Chapter One

Sensitivity

A Better Light on “Shy” and “Fussy” Children

This chapter helps you decide if you have a highly sensitive child and explores the trait thoroughly. It also provides more knowledge about all of your child’s inherited temperament traits. Our goal will be to free you of any misconceptions you may have heard about sensitive children. Finally, we will distinguish high sensitivity from actual disorders (which it is not).

Well, if he were my child, he’d eat what was set before him.”

“Your daughter is so quiet—have you considered seeing a doctor about that?”

“He is so mature, so wise for his age. But he seems to think too much. Don’t you worry that he isn’t more happy and carefree?”

“Jodie’s feelings are so easily hurt. And she cries for other kids, too, when they are teased or hurt. And during the sad parts of stories. We don’t know what to do for her.”

“In my kindergarten class, everyone participates in group time, but your son refuses. Is he this stubborn at home?”

Are these sorts of comments familiar to you? They are to the parents I interviewed for this book. They had heard all sorts of well-intentioned comments like these from in-laws, teachers, other parents, and even mental health professionals. If you’ve received such comments, it is almost surely a sign that you are the parent of a highly sensitive child (HSC). And, of course, they are troubling, because you’re hearing that something is odd or wrong with your child, yet you find your child marvelously aware, caring, and sensitive. Furthermore, you know that if you followed the well-intentioned advice, like forcing your child to eat foods he dislikes, socialize when he does not feel like it, or taking him to a psychiatrist, your child would suffer. On the other hand, if you follow the lead of your child, he thrives. Yet the comments keep coming, so you wonder if you’re a bad parent and if your child’s behavior is your fault. I have heard this same story over and over.

THE OPERATING MANUAL FOR YOUR CHILD

No wonder you worry that you may be doing something wrong. You have no one to help you. You have probably noticed that most parenting books focus on “problem behaviors”—restlessness, distractibility, “wildness,” and aggression. Your child is probably anything but a problem in these senses. You’re struggling with issues that the books don’t talk about so much—eating problems, shyness, nightmares, worrying, and intense emotions that are not directed so much at others as they are simply outbursts. The usual advice that you eliminate unwanted behaviors through “consequences” (punishment) often does not work—your child seems crushed by punishment or even criticism.

In this book you will receive advice, but only for sensitive children and from parents of sensitive children, myself included, plus specialists in this trait. And our first advice is not to believe people when they imply there is something wrong with your child, and do not let your child believe it either. Nor are your child’s differences your fault. Of course parenting can always be improved, and this book will “improve” you more than others, because, again, it is written entirely with your “different” child in mind. But forget the idea that the problem is some basic flaw in parent or child.

“DISCOVERING” HIGH SENSITIVITY

According to my own scientific research and professional experience as well as that of many others who have studied this trait under different, less accurate labels, your child has a normal variation in innate human temperament. She is one of the 15 to 20 percent born highly sensitive—far too many for them all to be “abnormal.” Furthermore, the same percentage of sensitive individuals is found in every species that has been studied, as far as I know. With evolution behind it, there must be a good reason for the trait’s presence. We will get to that in a moment, but first, a little bit about this “discovery.”

I began studying high sensitivity in 1991, after another psychologist commented to me that I was highly sensitive. I was curious personally, not planning to write a book or even to try to tell anyone about my findings. In my community and the university where I was teaching, I merely asked to interview people who were “highly sensitive to physical or emotionally evocative stimuli” or “highly introverted.” At first I thought sensitivity might really be the same as introversion, which is the tendency to prefer to have one or two close friends with whom one can talk deeply, and not to be in large groups or meet strangers. Extroverts, on the other hand, like large gatherings, have many friends but usually talk less intimately with them, and enjoy meeting new people. It turned out that introversion was not the same as high sensitivity: Although 70 percent of highly sensitive people (HSP) are introverts, a tendency that is probably part of their strategy to reduce stimulation, 30 percent are extroverts. So I knew I had uncovered something new.

Why would a highly sensitive person be extroverted? According to my interviews, they were often raised in close, loving communities—in one case even a commune. For them, groups of people were familiar and meant safety. Others seemed to have been trained to be outgoing by their families—it was imperative, and as good HSPs they tried to do what was expected of them. One woman recalled the day and hour she decided to become an extrovert. She had lost her best and only friend and decided then and there not to depend anymore on having just one friend.

Since discovering that the trait of sensitivity is not the same as introversion, I have found other evidence that sensitive people are also not inherently shy or “neurotic”—that is, anxious and depressed. All of these descriptors are secondary, noninnate traits found in some sensitive people as well as in many who are not sensitive.

When I made my request to interview sensitive people, I was swamped with volunteers, and finally spoke individually with forty men and women of all ages and walks of life, for three hours each. They really wanted to talk about this—the term and why it meant so much to them the moment they heard it. (Many adults purchase The Highly Sensitive Person simply because they recognized themselves in the title, and likewise you may have bought this book because you recognized your child in its title.)

After discerning the many details of sensitivity from these interviews, I was able to create a long questionnaire about it, and later a shorter one (see pages 88–89), and have since given these to thousands of individuals. The 20 percent or so who are highly sensitive usually immediately grasp the concept as describing them. The nonsensitive 80 percent or so truly do not “get it” and some answer “no” to every item. I found the same results through a random phone survey. Sensitive people really are different.

Since then I have written and taught on the subject extensively, and soon saw the need for a book on raising highly sensitive children. There were too many sad stories from adults about their difficult childhoods, in which well-meaning parents caused tremendous pain because they did not know how to raise a sensitive child. So I interviewed parents and children, and from those talks developed a questionnaire that was given to over a hundred parents of all types of children. That survey, when honed down to the questions that best distinguish HSCs from non-HSCs, became the parent’s questionnaire at the end of the Introduction.

WHAT IS HIGH SENSITIVITY?

Highly sensitive individuals are those born with a tendency to notice more in their environment and deeply reflect on everything before acting, as compared to those who notice less and act quickly and impulsively. As a result, sensitive people, both children and adults, tend to be empathic, smart, intuitive, creative, careful, and conscientious (they are aware of the effects of a misdeed, and so are less likely to commit one). They are also more easily overwhelmed by “high volume” or large quantities of input arriving at once. They try to avoid this, and thus seem to be shy or timid or “party poopers.” When they cannot avoid overstimulation, they seem “easily upset” and “too sensitive.”

