Peers

Peers will tend to have more influence the older your child gets. Of course, this carries over even into adulthood.

It makes sense to me to address this topic even before your child's school years and definitely after they have already started school.

I like to suggest that practice makes things easier if your child has had some forewarning and experience prior to their school experience with children in their own age group.

Ideally, this should be practiced many times in the toddler years well before your child goes to preschool or kindergarten for the first time.

Keep in mind that just because kids are the same age does not mean they are at the same stage of development or maturity. This is readily observable if you have access to a group of kids in the same age group.

I recommend that you take stock of your child's current energy settings as they relate to their age group and in all of their social interaction scenarios.

As human beings we are all subject to and dependent on a sense of belonging and acceptance when it comes to our interactions with others.

And as with anything else, it requires practice and plenty of time and space for mistakes to be made and lessons to be learned.

Ask yourself, "How well does your child get along with others?" "Are they comfortable in situations with other kids either in school or after school activities?" "What can be done to give them more opportunities to develop these interpersonal skills they will need to engage with their peers?"

These are questions you should ask at least once per year while your child is growing up. Make sure their development in this area is given just as much focus as their academics and extracurricular activities.

I want to emphasize the fact that even in social interactions and peer group relationships, your child's previous experiences will dramatically affect how they do with others in any given scenario.

Let's take the situation where a child has experienced bullying by other kids in school. This unfortunate situation is commonplace and can result in a real problem with peer group interactions. If the child generalizes this experience and withdraws from all peer group activities, not only will he or she miss out on valuable learning experiences and friendships, but the ability to confront and overcome adversity will be inhibited and diminished.

It is much better to acknowledge a problem at the time it is happening, rather than waiting for the child to "outgrow it".

Here again, the past settings a child has adopted to cope with peer group pressure or adversity needs to be updated and helped through the process of changing into more appropriate settings which will serve your child better in the years to come.

This can be hard to discern unless you go looking for it. In my practice, I have come across cases where the child is reacting to some social anxiety or inhibition coming from the parents or from the extended family history, and not the child's own experience.

This is only explainable through the energy medicine system which is not limited to just the child's individual experience and memories by themselves, but includes other people and even other time frames.

Ask yourself if it's possible that your child may be carrying on certain predispositions or tendencies that come from your extended family history.

Usually, just becoming aware of this influence will highlight and dramatically decrease its energy effect on your child and thereby lead to more updated and targeted settings based on your child's own experience.