4.6 • 1.1K Ratings
🗓️ 20 September 2022
⏱️ 43 minutes
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0:00.0 | Welcome to Parenting Great Kids. This is episode number 178 and I'm your host, Dr. |
0:13.1 | Meg Meeker. Do you ever look at your toddler or teenager who are having a temper tantrum |
0:18.0 | and wonder what in the world are they doing? Why would they get so upset about something |
0:25.0 | that is so small? Well, learning about why kids feel the way they do and understanding |
0:31.5 | what's going on in their minds is what we're going to talk about today. |
0:35.3 | Alyssa Blask Campbell is my guest. She founded Seed and So, an organization that teaches |
0:41.7 | parents, caregivers, and teachers how to raise emotionally intelligent kids. Alyssa is |
0:48.8 | a teacher, parent, and an emotional development expert with a master's degree in early childhood |
0:54.4 | education. She and her partner also created a method called collaborative emotion processing. |
1:01.8 | She's going to talk about that today. So Alyssa, I am so grateful you're here to join me on the |
1:10.1 | podcast. Thanks for coming on. I'm really jazzed to be here with you. Great. You started an |
1:16.9 | organization called Seed and So, and you're committed to teaching adults about emotional |
1:23.0 | intelligence and kids. Now, that's kind of a buzz word now. But for the parents who are out there |
1:29.2 | who don't really know what it is, can you explain it please? Yeah, for sure. You're right at this |
1:34.2 | super buzz wordy, and I'm jazzed that it's buzz wordy. Like, I'm really pumped that we're |
1:38.9 | talking about emotional intelligence. And I think a lot gets lost in the shuffle. So we look at |
1:44.4 | five components. We're looking at self-awareness, self-regulation, motivation, empathy, and social |
1:52.9 | skills. And that those five make up emotional intelligence. And when we're looking at it, I'm |
1:59.6 | looking at like, how what skill set does somebody have to recognize what's happening inside their |
2:04.8 | body? What tools do they have to find that pause between reaction and response and to be able to |
2:11.5 | regulate and choose their words next or choose that action next? What skills do they have to read |
2:18.6 | the room to recognize who they are talking to in different scenarios? Like, how do we show up at |
... |
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