Although HSCs notice more, they do not necessarily have better eyes, ears, sense of smell, or taste buds—although some do report having at least one sense that is very keen. Mainly, their brains process information more thoroughly. This processing is not just in the brain, however, since highly sensitive people, children or adults, have faster reflexes (a reaction usually from the spinal cord); are more affected by pain, medications, and stimulants; and have more reactive immune systems and more allergies. In a sense, their entire body is designed to detect and understand more precisely whatever comes in.

How HSCs Sort Oranges

When I was little my father liked to take our family to visit factories, where he would talk the managers into taking us on a tour. The steel mills and glass manufacturers overwhelmed me, of course, because I was highly sensitive. They were too loud, hot, and fiery, and I would cry, so that I dreaded these trips. My nonsensitive family members, on the other hand, were annoyed by my tour-stopping behaviors. But I liked one tour—the orange-packing plant. I liked the ingenious invention that moved the oranges down a shaking conveyer belt until they fell into one of three sized slots—small, medium, or large.

I now use that experience as a way to describe the brains of HSCs. Instead of having three slots for processing what comes down the conveyer belt to them, they have fifteen slots, for making very fine distinctions. And all goes well until too many oranges come down the belt at once. Then you have a huge jam up.

So of course HSCs probably will not like the loud mariachi band in the Mexican restaurant, noisy birthday parties, playing fast-paced team sports, or everyone watching while they give an answer in class. But if you need a guitar tuned, a clever idea for party favors, a witty play on words, or to win a game like chess that requires anticipating consequences or noticing subtle differences, your HSC is the one to have around.

Is It All or None?

Can your child be just a little sensitive? Some researchers say you either have the trait or you do not; others say it is a continuum. My own research says both—that is, some HSCs seem more sensitive than others, probably because there are so many ways that a child’s environment can increase or decrease how much sensitivity is expressed. But if it were a true continuum, like height or weight, most people would be in the middle. In fact, the distribution of highly sensitive people is more like a flat line, perhaps even with a few more people at either end.

Inside the Highly Sensitive Child

Let’s go farther inside the mind of your HSC. Yes, he notices more, but he may have a “specialty.” Some tune in to social cues, mainly noticing moods, expressions, or relationships. Some HSCs mainly notice the natural world, such as changes in the weather or the qualities of plants, or they seem to have an uncanny ability to communicate with animals. Some express subtle concepts, or the humorous and ironic. And some are mainly vigilant in new surroundings while others are mainly bothered by a change in the familiar. Still, in all cases, they are noticing more.

Your HSC is also thinking more than other kids about what she has noticed. Again, there is always variation. She may be pondering and asking you questions about social dilemmas—why you did what you did, why one kid teased another—or larger social issues. Another HSC might be trying to solve difficult math or logic puzzles, or worrying about “what would happen if,” or making up stories or imagining their cat’s thoughts. All kids do these things, but HSCs do them more.

The HSCs’ reflecting on “what’s come in,” particularly whatever they have seen or heard, may be quite conscious and obvious, as when they ask for more time to decide something. (You have probably noticed that trying to get an HSC to decide quickly is like trying to walk a male dog quickly past fire hydrants.) But often HSCs’ processing is entirely unconscious, as when they just intuitively sense what is going on with you. Indeed, intuition might be defined as knowing something without knowing how you know it, and sensitive people are generally highly intuitive.

The processing may be rapid, as when a child instantly knows “something’s up” or “you changed my sheets” when other children would not notice. Or it may be slow, as when HSCs think about something for hours, then announce some startling insight.

Finally, as a result of taking in more and processing it more completely, if the situation is creating an emotional response (and all situations do to some extent), your HSC is going to feel stronger emotions. Sometimes it’s intense love, awe, or joy. But because all children are dealing with new, stressful situations every day, HSCs will also have to feel fear, anger, and sadness, and feel these more intensely than other children.

Because of these strong feelings and deep thoughts, most HSCs are unusually empathic. So they suffer more when others suffer and become interested early in social justice. They are also brilliant interpreters of what is happening in anything or anyone that cannot speak—plants, animals, organs in bodies, babies, those not speaking the sensitive person’s language, and the very elderly when they suffer from dementia. They tend to have rich inner lives. And again, HSCs are conscientious for their age—they can imagine for themselves or understand when you say “what if everybody did that.” They also tend to seek the meaning of their lives very early.

Mind you, HSCs are not saints. In particular, with a few bad experiences, they are more likely than others to become shy, fearful, or depressed. But with a little gentle guidance, they are exceptionally creative, cooperative, and kind—except when overwhelmed. And whatever they are doing—or not doing—HSCs do stand out, even though they are not “problems” in the usual sense.

Long before I knew I was raising a highly sensitive child, I just knew my son was “different.” He was aware, incredibly creative, conscientious, cautious in new situations, easily hurt by his peers, not fond of “rough and tumble” play or sports, and emotionally intense. He was hard to raise in some ways, easy in others, and always stood out, even if only as the kid who was not joining in. So I developed the motto that I shared with you in the Introduction: If you want to have an exceptional child, you must be willing to have an exceptional child.

The Problem of Becoming Easily Overstimulated

Although I could sing the praises of HSCs for many pages, you are reading this book because you need help. Unfortunately, most people—and that includes parents—tend to notice mostly the down side of sensitivity. This is, again, because HSCs are easily bothered by things other children do not notice, and can become totally overwhelmed by a noisy, complex, constantly changing situation, like a classroom or a family reunion, especially if they are in that environment for too long. How could they not be bothered, when they sense so much in every situation? But given the fact that HSCs are in the minority, their reactions and solutions often seem odd to others. Hence all those hints from others, or perhaps suspicions in your own mind, that your child is abnormal.

What are some of the ways in which HSCs try to deal with overstimulation? No child will do all of these, but some will likely be familiar to you. Often HSCs complain a great deal—it’s too hot, too cold, the fabric is too itchy, the food is too spicy, the room smells too weird—things other children would not even notice. And they may choose to play alone, watch quietly from the sidelines, eat only familiar foods, or stay in one room or indoors or in a certain spot outside. They may refuse for a few minutes, hours, days, or even months to speak to adults, strangers, or in class. Or they may avoid “typical, fun kid activities” like summer camp, soccer, parties, or dating.

Some HSCs throw tantrums and have rages to avoid what irritates or overwhelms them or as a reaction to it. Others try to cause no trouble, to be perfectly obedient, hoping no one will notice them or expect more of them. Some stay glued to the computer or read all day, mastering a smaller world. Others will begin to overcompensate for what seems to them to be a flaw, by striving to be stars or perfect.

