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Just like adults, young children encounter difficulties, disappointing situations, and unexpected challenges and changes on a regular basis. However, young children have not yet developed the social and emotional skills to handle the resulting strong feelings in a socially acceptable manner. These important skills are nurtured over periods of time, as adults provide support and guidance. It takes practice to learn these all important skills!


The Potter’s House embraces the most recent research confirming that social/emotional development requires attachment, initiative and self-regulation. The Devereaux Center for Resilient Children defines attachment as the mutual, strong, and long-lasting relationship between a child and a significant adult. Initiative is defined as the child’s ability to use independent thought and action to meet his need. Self-regulation is the child’s ability to experience a range of feelings and express them using the words and actions that society consider appropriate. Attachment, initiative, and self-regulation are all considered healthy “protective factors.” The development of these protective factors is crucial in order to become resilient and successful in life.



The Potter’s House staff uses a supportive strategy to assist children as they learn about their feelings, gain self-control, and reduce challenging behavior. This strategy, recommended by the Devereaux Center, is called Flip It, and is a best-practice approach that can be used for both minor daily challenges and as a targeted intervention to support the emotional growth of children displaying specific behavioral concerns.   This support is versatile, can be used anywhere, and can be combined with other effective strategies that support the development of positive relationships, emotional awareness, problem solving skills, and healthy coping in children. Flip It requires time and consistency in order to be effective and to truly nurture competency in these critical areas.


F = FEELINGS…Gently talk with the child about his FEELINGS. Tell him what you see and hear as a result of his emotions. Help him to identify the root feelings causing the behavior.

L=LIMITS…Remind the child of the positive LIMITS expectations you have for his behavior. Loving and simple limits help surround children with a sense of consistency, safety and trust.

I= Inquiry… Encourage the child to think about solutions to his challenges. Ask questions that promote problem-solving and healthy coping skills. INQUIRIES invite children to think, learn, and gain self-control.

P=PromptPrompt with creative cues, clues, and suggestions for the child who is having difficulty. Enthusiastic, bright ideas can lead the way to better problem-solving skills.