Strategies To Help Correct A Child With The Emperor Syndrome

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Strategies To Help Correct A Child With The Emperor Syndrome

The syndrome of the emperor child or the syndrome of tyrannical children are those children who, due to their temperament, character or circumstances of life, have led them to overcome the authority of the representatives and all those who are in their environment.

To be a syndrome, it must be composed of a set of symptoms, not because it has one (1) or two (2) of them, it has the syndrome. You must know what are the red lights that determine it.

It is necessary to know how to observe when the child has the characteristics of this syndrome and when he is simply going through a complicated stage and shows a temperament that is part of his growth.

Children with this syndrome tend to be positional and challenging, which hinders the links between parents, representatives, educators and the people around them, and when this process becomes chronic, meets the diagnostic patterns of the disease.

When it comes to a development process, the situation is that the child is learning concepts, that is, everything that reaches the child in their environment is new and needs approval actions and failures in each of the situations.

Some generate pleasure and with them there is no problem, but those that generate discomfort for the child will be challenging and will make them confront them through immature and dysfunctional mechanisms, which produces a collapse that generates heaviness in the whole environment.

Signs or characteristics that warn against the profile of the child with the Emperor syndrome.

Sometimes permissiveness, the environment in which the child lives, is often confused with authority and authoritarianism.

Children with this syndrome tend to be;

• Rebels with authority.
• A demand in a very marked way, that is, immediately.
• Little tolerance for frustration. Where the child uses physical, psychological violence and blackmail.
• They have no feeling of guilt.
• They are emotionally insensitive.
• When there is no attachment and affection with parents.
• When he does not assume responsibility for a punishment that has been
• imparted to him.

This is because instead of the adult giving him a tolerance, what they do is deliver what the child wants immediately.

At what age or to what extent can you observe what is happening to the child and if it is getting out of control or, on the contrary, is it normal?

Normally this becomes more noticeable or is identified from six (6) or eleven (11) years, where the adult is a parent, representative or educator, where if they were not established limits or guided, they will be very marked then.

Children with this syndrome do not achieve empathy with other people and see them as objects that only satisfy them in their own needs, they do not see them as someone who can be hurt.

When it is observed that the child has no feelings in relation to their own empathy, understanding, love and does not feel guilty, it is what leads curiously not to feel guilty, and there is a learning of the action that is committed.

When it is seen that the child does not have the consequence of taking responsibility and that it is found in a very specific way, it is necessary to be aware of it.

How does everything that surrounds the person and the parents give rise to the syndrome of the emperor in the child?

• When children are not limited.
• Aggressive treatment by parents.
• The lack of parental presence.
• The absence of parents in leaving the education of children in the hands of technology.
• The disagreement between the parents in front of the child.
• He is completely helpful and condescending with children in all aspects.
• When the child is not given obligations.

Perceptions of parents, representatives and educators to notice that the child has the Emperor syndrome.

People feel fear and at the same time feel guilt, fear of what the child is capable of doing and fear of falling into blackmail. This occurs because it is known that they did not set the limits necessary for the child not to act in this way.

Children with this syndrome have a lot of control, and from the beginning it is necessary to mark the limits so that they understand how far it can go.

How far are children suffering from this syndrome able to get?

• Hurt the parents.
• Hurting third parties.
• The hurt themselves.
• In extreme cases, get to crime and drugs.

There are no limits, children do not know how to say “NO”, they only seek to be filled because they have an inner emptiness that nothing satisfies them, so they seek approaches to negative things for their life.

Strategies to work in accordance with the emperor child for improvement and performance in good behavior.

He must learn to enjoy his own life and that of others, life is an opportunity and the fact that something happens around him is important, making an observation to the child about what he thinks about it. This will make the child aware of the values acquired.

If you are encouraged as an adult, as a teacher, from the smallest situations or circumstances, you will learn about the values.

How the child is worked through speech to address the situation of the emperor syndrome.

When the child has inappropriate behavior, screams and wants to manipulate because he has not been given something he wants, the first reaction of an adult should be the following:

It is necessary to approach him, to speak to him in a soft tone of voice and at a level where the child perceives him close to him. Because if the child is left alone and ignored, he will probably be more anxious and irritable, he can even hit or throw things.

The more altered the child and the adult are, the worse the situation is, for that reason, the intensity must diminish, when they are spoken they must put their eyes fixed on the child’s eyes and ask what is the reason for that behavior.

Strategy of not rewarding children for things that are their responsibility and that in turn have been assigned.

It is very common for children to ask for rewards, but everything has its purpose and you should know the ways in which you can be rewarded.

It is good to try to give children what they need, but they must be taught to work for the things they want. Knowing that everything should not be at hand and when they want it.

Example: If the child has been asked to take out the trash because it is his responsibility, that is not why he will be rewarded, because that is his obligation and he must understand it as such.

The gifts given to children must be because it is born to give it to them, not because they have to do something to obtain them, in this way they understand what duties and obligations to fulfill and that this has nothing to do with rewarding.

It is necessary to work in the child to develop his own thought, capacity for self-regulation, ability to discern, to be able to choose between good and bad things, for this we must educate.

That’s the much we can take on the topic “Strategies To Help Correct A Child With The Emperor Syndrome”.

Thanks For Reading

O3SCHOOLS TEAM

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