Some overstimulated HSCs bounce off the walls and seem to have attention deficit disorder, ADD (but their attention is fine when they are not overstimulated and have their priorities straight—more about that later). Or they have “meltdowns,” lying on the floor and screaming. Others become very still and quiet when overstimulated. Some develop stomachaches or headaches—their body’s reaction and also its solution if that means they can go and rest.

Finally, as we will see, some HSCs feel they have tried everything and finally give up. They become afraid and withdrawn and lose hope.

Children can exhibit any of these behaviors for other reasons, and all children can become overstimulated without being HSCs. But too often sensitivity is the last explanation adults think of when children rage, are depressed, bounce off the walls, have stomachaches, or become stressed-out overachievers. It is my hope that, with the publication of this book, people will no longer overlook that possibility. At the end of the chapter I will discuss how to distinguish an overaroused HSC from children who are not sensitive and children with more serious problems.

If There Are So Many HSCs, Why Haven’t I Heard of This Before?

Today, we know that about 50 percent of personality is caused by innate temperament differences such as high sensitivity. The other 50 percent is caused by experiences or the “environment.” But not so long ago psychologists believed that a person’s personality was completely determined by experiences, especially experiences within the family.

When psychologists did begin to study temperament, it was easy to describe the actions and feelings of active children as they were observed in the laboratory or at school, but harder to describe those who stood in the back of the room or were quiet. You might say that this difference of doing less was the easiest to observe—all cultures observe this difference in people—but the hardest to describe. So observers tended to assume that the quiet ones were shy, afraid, unsocial, or inhibited. In identifying the trait of high sensitivity, we have simply gained a more accurate label.

I see no evidence that children are born afraid, timid, shy (afraid of social judgments), negative, or preferring to avoid human contact. Such innate fear would be a terrible flaw in a social species such as ours. It would not have withstood the tests of evolution and been passed on over generations, as this trait clearly has been. All of these reactions or characteristics, if they arise, can be better understood as a vulnerability due to something more basic, sensitivity. (Or in some shy, fearful, inhibited nonsensitive people, these reactions are purely due to bad experiences, but not genetics.)

What we call this trait does matter. Labels tell us what we are dealing with as well as affect how children are viewed and view themselves. Naturally, those in the majority, the nonsensitive, have developed assumptions about what is going on inside sensitive children. Sometimes they may be projecting a bit—seeing in the “other” what they do not like and want to be rid of in themselves (perhaps fear or what they see as “softness” or “weakness”). But from the inside, sensitive children and their parents know the rest of the story—these children are sensitive.

IS YOUR CHILD HIGHLY SENSITIVE?

If you have not already done so, fill out the questionnaire at the end of the Introduction. Every “true” is a statement about an HSC. These questions are the result of research involving thousands of children. However, not all the statements will be true of every HSC. Children, like adults, vary enormously, in both their other inherited traits and the environment in which they grow up. So another way to decide is to do what you are doing—reading this chapter—and then seeing if it seems to fit your child.

Parents often know right away that they have an unusually sensitive child. Any newborn can be fussy or colicky, but sensitive infants cry mainly when there’s too much (for them) happening around them for too long. And for a sensitive infant, it takes much less to be “too much.” Sensitive children are also more affected by the moods of their parents—for example, anxiety. You can imagine the vicious circle that can create—you will find more on this topic in Chapter 6.

On the other hand, some sensitive babies don’t cry very much at all. Their parents have caught on to their infant’s sensitivity, perhaps because they are sensitive themselves, and have kept their child’s world calm and not too stimulating. Yet sensitive infants are still noticeable—they seem to follow everything with their eyes, respond to every sound or change in tone, and react to the fabrics against their skin or the temperature of their bathwater. As they grow, HSCs notice even more—that you are wearing a new shirt, that the broccoli has some spaghetti sauce on it, that there aren’t any trees growing here, that Grandma moved the sofa. And again, they are even more easily overwhelmed as they grow because they are experiencing so much more and have not yet become familiar with what they see, or learned how to reduce what their senses are absorbing.

So Why Is My Child Sensitive but Others Aren’t?

Any temperament trait is an innate, and thus very basic, aspect of a person’s behavior. It is genetically determined and usually present from birth. The basic temperament traits are found not only in humans but in all higher animals. Think of the temperaments typical in different breeds of dogs—the friendly Lab, the aggressive pit bull, the protective sheep dog, the proud prancing poodle. How they are raised matters, too, of course, but you cannot make a bulldog act like a Chihuahua. These personalities evolved, or were developed by breeders, because they are highly adaptive in certain situations. Therefore they are not disorders or impairments. All of them are normal dogs.

Biologists used to think that evolution guided every species toward a perfectly adapted prototype for living in a particular ecological niche. There is a design for an elephant that will work perfectly—a perfect length of trunk, height, thickness of skin. Elephants born with these features will survive while those that do not will die out.

Yet it turns out that in most or perhaps all animal species we find two “personalities.” A sizable minority are like your child—more sensitive, aware of subtleties, checking everything before proceeding—while the majority go boldly ahead without paying close attention to the situation or their surroundings.

Why would this difference exist? Imagine two deer at the edge of a meadow with grass that looks especially nutritious. One deer will pause a long time to be certain no predators are lurking. The other will pause briefly, then rush out and eat the grass. If the first deer was right, the second deer is dead. If the second deer is right, the first deer misses out on the best grass and, if this happens often, may suffer from malnutrition, become diseased, and die. So having two strategies, two “breeds” of deer in a herd, increases the odds of that group of deer surviving no matter what happens in the meadow that day.

Interestingly, even a study of fruit flies found this difference—and the gene that causes it. Some fruit flies have a place on their “forage” gene that makes them “sitters”—they do not forage far when food is present. Others are called “rovers” and do forage afar. Even more interesting, the gene causes the sitters to have the more sensitive, highly developed nervous systems!

In another animal experiment, looking at the “personality types” of pumpkinseed sunfish, a pond was filled with traps. According to the researchers, the majority of fish were “bold” and behaved “normally” by going into the traps, while the minority, the “shy” fish, escaped the traps. (What I want to know is why the two types weren’t called the stupid and the smart sunfish? Or at least the nonsensitive and sensitive!)

HOW THE HUMAN SPECIES WILL BENEFIT FROM YOUR HSC

In human groups there are enormous advantages to having a large minority who reflect before acting. They notice potential danger sooner; the others can then rush out to take care of it (and even enjoy the excitement of it all). The sensitive ones think carefully about consequences, too, and often insist that the others pause, see what may happen, and develop the best strategy. Clearly the two work best in combination.

