Needs

Question 1

• A child who feels competent is confident in approaching new things and learning in their way, and at their own pace
• They are encouraged, supported, and recognized for their achievements, be they academic, social, emotional, practical, or other
• They feel they have achieved something and are able to achieve more, which has a positive impact on their self-esteem, ambitions, and resilience

Answer 1

(met)

Question 2

• A child who does not feel competent may be reluctant to try new things
• They may have additional needs which make tasks harder or have had limited opportunities to learn or try new things due to an unstable environment or overprotective family members doing everything for them
• THey may view themselves as incompetent or feel ill-equipped to cope, resulting in poorer self-esteem, avoidance, or higher levels of dependence on others
• THey may be easily frustrated and upset and behave in a way which is deemed to be disruptive or “naughty” rather than stay on task

Question 3

• A child whose parents or caregivers do not set and enforce realistic, age-appropriate limits is more likely to engage in dangerous or problematic behavior
• They may struggle with impulse control and frustration and behave in an entitled or spoiled manner
• They may feel anxious or uncontained as a result of being unsure of what is expected of them
• Overly strict or punitive parenting may result in anxious, dependent, or rebellious presentation in children

Question 4

• A child who has had realistic limits set for them understands how and when to compromise their autonomy and self-expression for the good others, a task, or their own wellbeing and safety
• They are better able to tolerate frustration
• Children with reasonable, age-appropriate limits are more likely to be safe, and to be able to focus on developmentally appropriate goals
• Their parents are not overly strict or punitive, nor are they too permissive and likely to turn a blind eye to potentially dangerous or maladaptive behavior

Question 5

• A child who is appreciated for their unique qualities, talents, and personality will learn to appreciate themselves
• They are more likely to be confident and have a positive sense of identity
• They might be more resilient in the face of challenges and willing to try again when they fail
• A child with a good sense of self-appreciatsion and self-worth may find it easier to develop healthy relationships and set limits with regard to how others treat them

Question 6

• A child who is neglected, abused, or punished for something beyond their control might learn that they have little value to others and therefore struggle to appreciate themselves
• They are more likely to take failures personally and to quit rather than persevere
• Children with little or no self-appreciation may struggle to express themselves or develop a positive sense of identity
• They may try to be who others want them to be, seek to be unnoticed, or accept that they are no good and behave in problematic ways
• They may be more vulnerable to mental health problems and substance misuse

Question 7

• A child who is not able to express their feelings and needs is likely to struggle to understand what they are feeling, why, and what to do about it
• This may result in problems with emotional regulation which may manifest as behavioral problems/anger outbursts
• They may have parents who are emotionally restricted, emotionally or physically unavailable (because of work or sickness), or punitive and intolerant
• Children who are not able to express their needs may self-harm or use substances
• They may struggle to alert an adult if something is seriously wrong

Question 8

• A child who feels able to express their needs and feeings is better able to understand and manage their experiences
• They are listened to, validated, and comforted or supported
• They understand and accept their needs and emotional reactions and develop a range of healthy coping strategies
• They are more able to ask for help, express their views, and empathize with others

Question 9

• A child who feels able to express their needs and feelings is better able to understand and manage their experiences
• They are listened to, validated, and comforted or supported
• They understand and accept their needs and emotional reactions and develop a range of healthy coping strategies
• They are more able to ask for help, express their views, and empathize with others

Question 10

• A child who is not allowed to play or be spontaneous misses opportunities to learn, innovate, express themselves, and socialize
• A child may be prevented from playing by strict parents with an excessive focus on academic achievenemtn, or a lack of safety, stability, and security at home. WIthout adequate support, young carers may also miss out on the opportunity to play.
• Children who cannot play or be spontaneous may have poorer problem-solving and communication skills and resort to aggression or maladaptive coping strategies more readily. They may also be at higher risk of obesity.

Question 11

• A child who is appropriately nurtured has parents or caregivers who are emotionally and physically available to consistently and sensitively meet their needs
• They are encouraged to express their needs and preferences and treated with respect when they do
• Children who are nurtured feel loved, valued, and confident in themselves. They learn to manage their feelings and are willing to give things a go.
• Based on their own experiences, they can show love and kindness to others, be creative, and learn without fear through play and experimentation.

