Home » The Importance of Raising an Emotionally Intelligent Child: Erika Brodnock (Transcript)

The Importance of Raising an Emotionally Intelligent Child: Erika Brodnock (Transcript)

Erika Brodnock at TEDxHackney

Here is the full text of Karisma Kidz founder Erika Brodnock’s talk: The Importance of Raising an Emotionally Intelligent Child at TEDxHackney event conference.

Listen to the MP3 Audio here: The Importance of Raising an Emotionally Intelligent Child by Erika Brodnock at TEDxHackney

TRANSCRIPT:

Hello! Great. So I am Erika Brodnock and I’m the CEO and founder of a company called Karisma Kidz.

So I started Karisma Kidz, because about five years ago, I was diagnosed as having bipolar disorder. So I was told by the doctors that I needed to take medication every day for the rest of my life.

And I refused to accept that.

So what that meant was that I went on a journey. And on that journey, I found some amazing easy-to-learn, simple-to-use techniques that enabled me to completely turn my life around.

So I went back and I was certified WELL… and although I’m not sure they got that right.

And I started to have a look at the effects that my illness had had on my own children and how I could teach them the tools and techniques that I’ve learned in the most easy, fun and engaging way.

So I also had a child at that time, she was 5; she’s 10 now. But she was 5 then, and there wasn’t a day that I’d gone to school for the hall of reception all of year one and into year two, that I hadn’t had some sort of complaint about Lexis’ behavior from the teachers and them saying that you know she didn’t have a good day today, and she didn’t have a good day today and she didn’t have a good day today.

And it got to the point where I was like right I’m going to need to do something about this, because otherwise she’s going to end up just like me. And that was the worst possible outcome for her in my eyes.

ALSO READ:   Questions Every Teenager Needs to Be Asked: Laurence Lewars (Transcript)

So I went to the doctors, and after about 12 weeks of badgering them, they said “Okay, we’ll do a referral to CAMHS.”

So I waited and waited and waited and after about six months she had an assessment at CAMHS and back came the results. And they said that she wasn’t bad enough for them to take her on and help her in any way shape or form.

It turns out that children need to be either a danger to themselves, or to other people before any interaction is usually taken or they need to be assessed.

So I started to do some research and I had to look at some figures. And these are just from the Office of National Statistics. And one in four children is experiencing anxiety, stress or depression before they reach in their adult lives, and then one in ten is actually being diagnosed with a mental health disorder.

And I just thought: how can this be, how can it be that we’re looking at how we can do all sorts of other things in the world but we’re not taking care of our children’s mental health?

So I started to look at how many children that actually meant. And there are 4.3 million children below the age of ten in the UK at the moment. So that’s more than a million children experiencing the effects of stress.

And the thing with it is that it’s not discriminatory. So it’s not that you need to be from a certain race, or a certain background, or a certain demographic to have these issues. It affects everyone.

So I started to look at the definition of stress. And according to Richard Lazarus, stress is a perception that someone holds that they’re unable to meet the demands that they face because they don’t have the resources to do that.

And so I started to look at that in more depth and started to think about something that Einstein once said, which was that you cannot solve a problem using the same thinking that created it.

ALSO READ:   Questions Every Teenager Needs to Be Asked: Laurence Lewars (Transcript)

And there’s no such thing as a problem free life, as I said before. So that led me to start looking at the brain and how it works.

So you’ve got the first brain that’s responsible for your breathing and your blood pressure and your temperature, et cetera.

The second brain — the brain’s like an onion and there are layers… three main layers. So as I said the first one is responsible for all of the things that we do instinctually.

Second one is responsible for things like sleep, emotional reactivity and then looking at how we… our appetite et cetera.

And the third brain is responsible for our thinking centers, and that gives us the ability to think creatively and to problem-solve.

The thing with it is that… what happens is, is that if a stress signal, which is just depicted down the bottom there, goes up into our brain, it shuts down the third brain.

So just when we need to be thinking creatively and to be able to solve problems, we’ve actually, by being stressed, shut down the area of the brain that allows us to do that.

So I wanted to start to look at how we could help children to keep that center open so that they were able to think creatively and solve problems as and when they arose.

So this is a saying that we’re often told and it’s to prepare to… to fail to prepare is to prepare to fail. So being a smart and sophisticated thinker is what we need to be able to feel less of the effects of stress.

I wanted to know how we could teach that to children at the earliest possible opportunity so that they weren’t… there wasn’t the time for them to grow up in this stress phase that we’re seeing at the moment.

ALSO READ:   Questions Every Teenager Needs to Be Asked: Laurence Lewars (Transcript)

So I started to look for the apple-a-day in terms of emotional intelligence. And the picture over here that says negative to positive, one to three represents 20 years of research conducted by Dr. Barbara Fredrickson that shows that for every negative emotion that we experience, we need to have three positive emotions that will enable us to still grow up in a balanced way and to perform effectively.

So what that means is that we need to be… because the negative… when we’re affected negatively a lot longer than a positive emotion, so you need to counterbalance that as I say with three positive interactions with a child.

The other thing is the power of APPRECIATION. So if we’re teaching children to seek out and to find things that they’re grateful for and to make note of those, what that does is it gives them something else to look for. In fact, it engages the reticular activating system.

Pages: First |1 | ... | | Last | View Full Transcript