CECMHC _ Your Results

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School

Scottsdale Community College *

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101

Subject

Psychology

Date

Feb 20, 2024

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pdf

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Uploaded by CorporalMosquitoPerson1028

1/23/24, 8:13 PM CECMHC | Your Results https://www.ecmhc.org/temperament/results.php 1/4 For up-to-date resources on IECMHC across all settings, visit Georgetown's Center of Excellence for Infant and Early Childhood Mental Health Consultation. At the Center of Excellence website, you can access resources found here, plus much, much more! Home | A - Z List : A B C D E F G H I J K L M N O P Q R S T U V W X Y Z | Search Home About the Center Our Vision for Mental Health in HS Resources for: HS Mental Health Consultants HS Administrators HS Staff HS Families T&TA Providers All Resources, A-Z Popular Resources: Teaching Tools for Young Children Stress & Relaxation Temperament Tool Toolkits Tutorials Links Infant Toddler Temperament Tool (IT 3 ) Snapshot of "Goodness of Fit" Recommendations You may print this page out as a reference | Provide feedback on this tool (opens in new window) 1. Activity Level Results: both you and your child are highly active. You and your child share a similar activity level. Enjoy scooting, crawling, walking, running and climbing inside and outside with your child. Make sure that you and your child both take time for rest. Help your child learn to take a “break” by modeling the signs of feeling tired as well as specific ways that you like to take rests; for example, relaxing in a chair with a book, taking a deep breath, or coloring. If your child is younger, describe the signals he/she gives to let you know he/she is ready for a break. "I see you are looking around at other things and you are wiggling in my lap. How about we go outside for awhile." 2. Distractibility Results: your child is more focused, you are easily distracted. You and your child seem to differ in the area of Distractibility. Here are some ideas to support the fit between you and your child's more focused nature. Check in regularly with your child even if he/she is playing contentedly. "You are batting at the toy."

1/23/24, 8:13 PM CECMHC | Your Results https://www.ecmhc.org/temperament/results.php 2/4 Search Contact Us Take time to engage in floor play with your child. Get down at eye level and follow his/her lead. Try mimicking facial expressions, coos and babbling. Allow your child enough time with activities. For example if he/she is enjoying being held and swaying to music with you, keep it going while he/she shows signs of being engaged (for example, smiling, looking at you, babbling, etc.). 3. Intensity Results: both you and your child more relaxed (less intense). You and your child both have fairly relaxed personalities. Consider practicing identifying and labeling emotional experiences with your child so that he/she can learn to recognize and tolerate his/her own and others' emotions. Look at storybooks about emotions; reflect together on what you see. Take time to explain to narrate to your child what others may be feeling: "The baby is crying! She dropped her toy." Label your child's emotions, paying special attention to the obvious and the more subtle clues in their behavior like furrowed brows, upturned eyes, looking away, cooing, clenching of sits, babbling, waving arms, etc. 4. Regularity Results: both you and your child are highly regular. You and your child share a similar level of regularity. Follow your instincts of maintaining a consistent and predictable routine for you and your child. Share your child's preferred daily routine with others who care for him/her. Help your child learn to feel comfortable with unplanned interruptions in his/her schedule by using descriptions to label how it makes you feel when this happens. You can also support him/her through daily disruptions by using a picture schedule. For example, use single-object pictures as a picture schedule to show your child that he/she will eat breakfast first and then get dressed. 5. Sensitivity Results: your child is less sensitive, you are highly sensitive. You and your child seem to differ in the area of Sensitivity. Here are some ideas to support the fit between you and your child's lower sensitivity. Use brightly colored toys to stimulate your child's senses. Dance or gently rock your child while holding him/her. Feed him/her high taste purees/foods like sweet and tart fruits and crunchy crackers. Encourage exploration of different textures such as crumpled paper, soft material, sponges, etc. If your child is older and seems to like movement, provide opportunities for pushing or pulling wheeled toys and climbing over large cushions. 6. Approachability Results: your child is highly approachable, you are less approachable. You and your child seem to differ in the area of Approachability. Here are some ideas to support the fit between you and your child's high approachability.

1/23/24, 8:13 PM CECMHC | Your Results https://www.ecmhc.org/temperament/results.php 3/4 Provide words to your child's actions by saying things like, “You are saying hello!” or “You like to visit with people!” Allow your child to explore new things in the world by letting him/her walk or crawl, touch, and smell; staying close by to offer safe support. Offer a variety of new experiences including new activities, textures, sights and sounds to accommodate and reinforce your child’s curiosity. Provide opportunities for your child to interact with other children. 7. Adaptability Results: your child is highly adaptable, you are less adaptable. You and your child seem to differ in the area of adaptability. Here are some ideas to support the fit between you and your child's higher level of adaptability. Allow your child to explore new situations by letting him/her walk or crawl, touch, and smell. Try not to worry too much about getting dirty, just make sure he/she is safe. Offer a variety of new experiences including new activities, textures, sights, and sounds to accommodate and reinforce your child’s curiosity. Describe or narrate your child’s actions, which communicates to him/her that he/she is doing something great. 8. Persistence Results: both you and your child are highly persistent. You and your child share a similar, high level of persistence. Have fun providing a range of activities and new objects and take delight watching all of the ways your child explores and manipulates his/her surroundings. Like you, he/she may feel really happy working on a problem and discovering all of the possible angles. Describe this feeling for your child and consider praising his/her efforts rather than the final product. 9. Mood Results: your child is more serious, you are more positive. You and your child seem to differ in the area of mood. Here are some ideas to support the fit between you and your child's different dispositions. Spend a lot of face-to-face time with your child. Show him/her exaggerated positive facial expressions and notice which expressions make him/her change his/her facial expression, even if very subtle. Continue to offer that facial expression and label the emotional expressions you are demonstrating. Monitor for signs of overload such as eye rubbing, sneezing, a slowing down or winding up. Return to IT 3 main page This website was made possible by grant number 90YD0268 from the Office of Head Start, Administration for Children, Youth and Families, U.S. Department of Health and Human Services. The contents are solely the responsibility of the authors and do not represent the official views or policies of the funding agency nor does publication in any way constitute an endorsement by the funding agency. Accessibility · Copyright © Georgetown University

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