Chapter Books
This page contains the analyses of the selected chapter books.
Click on the coping and emotional regulation strategies listed throughout this page to learn more about them.
Click on a title below to navigate to it.
Frog and Toad
Tomorrow (in Days with Frog and Toad)
By Arnold Lobel
When Toad realizes how much cleaning he has to do, he feels overwhelmed. First, he attempts to cope by using avoidant actions, stating he will do his chores tomorrow and “take life easy” today. This attempt at coping is unsuccessful; not only does Toad feel “down in the dumps,” he continues to worry about all of the things he will have to do tomorrow. To deal with these feelings and the original stressor, Toad uses a combination of positive cognitive restructuring and direct problem solving. He realizes if he does all of his chores today, he can “take life easy” tomorrow. He then gets started on his tasks right away. This is successful, and Toad states that he does not feel down in the dumps anymore.
Toad’s messy room was a controllable stressor; thus, it makes sense for him to use active strategies to overcome it. Toad’s coping strategies provide a healthy and effective model for kids. This lesson can be applied to all aspects of a child’s life, from cleaning up toys to completing homework.
Toad's facial expression illustrates that he is feeling "down in the dumps"
Stressor:
a condition or aspect of the environment that poses a threat to one's health (9)
Conversation starter:
Have you ever had a task you needed to do, but really didn’t want to do it? How did you get through it? What are some ways you could help yourself finish the task? (Toad’s choice to think about his problem in a different way can serve as a great model / conversation point here.)
The Hat (in Days with Frog and Toad)
By Arnold Lobel
Toad is excited to receive a new hat as a birthday present from Frog, but both are sad when it doesn’t fit. In fact, the story explicitly states, “Frog and Toad were sad for a while.” After being sad for a while, Frog has a solution and explains it to Toad (assisted problem solving). With Frog’s help, Toad is able to wear his hat properly. They both feel very happy.
This story serves as a healthy model of emotional expression and coping. Even the simple sentence “Frog and Toad were sad for a while” is helpful; we all experience negative emotions from time to time, and it's important to acknowledge them instead of immediately trying to get rid of them. Additionally, putting our feelings into words can help to make them feel a little bit easier to handle. Regarding coping, Frog has a solution to Toad’s controllable stressor and puts in effort to help his friend. This is another great model for kids of how our friends can help us overcome our problems.
Conversation starters:
Frog helped Toad with his problem because they are friends. What are some ways you can help your friends and show them you care about them?
When you feel sad, do you try to get rid of the feeling right away? Or do you stay sad for a little bit? (This is an especially great topic to discuss with older readers.)
Alone (in Days with Frog and Toad)
By Arnold Lobel
One day, Toad finds a note on Frog’s door saying that he wants to be alone. Initially, Toad thinks Frog is sad and wants to cheer him up. Then, Toad starts to ruminate about why Frog wants to be alone. He even thinks that Frog may not want to be his friend anymore. Once Toad finally finds Frog and asks him why he wants to be alone, Frog simply states that he “wanted to think about how fine everything is.” Toad recognizes that this is a good reason for wanting to be alone.
There are some great lessons in this story. Though Toad’s rumination isn’t very healthy, he is not positively reinforced for it. In fact, he recognizes at the end of the story that there was no reason at all to worry. Additionally, the story as a whole serves as a good model to show kids it’s ok to need some time for themselves. Having alone time can often be seen as a bad thing (e.g., a time-out or punishment), but this story does a great job of framing alone time in a positive, helpful way.
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Alone time doesn't have to be a negative experience. Frog helps Toad (and young readers!) learn this valuable lesson.
Conversation starters:
When reading about Toad’s rumination, ask your child why they think Frog wants to be alone. This can be a great place to mention that something doesn’t have to be wrong for someone to want alone time.
Do you like spending alone time? What do you like to do during your alone time?
Imagine you are like Toad, and one of your friends just needs some alone time. How might you respond to this? (This can start a good conversation about respecting boundaries, e.g., letting a friend have some alone time if they need it, even if the child wants to play with them.)
