When
we\u2019ve taken the time to acknowledge our own emotions\u2014especially anxiety\u2014as a normal human experience, we\u2019re better equipped to guide our children through theirs.<\/p>\n\n\n\n
Unlike
adults, children don\u2019t have the same emotional vocabulary, reasoning skills, or internal tools. Their behavior often comes first. So as we help our kids with
anxiety (or any other emotion), the process often looks like this:<\/p>\n\n\n\n
Be curious about the behavior > Help name the feeling > Guide them toward healthy decisions.<\/p>\n\n\n\n
Behavior<\/strong> is often the first clue that something is going on under the surface. This is especially true for younger children whose brains are still developing the ability to self-regulate and use words for emotional states.<\/p>\n\n\n\n Instead of reacting, think:<\/p>\n\n\n\n \"What might this behavior be trying to tell me?\"<\/p>\n\n\n\n Ejemplos:<\/p>\n\n\n\n This shows children that we care enough to understand before correcting.<\/p>\n\n\n\n Many children (and let\u2019s be honest\u2014many adults) don\u2019t know how to name what they\u2019re feeling in the moment. But this skill is foundational for emotional regulation. When we help our kids identify their emotions, we\u2019re not just labeling feelings\u2014we\u2019re teaching emotional intelligence<\/strong>, which is one of the strongest predictors of lifelong well-being and relational success.<\/p>\n\n\n\n Start by offering them words to try on, without forcing a label:<\/p>\n\n\n\n If we create a safe, nonjudgmental space<\/strong>, kids are more likely to explore their feelings honestly. Even if they disagree\u2014\u201cNo, I\u2019m not nervous, I\u2019m just mad!\u201d\u2014we\u2019re helping them move toward emotional awareness, which is a huge win.<\/p>\n\n\n\n Once a child feels understood and has a name for what they\u2019re feeling, they\u2019re in a much better place to choose how to respond. When kids are dysregulated\u2014when their brains are \u201cflooded\u201d with emotion\u2014they don\u2019t need correction first; they need connection<\/strong> and co-regulation<\/strong>. That\u2019s why guiding them after<\/em> they feel safe and heard is so effective.<\/p>\n\n\n\n Offer practical options:<\/p>\n\n\n\n With younger children, simplify it even more:<\/p>\n\n\n\n \u201cYou\u2019re scrunching your face. You look mad. You can sit in the cozy corner or come cuddle with me for a bit.\u201d<\/em><\/p>\n\n\n\n We\u2019re not just helping them manage one moment; we\u2019re building habits of reflection, self-control, and confidence in their ability to handle big \u00b9 Shackman, A. J., & Fox, N. A. (2021). Anxiety and the Brain: Neural \u00b2 Anxiety and Depression Association of America. (n.d.). Facts & Statistics.<\/em> Retrieved from http:\/\/adaa.org\/<\/a>.<\/p>\n\n\n\n \u00b3 American Psychological Association. (2025). Definition of Anxiety.<\/em> APA Dictionary of Psychology.<\/p>\n\n\n\n \u2074 Anxiety and Depression Association of America. (n.d.). Child and Adolescent Anxiety.<\/em> Retrieved from https:\/\/adaa.org<\/a>.<\/p>\n\n\n\n Davidson, R. J., & McEwen, B. S. (2012). Social Influences on Neuroplasticity: Stress and Interventions to Promote Well-Being.<\/em> Nature Neuroscience, 15(5), 689-695. https:\/\/doi.org\/10.1038\/nn.3093<\/a><\/p>\n\n\n\n\n
2. Help Identify the Feeling<\/h4>\n\n\n\n
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3. Guide Them Toward Healthy Decisions<\/h4>\n\n\n\n
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feelings. Over time, this creates emotionally resilient kids<\/strong> who can identify what\u2019s going on inside and respond with wisdom.<\/p>\n\n\n\nReferencias<\/h4>\n\n\n\n
Circuits and Networks.<\/em> Annual Review of Clinical Psychology, 17, 459-480. https:\/\/doi.org\/10.1146\/annurev-clinpsy-032820-122106<\/a><\/p>\n\n\n\n