Traditionally, sensitive people have been the scientists, counselors, theologians, historians, lawyers, doctors, nurses, teachers, and artists (for example, at one time sensitive people naturally became their town’s schoolmaster or -mistress, preacher, or family doctor). But, increasingly, sensitive persons are being nudged out of all these fields due to what seems to be a cycle that starts with the nonsensitive moving aggressively into decision-making roles, where they, quite naturally due to their temperaments, devalue cautious decision making, emphasize short-term profits or flashy results assertively presented over a quieter concern for consistent quality and long-term consequences, and do not need and so eliminate calm work environments and reasonable work schedules. Sensitive people are discounted, have less influence, suffer, or quit. Then the nonsensitive control the profession even more.

My description of this cycle is not meant as a complaint—merely an observation about a probable reason for these professions becoming more profit-oriented and less satisfactory in their results. In today’s world, too, if decision makers are not thinking enough about complexities and consequences, there is also danger as well as discomfort when there is an imbalance between the influence of the sensitive and nonsensitive. So it is critical for all of us that your HSC emerge from your home feeling confident and important, so he can share his gifts and have a solid influence on others.

Your Child Is Still Utterly Unique—Like Rhoda’s Three

Now that I have made a case for “sensitive” as the best label for this trait, let’s admit one problem with labels (there are others of course). It seems as though as soon as we give something a label, we think we know quite a bit about it, whether it is a camellia, a German shepherd, or an HSC. In fact, we still know very little about each individual camellia, German shepherd, or HSC.

As I interviewed parents and children specifically for this book, I was stunned by the uniqueness of each HSC, even more than in adults. It made me agree yet again with Margaret Mead, who said that children are born with a great variety of traits, like the many hues of a palette, but the culture encourages only certain ones. The others are ignored or flatly discouraged, so that by adulthood there is less variety.

In childhood, however, there is a vast palette, even among HSCs. Consider Rhoda, a highly sensitive person with three older HSCs—ages twenty-two, twenty, and sixteen. As children, they were all more aware of stimuli than other kids. They all needed more rest and “down time” than their peers. People told all three of them at various times that they were “overreacting” and “too sensitive.” Each found some form of artistic endeavor to express their intense awareness.

But such different children! Ann, the oldest, is a photographer. She likes fresh experiences—she rides motorcycles, jumps out of airplanes. Andrew, the middle child, is conservative, particular, and “fussy.” He is a visual artist. His work is very detailed and careful. From birth he was always the most sensitive to sound and to scents.

All three are intensely emotional, but Ann and Andrew do not let it show. Tina, the youngest, has always been more dramatic and expressive. As a child she threw tantrums. As a teenager she has dark depressions. Her art form is poetry—something she can read out loud. Her colds are more likely to become bronchitis or even pneumonia, something that takes her to the doctor’s office.

WHY DO EVEN HSCS VARY SO MUCH?

One reason for the variation among HSCs is that temperament traits seem to be caused by several genes, each having small, cumulative effects. Thus each different flavor of sensitivity—sensitivity to the subtle, the overwhelming, the new, the emotional, the social, or the physical and nonsocial—may be caused by a different gene. Yet there is still something common to these different sensitivities and they may tend to be inherited together. (If the underlying trait was not one trait, my questionnaire would have uncovered several different “factors,” but there was only one.)

Here are more examples of the range of HSCs. Yes, Rhoda’s youngest, Tina, had tantrums, as do many HSCs when young and overstimulated. But in this book you will also meet Alice, who is three and has never had a tantrum. She is strong-willed and opinionated, but when she wants something, she says it in a way that is almost uncanny in its maturity.

You will meet Walt, seven, who hates sports (but loves chess); Randall, nine, who will only play baseball, and only if his mother coaches the team; and Chuck, also nine, who will play any sport and be good at it. He climbs high and loves to ski, but he knows his terrain and his limits. (On a recent skiing trip, Chuck was caught at the top in a blizzard. He cried from the stress of it, but insisted on going down anyway.)

Chuck is an indifferent student; Walt and Randall are doing great academically. Catherine has been advanced almost every grade, starting with a move from preschool to kindergarten. And Maria was her high school’s valedictorian and graduated summa cum laude in chemistry from Harvard.

You already read about Tina being an extrovert. Chuck is also extroverted, popular, already discovered by the girls. In contrast, Randall has limited friendships, mainly because he does not like to go to other homes—he dislikes the unfamiliar family members, food, and routines.

Sometimes the quality that parents notice most is their child’s emotional sensitivity. You’ll meet River, a teenager so aware of others’ emotions that he begged his mother to take in a homeless person he found in the park. (His mother decided to let the man stay until her son realized the problems with the situation and found another solution, which he did after three months.)

Melanie, eight, is another HSC with emotional sensitivity. She cries if she feels embarrassed or if someone else is teased. Her sensitivity also extends to physical pain. Afraid of falling, she did not learn to ride a bike without training wheels until her sister, three years younger, learned. Her pride finally forced her to take the risk.

Walt is mostly sensitive to new situations and people. Consider Walt’s first experience with grass: He crawled to the edge of a blanket, continued onto the grass, and cried from the shock of it. His mother remembers that two years later his sister crawled to the edge of the blanket, felt the grass, and just kept going.

Larry, thirteen now, is mostly sensitive to sound, clothing, and foods. Until kindergarten he only wore sweatshirts and sweatpants. He could not bear the roughness of jeans. Like Walt, he also doesn’t like new situations—he refuses to go to camp or take long vacations.

Mitchell, five, seems to have all the characteristics of an HSC. He is sensitive to social novelty, so he’s really struggling with starting school. He does not like birthday parties and will not wear a costume at Halloween, not wanting everyone looking at him. He is slow verbally because he’s thinking so much before he speaks—he developed some stuttering after his older cousins came to visit because he had trouble speaking as quickly as they did. He has the physical sensitivity, too, so that he does not like foods that have been mixed or socks that rub. His mother cuts the tags from his clothing because they bother his neck and waist.

THEN THERE IS EMILIO

Emilio, seven, is not quite like any of the others, yet he has the same underlying “feel.” He is very sociable and has no trouble meeting new people. He eats everything, eagerly, and is not fussy about what he wears. Yet despite his extroversion, he dislikes noise and parties and needs plenty of down time and a schedule. His sensitivity was clearly manifested in his self-imposed solution to overstimulation in infancy—in fact, it showed signs of true genius.

For the first two months of life Emilio had been crying every night at the same time, right on schedule, and was obviously miserable. Then his parents bought a playpen. From then on he was happy in it and nowhere else. He ate there, slept there, played there. If his mother took him out, he howled, and as soon as he was old enough, he crawled right back to it. He had no interest in exploring the cupboards or closets. He wanted his playpen!