Ice Cream (in Frog and Toad All Year)
By Arnold Lobel
It's a hot sunny day, and Frog and Toad are going to have some ice cream. Toad tries to keep his and Frog’s ice cream from melting, but is unsuccessful. Instead of getting upset and angry, Frog simply says, “‘Never mind, I know what we can do.’” They return to the ice cream shop and eat their new ice cream cones in the shade, thus directly solving the problem.
Sometimes it’s really easy to let the little things get to us. This simple story provides a healthy model of how to deal with those little things. Frog does not get upset when he realizes there is a problem; he simply looks for a solution.
Conversation starter:
How do you think Toad felt after the ice cream melted? Do you think he felt better after Frog offered a solution?
Christmas Eve (in Frog and Toad All Year)
By Arnold Lobel
This story showcases rumination, a form of emotional dysregulation. When Frog is late, Toad states that he is worried. He starts thinking of all of the bad things that could have happened to his friend. Once Frog arrives a few minutes later, Toad learns Frog was late because he was wrapping a present. Toad realizes that he made himself more worried for nothing, because Frog is okay.
While rumination isn’t the healthiest emotional regulation strategy, it is portrayed in a healthy way because Toad is not positively reinforced for his worries. His rumination does not make the situation better, nor does it make Frog appear. It can also be helpful for kids to see that everyone worries a little bit sometimes, and this is a completely normal feeling to experience.
Conversation starter:
Toad is feeling very worried in this story. What are some things he could do with this feeling?
Everyone feels worried from time to time. Can your young reader recognize that Toad is feeling worried from his facial expressions throughout the story?
A Lost Button (in Frog and Toad are Friends)
By Arnold Lobel
Toad loses a button on his jacket. Initially, Frog and Toad use direct problem solving and set out to look for the button themselves. They find many buttons, none of which are Toad’s. This leads Toad to grow increasingly frustrated, until he uses emotional venting and yells at Frog. This emotional regulation attempt is not successful, and Toad feels bad for yelling and being rude to Frog.
The use of direct problem solving in response to a controllable stressor is a healthy choice. However, as we see in the story, healthy choices are not always successful. This can be a very important lessons for kids to learn. Regarding Toad's emotional venting, readers see that Toad became frustrated and dealt with this feeling in a way that hurt his friend. This negative reinforcement signals that Toad should have tried to find another way to regulate his feelings of frustration, rather than shouting at Frog.
Not only does this picture illustrate Toad's frustration, Frog's upset facial expression shows the negative consequence of his emotional outburst.
Conversation starters:
Have you ever lost something like Toad and spent a lot of time looking for it? How did you feel while you were looking? Did you ask anyone for help?
How do you think Toad was feeling when he yelled at Frog? What are some things he could do to help himself calm down?
How do you think Frog felt after Toad yelled at him? (Facial expressions can help in answering this question)
A Swim (in Frog and Toad are Friends)
By Arnold Lobel
Frog and Toad decide to go for a swim. Toad feels self-conscious about his bathing suit and doesn’t want anyone to see him wearing it. As they swim, animals start to gather around and wait for Toad to come out of the water so they can see his silly swimsuit. Toad then engages in problem-focused support, asking Frog to tell the animals to go away. When this isn’t successful, he uses avoidant actions and stays underwater so no one can see his suit. After a while, Toad accepts two things: he cannot stay in the water forever, and he cannot control what others think of him. So, he gets out of the water and walks home proudly, even while the animals laugh at him.
This story ultimately models a healthy way of coping with an uncontrollable stressor. The first two coping strategies Toad used were unsuccessful because he didn’t have control over the other animals’ opinions, and he couldn’t avoid facing them forever. When he finally accepts this, he is able to successfully deal with his feelings of worry and embarrassment. This story does a great job of modelling acceptance, a strategy that can be very difficult for young kids to understand. This lesson is especially important as kids start to develop their senses of self and identities.
Conversation starters:
Toad asks Frog for help. Who is someone you could ask for help if you were feeling worried?
Laughter can be a lot of fun! Do you think Toad was having fun when the other animals were laughing at him? (This can be a great opportunity to talk about the difference between making jokes with someone and making jokes about someone.)
