During a tantrum, the child is aware of his or her behavior and motives, whereas rage occurs in a semi-conscious state. ODD has an increased susceptibility to blind rage. Rage can the self-esteem of a child 13 years of age technique grow to the point where the child is capable of doing things that may normally seem physically impossible.
Children experiencing rage usually feel the effects of high adrenaline levels in the body. This increase in adrenal output raises the physical strength and endurance levels of the child and sharpens his or her senses, while dulling the sensation of pain. An explanation of this “time dilation” effect is that, instead of actually slowing the perception of time, high levels of adrenaline increase the ability to recall specific minutiae of an event after it occurs. Since people ordinarily gauge time based on the amount of things they can remember, high-adrenaline events, such as those experienced during periods of blind rage, seem to unfold more slowly.
A child in a blind rage may also experience tunnel vision, muffled hearing, increased heart rate and hyperventilation. She often focuses only on the source of her anger. Also, the large amounts of adrenaline and oxygen in the bloodstream may cause her extremities to shake. The first component is the emotion itself, defined as an affective or arousal state, or a feeling experienced when a goal is blocked or needs are frustrated. Conflict over possessions, which involves someone taking the child’s property or invading his space.
Rejection, which involves a youngster being ignored or not allowed to play with peers. The second component of rage is its expression. Others actively resist by physically or verbally defending their positions, self-esteem, or possessions in non-aggressive ways. Because the ability to regulate the expression of rage is linked to an understanding of the emotion, and because Aspergers kids’ ability to reflect on their rage is somewhat limited, they need guidance from parents and teachers in understanding and managing their feelings of rage.
Memory: Memory improves substantially during early childhood, enabling children to better remember aspects of rage-arousing interactions. Language: Talking about emotions helps Aspergers kids understand their feelings. The understanding of emotion in these young people is predicted by overall language ability. Parents and teachers can expect individual differences in the ability to identify and label angry feelings because the kids’ families model a variety of approaches in talking about emotions. Self-Referential and Self-Regulatory Behaviors: Self-referential behaviors include viewing the self as separate from others and as an active, independent, causal agent. Self-regulation refers to controlling impulses, tolerating frustration, and postponing immediate gratification.
Initial self-regulation in Aspergers kids provides a base for parents and teachers who can develop strategies to nurture these kids’ emerging ability to regulate the expression of rage. All of us exhibit some “signs” just as we begin to get angry. For example, you may detect a certain “look in the eye,” a tone of voice, or a tightness in the child’s body. Thus, your first course of action is to help your youngster observe these signs right at the onset of rage. Give that signal as soon as your youngster starts “stewing” about something. If your Aspergers youngster is too young for such self-control techniques, use distraction as soon as you notice her exhibiting a rage sign. Teach your Aspergers kids to talk about how they feel.
Give them a language to express their feelings. If they are too angry to talk or don’t have the words to express their feelings, ask about the feelings relevant to the specific situation. For example, “Do you feel rejected? The thought, “It’s not fair,” is a big rage-arouser for many Aspergers kids. If that is the case, ask them, “Do you feel you are being treated unfairly?
When your youngster answers the question, listen and don’t rush to negate his feelings. If the Aspergers youngster refuses to be distracted or engaged in dialoguing about her rage and starts yelling, stomping or breaking an object, impose appropriate consequences. But have these consequences in place ahead of time to serve as a guideline. That means that you have discussed them with your Aspergers child beforehand and written them out for future reference. How about your own rage in response to your Aspergers youngster’s rage? You can set an example of rage control for your youngster. No teaching technique is as effective as a parent “modeling” for the youngster with his or her own example.
One thing that makes many moms and dads angry is to see their youngster challenging their authority and defying them. Sometimes it may appear so, but that may not be the intention of the youngster. Of course, you shouldn’t give in to the child’s demands, but try to understand what might really be his or her intention. Some Aspergers kids get upset when they know they made a mistake.