Neighbors and relatives felt sorry for him, and told Emilio’s mother she had to get rid of that baby prison and stunter of exploration—a perfect example of that familiar, well-meaning advice that implies something is wrong with either the child or the parents.

But Emilio’s mother could not bear to separate her infant from his playpen. It made him too happy. The playpen was in the living room, so he was included in most family life, and to Prince Emilio it seemed to be more like a castle than a dungeon. So his mother decided to stop making an issue of it—as long as the floor of it did not break under her chubby son’s bouncing! She knew he would not be there when he was twenty. And in fact, at two and a half, when his younger brother needed it, he gave it up, not wanting to seem like a baby.

Another Source of Variation—Two Competing Systems

Another reason for the variations in the behavior of HSCs is suggested by one of the scientific models for the cause of sensitivity, which is that sensitive persons have a very active “behavioral inhibition system.” All brains have this system, but in the highly sensitive it is thought to be especially strong or active. For example, this system is associated with an active right hemisphere of the thinking part of the brain (the frontal cortex), and babies with more electrical activity and blood flow on the right side of the brain are more likely to be HSCs.

I prefer to call this system in the brain the “pause-to-check system” because that is what it really does. It is designed to look at the situation you are in and see if it is similar to any past situations stored in your memory. So it only causes “inhibition” for a moment—unless, of course, the prior similar situation was threatening. Otherwise, after a brief pause to check, one could just as easily decide to rush ahead.

For the highly sensitive, the pause-to-check urge is probably strong because they have so much input to process from every situation. Consider the two deer pausing at the edge of the meadow. The highly sensitive deer is noticing subtle scents, shadows, shades of color, tiny movements caused by the wind—or perhaps not caused by wind but by a predator. The less sensitive deer is not noticing all of this so has less to process, less reason to pause.

What the less sensitive deer has is a stronger “behavioral activation system”—it sees some good grass in the meadow and after a very brief check, it heads for it. This system, which I will call the “go-for-it system,” causes us to be eager to explore, succeed, and pursue the good things in life. It makes us want new experiences, try new things, all in the interest of knowing, acquiring, thriving.

Again, everyone has both systems, and these two systems are controlled by separate genes. Thus one can have a very strong inhibition system or a strong activation system, or both, or neither. HSCs who are high on both are like Ann or Chuck—always exploring, trying new things, climbing higher. But being HSCs, too, they do it carefully, usually without taking big risks. They know their limits.

So, another major source of variation among HSCs is the relative strength of these two systems. I will discuss this more in Chapter 3.

Now It Really Gets Complicated—So Many Other Traits

Yet another source of variation besides different genes for different kinds of sensitivity and the relative balance of the aforementioned two systems are your child’s other inherited traits. Those who study temperament have come up with several different lists. (I think of them as different ways to slice the same pie.) The best-known list is of nine traits, arising from the work of Alexander Thomas and Stella Chess. As you seek to better understand your HSC, it is important to know something about these other temperament traits. So let’s consider each, in the light of high sensitivity (the definitions are from Jan Kristal’s The Temperament Perspective).

1. Low sensory threshold. On this list from Thomas and Chess, low sensory threshold is the equivalent of high sensitivity, although their term seems to imply that the five senses are the main source of the trait and does not emphasize the deeper processing of experiences, including imagined or remembered experiences, with all their emotional implications.

2. Activity or energy level. Active children have a great zest for life. They are independent and approach everything with their entire mind and body on. They are usually well coordinated, quick to walk and talk, eager to learn, but exhausting to parent. Less active children are calm, seldom fidgety or restless, better at fine motor skills than gross ones, and in no hurry. HSCs can vary on this as much as other children (it is probably affected more by the go-for-it system). Being high in activity can help an HSC move out into the world. But when considering activity level, I like to think about both inner and outer activity. Some children, HSCs in particular, may be outwardly quiet but their minds are buzzing.

3. Intensity of emotional response. Intense children put considerable energy into their emotional expression. They seem dramatic and loud; you do not have to guess what they are feeling. Low-intensity children are subdued, showing their displeasure with little fuss, never a tantrum. Most HSCs have intense responses, but many would be considered low on this trait because they do not express their reactions outwardly, in dramatics, so much as inwardly, with stomachaches or anxiousness. It is usually not hard to see their intense response if you are paying attention. And HSCs who are outwardly intense—there are some—at least grow up with the advantage that they let the world know when they are overwhelmed.

4. Rhythmicity. Children with this trait are very predictable. You know what time they will be hungry, sleepy, or have bowel movements. When older, they are creatures of habit, keep their rooms orderly, eat regular meals and snacks, and get their work done on time. Most HSCs are fairly predictable, probably because they thrive on order, and this can be a great advantage to you and your child. But your HSC may also be quite unpredictable.

5. Adaptability. Children who are very adaptable go with the flow; they can handle changes, transitions, and interruptions; they make good travelers. Slow-adapting children need to know what to expect and when to expect it, and don’t like change that happens suddenly. They want to control situations when they don’t know what to expect. A simple statement like “Time to eat” may be met with stalling or a complete tantrum. Most HSCs seem to be poor adapters, but in reality they are being asked to adapt to too much. They are overwhelmed, or afraid of being overwhelmed, by all the new stimulation that must be processed before they can relax. On the other hand, HSCs can see the consequences if they do not adapt, both for themselves and those around them, and will try their best to be flexible. What is frustrating for parents is that these children often keep it together when away from the family, then when they come home, they “lose it” when asked to make a small transition. For the sake of being socially appropriate, they have overtaxed their ability to handle change. At home they feel free to let go.

6. Initial Reaction or approach/withdrawal. One child rushes into things, another is slow to warm up. Most HSCs pause to check, but if the HSC also has a strong go-for-it system, she might be fairly quick to engage with new people and things if it feels safe.

7. Persistence. Some children stick to a task no matter what. They like to finish what they start; they will practice something until they master it. We say they have a long attention span, until it becomes a problem, then we call it stubbornness. Other children stay with an activity briefly, then move on. It may be that they are easily frustrated and give up more easily. This is a separate trait from sensitivity, but sensitivity affects it. For example, since HSCs process things so deeply, they tend to be persistent. But their vision of how to do something perfectly can make them frustrated when they cannot achieve it, which leads to overarousal and a sense of failure, and then they want to quit and are not persistent. Or some will drop everything—not persist—if they see that someone needs or desires them to do something different.

