Suzanne Wilson entered Ms. Sullivan's class in the fall without any friends. While many of the third-graders engaged in collaborative games on the playground, Suzanne stood on the periphery, and the other students did not include her. In class, her behaviors were more typical of a younger child, sucking her thumb when she became upset and refusing to share during group activities. By December, Ms. Sullivan decided to take steps to intervene. She called Mr. and Mrs. Wilson for a parent meeting. When the Wilsons arrived, Suzanne was with them. What then transpired was shocking to Ms. Sullivan. Suzanne adamantly insisted that her parents not talk with her teacher in private. Yelling above the crying and screaming, the Wilsons apologized and suggested they return on another day when Suzanne was feeling more agreeable.
What strategies should Ms. Sullivan employ to assist Suzanne with her emotional development?
Ms. Sullivan should try to form a warm and supportive relationship with Suzanne, as she needs extra attention. She should interact with her, express emotions and help Suzanne to understand her emotions and organize it. She can also provide emotional literacy programmes, so that the child can regulate her emotions. She should be encouraged to express her emotions in a regulated and accepted manner. This will take time and Ms.Sullivan has to be consistent in her efforts. Suzanne may throw tantrums and resist initially, but later with the unconditional warmth, she will slowly open up. Apart from Ms.Sullivan's efforts, she should also encourage Suzanne's parents to do the same and resolve family issues, if any.
Suzanne Wilson entered Ms. Sullivan's class in the fall without any friends. While many of the...