Page 118 - Štremfel, Urška, and Maša Vidmar (eds.). 2018. Early School Leaving: Training Perspectives. Ljubljana: Pedagoški inštitut.
P. 118
8. Action 5. Helping to 1. Stimulus 2. Perception
7. Thinking think situation 3. Apperception
1. Calm the
6. Action 4. Valorization
tendency child
2. Asking
what
happened
4. Help
valorize
3. Naming the
emotion
5. Physiological
reaction
Figure 6. The CER method for children and adolescents
(Rutar Leban, 2011) based on the CER model (Milivojević, 2008)
1. Helping the child to calm down
If the child is experiencing a very strong emotion (this usually happens
when experiencing unpleasant emotions), we must first calm them down
so they are able to follow the conversation.
Example: a 13-year-old boy gets a D in a maths test and starts crying
during the lesson. His usual/average grade in maths is C.
The teacher approaches the boy, leans closer, hugs him or caresses
him if appropriate. Speaks if necessary (e.g. I see you don’t feel well. I am
here to help, we can talk about it. and waits for the boy to stop crying.
Maybe gives him a tissue and brings him a glass of water or asks other stu-
dents in the classroom to do so. Speaks if necessary (e.g. Here, use a tissue
and drink some water). Focusing on drinking and cleaning the face helps
the child calm down. The teacher can also suggest the boy goes to the toi-
let and washes his face. The movement and cold water also help in calm-
ing down.
118
7. Thinking think situation 3. Apperception
1. Calm the
6. Action 4. Valorization
tendency child
2. Asking
what
happened
4. Help
valorize
3. Naming the
emotion
5. Physiological
reaction
Figure 6. The CER method for children and adolescents
(Rutar Leban, 2011) based on the CER model (Milivojević, 2008)
1. Helping the child to calm down
If the child is experiencing a very strong emotion (this usually happens
when experiencing unpleasant emotions), we must first calm them down
so they are able to follow the conversation.
Example: a 13-year-old boy gets a D in a maths test and starts crying
during the lesson. His usual/average grade in maths is C.
The teacher approaches the boy, leans closer, hugs him or caresses
him if appropriate. Speaks if necessary (e.g. I see you don’t feel well. I am
here to help, we can talk about it. and waits for the boy to stop crying.
Maybe gives him a tissue and brings him a glass of water or asks other stu-
dents in the classroom to do so. Speaks if necessary (e.g. Here, use a tissue
and drink some water). Focusing on drinking and cleaning the face helps
the child calm down. The teacher can also suggest the boy goes to the toi-
let and washes his face. The movement and cold water also help in calm-
ing down.
118