8. Distractibility. This refers to how easily a child can be taken “off task” or shifts on his own from one activity to another. How does this differ from low persistence? A distractible child will look up from reading if someone walks by; if he is also persistent, the child will return to reading. A less persistent child keeps watching. A less distractible child would not even notice the person walking by. If he’s also not persistent, he will not read for long either, but not necessarily because of any distraction. HSCs are fairly distractible, since they notice so much, but their deep processing usually overrides their distractibility—that is, in a quiet place with no inner worries they have deep concentration.

9. Predominate Mood. Some children are said to be naturally cheerful, some irritable, some pessimistic. Many temperament counselors no longer use these labels, because they recognize that a child’s mood is deeply affected by her environment and experiences. I do not see any one mood predominating in HSCs, although I do see their moods affected more by life experiences than non-HSCs.

CLEARING UP AGAIN THOSE OLD MISCONCEPTIONS

As we come to the end of our introduction to highly sensitive children, it is equally helpful to pinpoint what your child is not. People have probably labeled your HSC in various ways that sound so true you may find it difficult to ignore those labels. So let’s consider some of these and whether they have any real merit.

First, is your child “fussy”? Yes, HSCs are definitely bothered more by “little” discomforts, changes, or oddities. But “little” is in the eyes of the beholder. What seems neat, clean, comfortable, or scent-free to one person is dirty, miserable, and reeking to another. If it is the same macaroni to you whether it’s shell-shaped or elbow-shaped, it is not to your tearful child. Respecting the reality of your HSC’s experience is basic to getting along with her. It’s okay if you do not like your child’s reactions—you each have likes and dislikes—but you each have to be respectful. You can allow your child not to like the macaroni’s shape, and she should be polite about it. Chapter 7 has advice on handling your child’s discomforts. But we will not call this type of response “fussy.”

Second, your child is not inherently timid or fearful. Again, I doubt any individual—animal or human—is born highly afraid of everything. Except for a few specific fears, such as the fear of falling, we learn what to fear from experience. It is actually rather easy to tell the difference between fear due to past bad experiences and sensitivity—people who like to pet dogs or cats know what I mean. Both the “shy” and the sensitive animals may hang back and watch you rather than rush forward. But the sensitive ones are alert, curious, and come forward eventually, deciding about you and then sticking to that decision the next time you meet. The frightened ones can barely look at you, are tense, distracted, and miserable, and may never come forward, or if they do, you have to go through it again the next time around.

It is also true that once HSCs have had bad experiences or feel unsupported, then when they do pause to check they cannot compare the new situation to old ones and assume all is well, so they truly are fearful. But to think of these children only as fearful is to miss their essence and especially their assets. When we see a lovely fair-skinned person with blond hair and blue eyes, we don’t say, “Oh, look at that skin cancer–prone person.” So why focus on the greater potential for fear in HSCs? It is important to regard every personality trait as having a purpose and to focus on the situations in which it is adaptive as well as the times when it is not.

In the same vein, HSCs are not born “shy.” I doubt anyone is born shy in the sense of fearing the negative opinions of others and being seen as not good enough. Of course, the word shy is loosely tossed around, especially about those who hang back for any reason. “Shy” is even used with animals—people will say that one in every litter is born “shy.” But when it is used in this loose way to describe any kind of hesitance, again, you are probably inaccurately labeling a child who is actually an HSC.

I was present on the first day of preschool for both my son and, fifteen years later, my nephew. Both boys, both HSCs, stood at the back of the room, just stunned by all the kids, toys, and activity. I could tell they were not afraid. They were just watching, fascinated. Both times a teacher came up and asked them if they were “shy” or “afraid.” The labeling had already begun for them.

Third, introverted HSCs do not “dislike people.” Introverts simply prefer being with one or two close friends rather than in large groups or meeting strangers. Another way to think of introverts is that they prefer to step back and reflect on what they encounter; extroverts prefer to rush forward. Introverts value the inner, subjective experience of what they encounter; extroverts value the outer, “actual” objective experience.

As I said earlier, when I began my research, I thought sensitivity might be the same as introversion, and by the last definition, it is. But most people think of introversion and extroversion as a description of how sociable one is. And by that definition, as I’ve said, about 70 percent of HSCs are introverts, but not all; some are extroverts. And not all social introverts are highly sensitive. Are introversion and extroversion inherited differences? We do not know for sure. What matters is that you know your child’s preferred, most comfortable style.

Fourth, your child is not even “overly sensitive.” Professionals with a medical background tend to think of sensitivity as a disorder, a problem of being “too sensitive” and unable to filter or coordinate the information they take in. For example, occupational therapists who use Sensory Integration Therapy to treat real problems include “oversensitivity” as a problem, as if it can be cured.

I do not wish to be critical of Sensory Integration, however. Certainly, sensitive children, like all children, may have a sensory integration problem. These show up as difficulty with balance, awkwardness or stiffness of motion, lack of coordination, and so forth. Many parents have told me that they found Sensory Integration very helpful for their HSCs, although it takes time. But I do not think being sensitive as I have defined it is a problem to be treated, much less cured. (Whenever anyone says an HSC is “overly” sensitive or taking in “irrelevant” information, I think of Sherlock Holmes, who found everything relevant.)

Finally, HSCs are not mentally ill and will not become mentally ill unless put under unusual stress. As Jerome Kagan of Harvard said about “highly reactive infants,” 90 percent do not become consistently inhibited or anxious as adults. Studies of adolescent anxiety finds it unrelated to shyness in early childhood, except in rare cases in which the families already had members with anxiety disorders. Finally, there is my own research, which indicates that those HSCs with reasonably normal childhoods were no more prone to anxiety, depression, or shyness than non-HSCs.

Furthermore, two studies have found that “reactive” children (HSCs) with good childhoods are actually less likely to have physical illnesses or injuries than non-HSCs (suggesting they are emotionally healthier as well).

STILL UNSURE IF YOUR CHILD IS AN HSC?

At the start of the chapter I said that a good way to know if your child is an HSC is simply to read this chapter and see if it fits. To help you draw your conclusion I need to make a few more comments.

First, your child is probably not an HSC if he is sensitive about only one thing, or only about something that would be expected for his age. For example, most children develop a fear of strangers in the second half of the first year, and become fussy about how things are done when they are two. Most young children are bothered by very loud noises and separations from their parents. They almost all have some nightmares.