Question 12

• A child who is not adequately nurtured or is emotionally neglected is more likely to struggle to form healthy, lasting relationships with others.
• They may struggle to understand emotions which may lead to problems with self-compassion or empathy. They may struggle to self-soothe, which might result in maladaptive coping strategies including aggression, self-harm, and substance misuse.
• An emotionally neglected child is likely to have poor self-esteem and may come to believe they are fundamentally unlovable or flawed.
• These children may be prone to depression, anxiety, shame, and loneliness.

Question 13

• A child who feels like they belong feels valued, cared for, accepted, loved, included, and supported
• They are listened to, encouraged to join in, and valued for what they can contribute. This has a positive impact on self-esteem and confidence, as well as providing opportunities to develop important social skills
• A child who feels confident they belong can focus on other things such as learning

Question 14

• A child who does not feel like they belong might feel unloved, unprotected, and unwanted. They might experience intense loneliness, sadness, and anxiety.
• They might feel like they do not belong at home, school, or with peers, and this may result in low self-esteem and a belief that there is something wrong with them
• They may feel that no one will help if they need it and struggle to see themselves as valuable
• Their unmet need for connection may leave them vulnerable to exploitation, e.g. by gang members or predatory older children or adults

Question 15

• A child with a stable home and family environment can focus on the task of development and learning without excessive anxiety
• They know what to expect in terms of care and routine and do not need to worry about homelessness or where their next meal will come from
• Discipline and care are consistent, and the child feels confident, secure, safe, and valued in their relationships
• A child with a stable environment can pursue their interests, develop a strong snse of their identity and preferences, and ultimately achieve their potential

Question 16

Question 17

• A child who has a good sense of their identity has been allowed to explore their preferences and express themselves (within limits)
• They have had positive experiences which have enabled them to develop a sense of themselves as important, valued, and respected
• Children who feel they belong may develop a sense of themselves as part of groups as well as an individual and see themselves as multifaceted
• Their identity is not fixed and continues to be shaped by experience while the child maintains a core sense of who they are and what matters to them

Question 18

• A child who lacks opportunities to be appreciated for their unique qualities or is told these are unacceptable, undesirable, or unwelcome will struggle to develop a positive sense of their own identity
• SImilarly, a child who is only valued for one aspect of their identity (e.g. their skill in football or their looks) is vulnerable to distress and depression if this is threatened, e.g. through an accident
• Children with a poor or negative sense of their identity may lack self-esteem, subjugate their own needs, and lack confidence to try new tasks or make friends

Question 19

• Parents or caregivers who are concerned with the safety of their child are likely to set age-appropriate limits, make use of safety equipment, reduce access to potential dangers, and teach the child about risk and danger
• A child who finds themselves in a warm, friendly, nurturing environment is more likely to feel safe
• A child who feels safe can relax and focus on learning and exploring the world
• They are confident that if something goes wrong or they become anxious, someone will be available to help and they will be protected from danger

Question 20

• A child whose parents or caregivers do not ensure their safety is at risk of physical and emotional harm
• The parents may be neglectful for a range of reasons, including working long hours due to financial stressors, physical or mental ill health, substance misuse, or a lack of awareness on their own part
• Children who are not kept safe may be physically injured
• Children who ar enot taught about potential dangers may be at risk from others as well as from their environment

Question 21

• A child who has overly protective or strict, authoritarian parents/carers may lack the opportunities to explore the world for themselves and develop confidence in their own abilities, competence, and safety
• They may be fearful or dependent, and cling to their parents or caregivers
• They may struggle to make decisions or initiate tasks and be unsure of their own preferences or interests
• Children who lack autonomy may also rebel as they become aware of the relative freedom of peers and have more time away from their parents (e.g. in adolescence)

Question 22

• A child who is permitted to be age-appropriately autonomous explores the world, attempts problem-solving, and develops confidence in their own abilities
• They are allowed to help with tasks they can manage, attempt to do things independently, and have their views and preferences heard
• Pursuing what interests them allows children to develop and increasing sense o their own identity and preferences