanted to provided materials and opportunities for them
to work out emotions or feelings that they couldnt put into words. I wanted to learn how to help
children of abuse and neglect, and understand what I can do for them and their well-being.
B. Process
I began this project as a volunteer in two different classroom settings. I wanted to volunteer and
work with these children for a few weeks and really get to know them before implementing some

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kind of project or activity. These children have an hour of free time in the classroom, so with the
help of the head teacher, we began planning and setting up a small table in the class that had
materials to provide projects and crafts that were open ended and encouraged creative freedom.
My intentions were to set up simple activities that would allow children to come and go when
they pleased, and to take as long as they wanted. These activities centered on art and encouraging
children to use their hands to create, destroy, or build their own masterpieces. I wanted to
incorporate objects of different color, mass, texture, and volume, and I wanted children to feel
that they could use these objects to manipulate in whatever way they seemed fit.
C. Evaluation of the Process
I believe that this project went very well. I think because I created these very simple art stations,
children were able to come and go, use their imagination, and create something that they were
proud of. Many times, a child would be acting out, would be upset, or causing problems,
therefore we would lead the child to the art table. Here, the child could take out his or her anger,
frustration, and all negative thoughts that he or she couldnt communicate, and put it into his
artwork. It was stressful setting up these stations because I always had a specific idea in mind of
what the children could create with the different materials, but they always seemed to make
something completely different. I realized that it was okay that they were creating something
unique and different than what I expected, because it helped them deal with their emotions, made
them proud of their artwork, and boosted their self-esteem and confidence.
Reflection
When working with high risk children I have to listen, care, and really form strong connections
with these kids. I have learned the importance of helping guide children through their emotions
and feelings, communicate with others, and express themselves through words, art, and play. I

Social Emotional Connections

have realized that from my CBL project, I am a more patient and more reliable person. I am
better at problem solving, and communicating with children and adults. Most importantly, I have
learned how important it is to support the children Im working with, and to create strong,
trusting, and safe relationships with them.

Social Emotional Connections

References
Integrating Art And Play Based Activities Into Children Who Witness Abuse Programs. 1st ed.
British Columbia: CWWA, 2012. Print.
Jones, N. P. (2008, May). Grouping Children to Promote Social and Emotional Development.
Young Children, 34-39. Retrieved April 13, 2016, from
http://www.naeyc.org/files/tyc/file/TYC_V3N1_Jones.pdf
Phelps, D. (2016). Therapeutic Use of Expressive Arts With Children. Retrieved April 18, 2016,
from http://www.socialworktoday.com/archive/exc_020712.shtml