Your child is also probably not an HSC if there was no sensitivity or fearful reactions until a big stress or change in the child’s life—a new sibling, move, divorce, or change of caregivers, for example. If your child’s personality has undergone a sudden, persistent, disturbing change—such as becoming withdrawn, refusing to eat, developing obsessive fears, picking fights constantly, or developing a sudden, very negative self-image or sense of hopelessness—that needs to be checked by a professional team, which usually includes at least a child psychologist, child psychiatrist, and pediatrician. An HSC’s reactions are fairly consistent from birth, not a sudden change, and not purely negative.

HSCs have responses that are more pronounced than those of a non-HSC, but they are within the normal range for HSCs, and the normal range on most other behaviors. They start to talk and walk at about normal times, although slight delays are common in toilet training or giving up a pacifier. They are responsive to people as well as to their environment, and eager to communicate with those they know well. And while young HSCs may refuse to talk at school at first, they should be talking at home and with close friends—that is, they should be relaxed in familiar surroundings.

HSCs and ADD

I am always asked about the relationship between the trait of sensitivity and attention deficit disorder (ADD). On the surface, there are similarities, and some professionals think many HSCs are misdiagnosed as having ADD. And, I suppose, it is possible for HSCs to have ADD. But the two are not the same at all, and in some ways are, in fact, opposites. For example, there is more blood flow to the right side of the brain in most HSCs, more to the left in those with ADD. Children with ADD probably have very active go-for-it systems and relatively inactive pause-to-check systems.

Why are the two confused? Like children with ADD, HSCs can be easily distracted because they notice so much (although at times they are so deep in thought they notice very little). But ADD is a disorder because it indicates a general lack of adequate “executive functions,” such as decision making, focusing, and reflecting on outcomes. HSCs are usually good at all of this, at least when they are in a calm, familiar environment. For whatever reason (the cause is not known), children with ADD find it very difficult to learn to prioritize, to return their attention to what they are doing once they have glanced outside or know the teacher is not talking to them personally.

Again, HSCs can generally tune out distractions when they want to or must, at least for a while. But it requires mental energy. Thus another reason HSCs can be misdiagnosed as having ADD is because, if the distractions are numerous or prolonged, or they are emotionally upset and thus overstimulated already from within, they may very well become overwhelmed by outer distractions and behave as if agitated or “spacey.” They may tire midway through a long, noisy school day because they have to make a greater effort than others to screen out distractions. Also, if they fear they will perform worse in a given situation because of overarousal and distractions—for example, during an important exam—they very often do become overaroused and therefore notice some distraction they could ordinarily tune out.

Teachers may suggest that an HSC has ADD because there is usually money for treating ADD, so the student who is thus diagnosed will receive special help—as discussed, high sensitivity is a less familiar explanation for unusual behavior. (There is also considerable controversy among those who study temperament about whether much of ADD is simply normal temperament variation that is, like sensitivity, misunderstood. For an interesting cultural discussion of ADD, with much to say to highly sensitive people as well, take a look at Ritalin Nation by Richard DeGrandpre.)

Autism and Asperger’s Syndrome

Usually, when a child has a serious problem, such as autism or Asperger’s disorder, the parents or pediatrician have spotted it early on. Autistic infants do not smile, imitate facial expressions, follow a pointing finger with their eyes, or mouth the syllables of language. At two or three they have little interest in others or responses to others’ needs and feelings. They apparently do not wish to communicate and do not engage in imaginary play, as far as we know. This is all very different from the behavior of an HSC, who is eager to communicate except when very overstimulated. High sensitivity is found in about 20 percent of the population; autism affects two to four children in ten thousand, and three quarters of them are boys. One is a normal variation, the other is a true disorder.

Asperger’s syndrome affects about one in five hundred children and is five times more common in boys. Such children often exhibit motor problems, such as strange postures, gestures not matching their speed, awkwardness, poor rhythm, and unreadable handwriting. An HSC during the stress of an examination might show poor coordination but not the other symptoms. Children with Asperger’s do seem to wish to communicate, but do so very poorly because they apparently lack an intuitive understanding of how to listen and when to talk. They cannot take hints, understand irony, keep secrets, or decipher facial expressions. They often talk monotonously on a subject no one else is interested in. None of this is true of a normal HSC.

The reason there is sometimes confusion here is that children with autism or Asperger’s are usually very highly sensitive to sensory input. But again, they are not sensitive to social input, or at least not in an adaptive way, which makes them very, very different from HSCs. I do not believe that HSCs are on some normal end of an “autistic spectrum,” although that argument has been made. A better description of children on the more normal end of the autistic spectrum would be those who are socially “odd”—eccentric, pedantic, or emotionally remote.

Again, normal children, HSCs included, are born ready and eager to relate; they are programmed for it. As we will see in Chapter 6, they are probably already emotionally responsive to their mother even in the womb; children with these other disorders are not.

What to Do If You Are Not Sure

If in doubt, have a team of professionals evaluate your child. Start by getting the name of a highly respected professional who takes a team approach, then get the names of the other professionals with whom he or she works. This may be costly, but problems caught early can usually be changed and with far less expense. You need a team because a pediatrician alone may emphasize physical symptoms or solutions. A psychiatrist will be looking for mental disorders that might be helped with medication. A psychologist will want to teach new behaviors but may miss a physical problem. Occupational therapists will emphasize sensorimotor problems and solutions; speech therapists will attend to verbal skills; a social worker will examine the family, school, and community environment. Together, they are great. Indeed, there may be some problem in each area that needs attention. (In my opinion, medication alone is never a sufficient treatment for a behavioral problem in a child, who should be learning how to cope with whatever problem she has.)

A thorough evaluation will take weeks, not hours. Those involved should want reports from you, your child’s teachers or child-care providers, and any professionals who have already seen your child. They should ask for your family’s medical records and history, and someone should observe your child and possibly you and your child together. Above all, they should talk about temperament as part of the total picture and sound knowledgeable on the subject. Unfortunately, many professionals are not, and they can make serious mistakes with an HSC. (See Resources at the end of the book for names of temperament counselors.)

Finally, during and after this evaluation, these professionals should be giving you support and encouragement. You need to be able to trust and respect these people; they are going to have a tremendous effect on your child’s life. If you have doubts about an opinion, get a second one. Those who provide the first opinion should encourage that. Do not be rushed into any treatment unless there is a good reason for speed.

Remember, HSCs are normal kids who most of the time are relaxed and outgoing with those they know well. They listen and express themselves easily. When under stress, they are temporarily out of commission, perhaps very upset. But you will also have seen them feeling good, friendly, curious, and proud of themselves.

