Self-disclosing

Contexts when it is appropriate for a child to be less self-disclosing

  • When choosing to value privacy and time alone
  • When choosing to share aspects of him/herself with a specific individual rather than more generally
  • When choosing to hold back what s/he is really thinking or feelings in a particular situation

For example

  • Holding a thought or question in his/her head and waiting for an appropriate time to ask it
  • Listening to others and not interrupting
  • Choosing to spend time alone, not connected to any social media devices
  • Struggling with something on their own rather than reaching out for help
  • Choosing not to demonstrate skills so that others can have an opportunity to develop their skills without feeling inferior
  • Holding back an answer or solution so that others can get to it in their own time
  • Giving someone opportunity to voice an idea, opinion or thought rather than sharing their own
  • Holding back an opinion or view if it may inflame or agitate a situation or hurt someone
  • Keeping a confidence
  • Sharing something personal or intimate with a trusted individual rather than to a wider audience
  • Choosing not to post intimate, personal or evocative things on social media
  • Meeting someone for the first time

 

Contexts when it is appropriate for a child to be more self-disclosing

  • When choosing to spend time with others
  • When choosing to share aspects of him/herself with a wider audience
  • When choosing to share what s/he is really thinking or feelings in a particular situation

For example

  • Performing through drama, sport, public speaking, music
  • Collaborating on a shared task
  • Sharing thoughts and ideas with others to get their feedback
  • Suggesting ideas which could make a positive difference
  • Using qualities and skills to contribute to school life
  • Sharing experiences which are helpful for others to hear
  • Posting appropriate comments on social media which build friendships
  • Asking a question or voicing an opinion in a lesson
  • Joining in conversations
  • Telling someone how s/he is feeling
  • Telling a teacher if work is too easy or too challenging
  • Asking for help or advice

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