| Jan is a loving mother who is challenged by her child's | | | | Because of their sensitivity and perceptiveness, the |
| behavior and attitude. She confides in her neighbor, | | | | spirited child often absorbs energy around him or her |
| "My son argues with us about almost everything. | | | | and can easily be overwhelmed. If a child is exhibiting |
| When I ask him to do something, he doesn't | | | | negative behavior, it is a signal for the parent to look |
| cooperate. He explodes when things don't go his | | | | deeper into what may be affecting the child. |
| way. He can't seem to sit still. He rushes through his | | | | Parents can learn holistic ways to channel their child's |
| homework or doesn't even remember to bring it | | | | intensity into positive choices and behaviors. By |
| home. It is so stressful! You don't seem to struggle | | | | beginning to look at intensity as a gift, parents can |
| with your son... What am I doing wrong?!" | | | | adopt a positive mindset. This is an essential |
| There are many parents that have children like Jan's | | | | ingredient to creating a deeper connection and |
| who shows signs of Attention Deficit Disorder | | | | increased harmony with the child. |
| Attention Deficit Hyperactivity Disorder (ADD/ADHD) | | | | Even though the spirited child may be extremely |
| and Oppositional Defiant Disorder (ODD), whether | | | | intelligent and gifted, it may not be apparent at |
| they have been officially diagnosed or not. While it | | | | school. The intense child often processes information |
| may not be apparent, these children have a naturally | | | | differently from the way school systems teach. |
| sensitive nature and often act out what they feel. | | | | Parents can observe if their child's dominant learning |
| Because of this they can also be known as spirited | | | | style is visual (learns from and describes things in |
| children. When parents of spirited children understand | | | | pictures), auditory (is an avid talker and likes books |
| the true nature and gifts of their child, it becomes | | | | on tape) or kinesthetic (prefers hands-on experience). |
| easier to love, support and help their child assimilate in | | | | The parent can support that learning style at home |
| the world and become more cooperative and | | | | and work with the child's teacher to support it at |
| successful. | | | | school. |
| Children, just like adults, have a wide range of | | | | An intense child processes large amounts of sensory, |
| dispositions and temperaments. Children that are | | | | mental, emotional and physical energy. For this |
| more 'intense' experience life at a higher level of | | | | reason, the child may have a difficult time settling |
| sensitivity and awareness. They can be inconsistent, | | | | down or transitioning from one activity to the next. |
| energetic and distractible. They can also be easily | | | | It is important to mentally prepare the spirited child |
| derailed by their emotions, become more fixated on | | | | for a transition by announcing them in advance |
| things they want, and have bigger mood swings and | | | | whenever possible. Maintaining some routine and clear |
| reactions than 'average' children. | | | | boundaries also helps the spirited child feel more |
| Spirited children are usually gifted intellectually, | | | | secure and relaxed. |
| intuitively, artistically or in other ways. Because they | | | | The spirited child often has many ideas and concerns |
| experience life with heightened sensitivity, as they | | | | racing through his or her head. Parents can teach and |
| grow, they are ideal candidates to contribute their | | | | model healthy ways to discharge emotions and |
| unique perspective and gifts to make a powerful | | | | stress to help the child unwind. Additionally, the child |
| impact on the world. In fact, some very noteworthy | | | | requires physical activity to burn their motor out daily. |
| people in history were considered spirited children. | | | | This gives them another positive outlet to expel |
| Albert Einstein, Isaac Newtown, Thomas Edison, | | | | energy. |
| Vincent van Gogh and Beethoven are notable figures | | | | When the child's sleep cycle, diet or hydration levels |
| who have been identified as intense. They each | | | | are out of sync, mood swings and negative |
| made significant contributions in their respective fields | | | | behaviors tend to escalate. Spirited children need |
| and to humankind. | | | | adequate water and sleep daily. Their sensitive bodies |
| Learning to understand and work with the wiring of | | | | and brains function well on foods free from |
| the spirited child is the key to helping them bring their | | | | excessive chemicals and preservatives. |
| distinctive gifts to the world. Spirited children are | | | | Spirited children often feel different from other |
| often 'energy challenged,' meaning they lack the | | | | children. One way to build self-esteem is to talk about |
| experience to successfully channel their physical, | | | | and focus on their strengths and how they |
| emotional, mental and spiritual energy in positive | | | | specifically contribute to the family and the world. |
| ways. Since traditional parenting methods don't teach | | | | This reinforces that the child is cherished, important |
| these skills in a holistic way, what works with 'typical' | | | | and loved for who he or she is. |
| children often fails with the intense child. With tools | | | | By understanding and working with a child's unique |
| specifically designed for intense children, these same | | | | attributes, the child learns that his or her intensity, |
| dynamic children can flourish. | | | | heightened senses and abilities are powerful gifts. |
| Children don't necessarily have the words to articulate | | | | With this foundation, parents can guide the spirited |
| what they are feeling. Instead, they may | | | | child to bring his or her talents out into the world and |
| communicate with their behavior by acting out. | | | | live a most extraordinary life. |