Should you look for a “cure” for your child’s sensitivity? No. Temperament traits can be worked with so that the child learns how to cope and fit into a given culture, and parents can learn how to help with that. Trying to cure, remove, or hide a trait, however, is likely to lead to more trouble. Sensitive older boys and men in our society often feel they have to hide their sensitivity, and they do so usually at great personal cost. Variety in temperament is the “spice of life”—and perhaps the best hope of a species’ survival.

A FINAL WORD: HSCS ARE ON THE WAY TO SUCCESS AND HAPPINESS

Do you have any lingering concern that your child may find it difficult to be truly happy or successful? If so, stop worrying. Many highly sensitive people have told me that they believe they feel far more joy and contentment far more deeply than others. And a host of them are prominent professors, judges, doctors, research scientists, widely published authors, famous artists, and renowned musicians.

Yes, your child will be more aware of the problems and the pain in the world. But perhaps the best definition of happiness came from Aristotle: We are happiest when doing what, by nature, we were born to do best. The born dancer is happiest dancing, not quite as happy when baking pies. The born gardener is happiest gardening, not quite so happy trying to write poetry. But one thing all humans were born to do, by nature, is simply to be aware, fully aware. In that sense HSCs are superb humans. Being superb at what they do best by nature provides them with this highest form of happiness, even when, in their case, it may also bring a greater awareness of suffering and loss, even death. You will be part of their working through the consequences of this awareness, which means your life, too, will be deepened.

As we will discuss in the next chapter, parenting an HSC is one of life’s greatest and happiest challenges. You make more of a difference with such a child, and so the rewards are greater, as are the issues to be addressed. If being a parent makes you happy, then using Aristotle’s argument, a child who asks more of you as a parent should be a source of greater joy.

Applying What You Have Learned

Appreciating Your Own Child

Now that you are familiar with the trait of sensitivity, its flavors, the other temperament traits, and are rid of some misunderstandings about HSCs, you are in a very good position to take a fresh look at your child. Fill out the following assessment. You might want to do it alone, with your child’s other parent, or with your child’s teacher or regular caregiver (or you can each do it and compare).

I. Types of sensitivity (check off each kind that applies):

— Physical, low threshold—for example:
Sensitive to fabrics, rough socks, tags in clothes.
Notices low sounds, subtle scents.

— Physical, intensity—for example:
Reacts more to pain than other children.
Bothered by loud noise.

— Physical, complexity—for example:
Does not like crowds or bustling places.
Does not like foods mixed or complex seasonings.

— Emotional, low threshold—for example:
Picks up on the moods of others.
Good with animals, babies, bodies, plants (beings that cannot talk).

— Emotional complexity—for example:
Has interesting insights about what is going on with people.
Has complex, vivid dreams.

— Emotional, intensity—for example:
Cries easily.
Deeply upset by another’s suffering.

— Novelty, low threshold—for example:
Notices small changes in room or your clothing.
Prefers little or only gradual changes.

— Novelty, complexity—for example:
Does not need or like many new things happening.
Dreads a major change such as moving to a new town.

— Novelty, intensity—for example:
Does not like surprises, being startled, sudden changes.
Hesitant in all new environments.

— Social novelty, low threshold—for example:
Slow to warm up again with someone she has not seen for a while.
Notices small changes in people after not seeing them for a while.

— Social novelty, complexity—for example:
The more unusual or unknown the person, the more hesitant.
Does not like to be in large groups when some are strangers.

— Social novelty, intensity—for example:
Does not like to be the center of attention among strangers.
Does not like meeting a lot of new people at once.
Does not like to be questioned by a stranger.

Next, rate your child on the seven traits from Thomas and Chess (leaving out “sensory threshold” because it is the same as sensitivity and you have already measured that in a better way, and leaving out “predominate mood” for the reasons given earlier in the chapter). You can look back at pages 22–24 if you have forgotten to what these traits refer.

1. Activity or energy level: Low Medium High

2. Intensity of emotional response: Low Medium High

3. Rhythmicity: Low Medium High

4. Adaptability: Low Medium High

5. Initial reaction: Approaches Variable Draws back

6. Persistence (attention span): Low Medium High

7. Distractibility (easily shifts attention to a new stimuli): Low Medium High

Now, check off what you regard as your child’s other strengths:

Artistic ability

Scientific ability

Skill at mental games

Athletic ability

Patience

Empathy

Conscientiousness

Great sense of humor

Spiritual interests

Intelligence

Kindness

Concern for social justice

Others_______________________

Your child’s problem areas (in your opinion). Some examples might be:

Trouble with coordination or playing sports

Shyness, often afraid of being rejected

Negative mood or behavior

Stubbornness

Rudeness, selfishness, lack of consideration

“Too good”

Not able to make “small talk”

Spends too much time at computer or______________

Anger

Too noisy, boisterous

Rejected by others for being aggressive

Rejected by others for being too passive

Slow learner

Learning disability

Attention deficit disorder

Others________________________

Would the above problem areas be a problem for any parent, or are they things that particularly bother you? (Could you imagine this problem being “no problem” in another family?)

Major events can shape your child’s life; beside each that applies, write what you think has been the effect:

Move

Divorce

Illness

Death in family

Death of a close friend, including beloved pet

Illness in family, mental or physical

Past abuse, physical or sexual

Persistent poverty

Prejudice

Unusual successes, awards, accomplishments

Public notice

Acquiring a very close friend

A special mentor (including a close grandparent, teacher, etc.)

Trips or other experiences that made a lasting impression

Lessons (musical, athletics, etc.)

Consistent activities—soccer, Scouts, etc.

Unusual living environment (big city, inner city, country, a farm, etc.)

Religious training

Cultural resources (gets to see many plays, is taken to concerts, scientists or writers often visiting family)

Other_______________________

Now, write a page or two about your child, based on the above—a kind of summary, as if you were explaining him to someone.

• Begin with his sensitivity, then the other temperament traits he has.

• List all of your child’s strengths.

• Then mention the problems, in your opinion.

• How are these problems affected by your view of them (would someone else find them “no problem”)?

• Write something about how these strengths and weaknesses have been increased or decreased by your child’s history.

• Finally, looking back at your child’s sensitivity, how has it contributed to your child’s strengths?

• How has it contributed to the problems?

• How has it contributed to your child overcoming her problem areas?

• How has your child’s sensitivity been interwoven with her major life experiences? Did it increase their impact in some cases? Decrease it in some cases?

• Go back and underline what you have learned that you did not know before. How do you think this will change how you treat your child?

Keep these pages—you may find a time when it would be useful to give them to a teacher, long-term caregiver, doctor, or interested family member.