Are you working with children to help them understand their emotions better? Are you looking for ways to introduce the concept of body sensations and body signals to them? In this guide, we will explore body sensations and body signals and how they can give us clues about our feelings.
Understanding Body Sensations and Body Signals
First, have a discussion with the children you are working with about body signals. Explain to them that we all experience different sensations and signals in our bodies, and these sensations and signals can tell us a lot about how we feel. Here are a few examples to get started:
- Feeling hungry: Ask the child if they have ever felt their stomach growl. Explain that this sensation is a body signal that tells us we might be hungry.
- Needing to pee: Talk about the tight feeling in the stomach that one may experience when they need to use the bathroom. Emphasise that this is a body sensation that signals the need to go to the toilet.
- Feeling thirsty: Discuss the sensation of having a dry throat, which can indicate that we feel thirsty. Highlight how this body signal helps us recognise our need for hydration.
- Encourage the children to share their experiences related to these body signals. This should bring about an interactive and engaging conversation.
Connecting Body Sensations and Emotions
Now, let’s connect body sensations and signals to emotions. Explain to the child that body sensations can also provide valuable insights into the emotions we are experiencing. You can use the following examples to illustrate this connection:
- Frustration: Describe how feeling frustrated can be accompanied by fast breathing, a racing heart, difficulty in thinking clearly, and an urge to run away. Explain that these body sensations act as signals when a person is feeling frustrated.
- Feeling Nervous: Discuss how feeling nervous can manifest as butterflies in the stomach, sweaty hands, and difficulty in listening and thinking clearly. Emphasise that these body sensations often indicate nervousness.
It’s important to note that different people may experience sensations slightly differently for different emotions. Open up the conversation and encourage the child to share their unique experiences.
Here are a few additional examples to explore:
- Some children might feel like running when they are angry, while others might feel their legs freeze.
- When feeling bored, some children may find it hard to sit still, while others may feel their body becoming floppy and heavy.
Highlight the diversity of experiences and reinforce the message that all feelings and body signals are valid.
By introducing children to the concept of body sensations and their connection to emotions, we empower them to better understand and manage their own feelings. Encourage them to pay attention to their bodies and recognise these signals, as it can be a valuable tool in self-awareness and emotional well-being.
And for those looking to delve even deeper, check out some of my best selling interoception resources that support students to link body sensations to feelings:
Case Study: Liam’s Journey to Understanding His Emotions Through Body Signals
Meet Liam, an 8-year-old boy who always struggled with understanding and expressing his emotions. Often, he would become upset without knowing the exact reason, leading to frequent meltdowns in school and at home.
Initial Observations
When Liam first visited the therapy center, his mother explained that he would frequently become irritable, especially when there were changes in his daily routine. On delving deeper, it was clear that Liam was finding it challenging to comprehend and articulate his emotions. He would express feeling “weird” or “different”, but couldn’t pinpoint why.
The Interoception Approach
The therapist introduced the concept of body signals and interoception to Liam. Using the examples mentioned previously (like feeling hungry or needing to pee), they began exploring simpler body sensations. Once Liam could consistently recognise these basic signals, they progressed to more complex emotions.
Digging Deeper: Relating Body Signals to Emotions
Liam was given a diary to maintain a daily record of body sensations he noticed and the corresponding situations. For instance, one day, he felt his heart racing when he had to speak in front of his class. Another day, he noticed sweaty palms before a surprise maths test.
With regular sessions, Liam began drawing connections. He realised that the racing heart was not just random; it was his body’s way of signalling nervousness. The sweaty palms weren’t because of the weather but were linked to anxiety.
Role-playing and Real-world Application
Liam and the therapist engaged in role-playing scenarios. This allowed Liam to anticipate body signals in different situations. For instance, they enacted a scene where Liam had to confront a friend who borrowed and lost his favourite toy. During this role-play, Liam felt his stomach churn. He realised it was his body’s way of indicating anger or fear of confrontation.
Outcomes
Over time, Liam began preemptively recognising and reacting to his body signals. When he felt his heart rate increasing, he would employ calming techniques like deep breathing. Recognising the sensation of a churning stomach, he started to communicate about things bothering him rather than bottling up emotions.
His mother reported fewer meltdowns at home. His teachers also observed an improvement in his classroom behaviour, as he was now more in tune with his emotions and knew when to ask for a break or help.
By the end of the therapy sessions, Liam had not only learned to recognise and respond to his body signals but also to communicate his emotions more effectively with his family and friends. This newfound understanding significantly improved his overall emotional well-being and relationships with those around him.
Remember, every child is unique, and their experiences may vary. The goal is to create a safe and open environment where children can explore and express their emotions.
Questions
If you have any questions or need further assistance in teaching interoception, please do not hesitate to get in touch here or at sophia.occupationaltherapy@gmail.com.
