Emotional Intelligence is always on the verge of transforming lives. Let it be for the kids suffering from Asperger’s syndrome or just the normal ones without any disorder. If an individual possesses a decent command over Emotional Intelligence, he is good to go.
Since elders have a reasonable profound experience in this niche, they should assess and calibrate the kids’ emotional performance and work on some of the core areas to get things rolling all around.
The very first step in this pursuit is to determine the maturity or tenderness of emotional expression in a child, range of vocabulary to express himself in almost every condition and sheer ability to regulate stress at crucial times. All these areas are the building blocks of personality and must be addressed comprehensively to nurture a child.
Anger, anxiety, sadness, frustration and embarrassment are all separated by a very thin membrane, but it is not thin enough to be ignored. All of these rational emotions belong to specific categories and particular states of mind.
Therefore, an elder must evaluate whether the kid uses the same methodology to show his opposition for all of the above-mentioned emotions or whether he has a unique set of expression for each. If he possesses a unique set, then half of your task has been completed by the child himself.
However, if he does not use an array of expression for multiple emotional constraints, then you need to figure out the reason for this behavior and work on those fundamentals to make him use different variants.
Similarly, their lack of vocabulary should also be tested by the same methodology. If you look at it critically, both lack of vocabulary and the way these kids explicitly show their emotions lack one thing in common – vocabulary regarding words and emotional expression.
I mean, feeling angry is perfectly natural but showing anger on all of the aforementioned conditions is not constructive as it would never bring about the desired results.
A very handy exercise in this pursuit could be to hold a couple of pictures in front of the kid and ask him to determine what type of expression is being exhibited by the person. If he replies appropriately, it is pretty good but in case if he does not, then you should never scold the child.
Just teach him! Even if the kid takes longer than usual to tell you about his opinion, pursue a constructive approach and assume that he might be taking an interest that is why he bothered to think about it for so long…
Adults and kids without Asperger’s syndrome would not have any difficulty in analyzing almost any state of emotion being shown to them. Contrary to this, kids with Asperger’s face comparatively less time in determining the extremes of emotions. However, when they are asked to determine something in between two extremes, they get confused whether to compare the scenario with extreme A or extreme B.
Another useful practice in this pursuit is to ask the person effected with Asperger’s syndrome to make specific faces for a list of emotions mentioned in front of them. You would realize either of the following:
- They cannot understand the listed emotions
- They try to make faces, but their faces do not reflect any sign of incorporated emotion
Asking the Parents
Often, the kids make an excuse by saying that they are not experiencing a particular emotion at the moment so they cannot make that face and that is a very rational reason to believe in.
However, since we are on the course of evaluation, we cannot just stop. Therefore, we should ask the following questions to parents and try to reach a conclusion by gauging their answers:
- How often does your kid face mood swings?
- How does he prefer to respond to a sudden mood swing?
- How does he respond to the instances when an elderly shows affection?
- Does your child exhibit any unusual or awkward habit that might embarrass him or her in public?
- Does your child understand the sheer need to exhibit courtesy?
- On a scale of 1 to 10, how would you rate your child for showing difficulty in reading emotional signs?
These questions could be asked even if the child responds to all of your questions and takes a lively part in all of the activities designed for him.
Asking these questions from the parents could reveal a significant portion of the personality of a child suffering from Asperger’s because a major population of Asperger’s syndrome’s affectees seems to be an angel at School, but actually, they are no less than devils at home.
Throughout the course of assessment, emphasis must be given to determining whether the kid has a certain accumulation of emotions within his personality or not. If he does have that, then channelize his emotions to prevent any emotional crisis.
Often, it has been observed that the kids tend not to share their feelings with anyone, particularly the elders. However, it does not bring any good, and with the passage of time, they accumulate these feelings within their personalities. When the threshold reaches, an emotional volcano causes these feelings to come out in bulk and drown the kid with an emotional crisis.
Once again, there is a sheer need to form a triangular relation between student, parent, and teacher to achieve prosperity in life, specifically the life of a kid with Asperger’s syndrome. It should be noted that both parents and teachers should run their evaluation checks side by side to determine the course where the child seems to be headed.
Not only this, but a clinical analysis could also be pivotal in determining where the demons lie in a kid’s personality. A clinician looks at the apparent expression and digs all the way into what might be the actual cause of bearing a ‘plastic‘ face, emotionless!
The kids should not just carry one look all the time. They should be taught and encouraged to use different expressions for different emotions not only because it looks good, but in a professional environment, they would be able to be better understood by their peers.