The Letter (in Frog and Toad are Friends)
By Arnold Lobel
When Frog goes to Toad’s house, he finds Toad during his “sad time of day.” Toad shares his feelings with Frog and explains why he is sad. Frog and Toad sit together, “feeling sad together.” When Toad still hasn’t received any mail, he begins to ruminate on the problem and thinks that no one will ever send him mail again. To help his friend, Frog provides Toad with problem-focused social support by writing him a letter. Then, while they wait for the letter to arrive, they sit on the porch, “feeling happy together.”
This story serves as a great model for using social support when one is feeling both happy and sad. This can be seen at the beginning of the story, when Frog and Toad sit and “feel sad together,” and at the end of the story, when they sit and “feel happy together.” Frog also does a great job of modeling how to provide social support. When Toad tells him he is feeling sad, Frog doesn’t immediately try to solve his problem, but instead listens to what he has to say. Once he understands how he can help Toad, he does so. This offers a wonderful lesson: sometimes, they best thing we can do to help our friends is simply be with them.
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The contrast between these illustrations beautifully demonstrates how Frog is there for Toad in the best of times, and the worst of times!
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Conversation starters:
When reading about Frog and Toad “feeling sad together,” tell your child that it’s normal to feel sad sometimes. Sometimes it can take a little bit of time to feel better, and that’s okay, too.
Pay attention to Frog and Toad’s facial expressions throughout the story. How do you think they’re feeling?
Toad did a great job putting his feelings into words. Have you ever tried this? (This can be an opportunity to encourage your child to do so the next time they are feeling upset, angry, tired, etc.)
Henry and Mudge
The First Book
By Cynthia Rylant
Illustrated by Suçie Stevenson
In this story, Henry adopts a new dog named Mudge. Before Henry adopted Mudge, he felt very scared on his walk to school. He used to worry about a variety of things, including tornadoes, ghosts, and bullies. Now that he can receive emotion-focused social support from Mudge, he feels much more confident walking to school. He thinks of ice cream and good dreams and feels happy.
Though this is not a central part of the story, this is a healthy portrayal of coping with an uncontrollable stressor. Henry cannot avoid walking to school, but he can modify his walk (by adding a source of support) to make it a more positive experience.
Conversation starter:
Imagine you are like Henry and you have to do something that makes you feel scared or worried. What would you do? Who could you turn to for help?
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The difference between Henry's facial expressions in these photos shows how friends can make scary situations a little more manageable.
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The First Book
By Cynthia Rylant
Illustrated by Suçie Stevenson
In this story, Mudge has run away. Henry’s immediate reaction to Mudge running away is very emotional, including crying for an hour. Once he stops crying, Henry copes with his stressor and regulates his feelings of sadness. He uses cognitive coping by reframing his problem. He realizes that Mudge would never run away forever, and must be trying to return home. He then turns to direct problem solving as he sets off to look for Mudge. Henry finds Mudge a little later and knows that Mudge will never get lost again.
This story does a nice job illustrating two types of coping: cognitive and behavioral. Without using cognitive coping, Henry would not have been in the right frame of mind to continue solving his problem. Without taking the active behavioral steps of looking for Mudge, he may not have found him. This is a great example of how cognitive and behavioral strategies can supplement each other.
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Conversation starters:
How do you think Henry felt when he found Mudge? (Facial expressions can be helpful here)
Henry has to think about his problem a little differently to solve it. Have you ever had to do that? Was it hard? How might you have thought about the problem differently if you were Henry?
Snow Glory (in Puddle Trouble)
By Cynthia Rylant
Illustrated by Suçie Stevenson
In this story, Henry sees a pretty flower that he would like to pick, but his mother says he must wait for it to grow. When Henry is told he can’t have the flower, he seems to want it even more! Henry ruminates about the flower a lot. He thinks about what it would look like in a jar, how nice it would be to bring it inside, etc. This strategy is ultimately unsuccessful, as Henry cannot wait any longer and goes to pick the flower, even after his mother told him not to.
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However, right before he can pick the flower, Mudge eats it. Henry gets very upset and almost calls Mudge a “bad dog,” but stops himself. With a combination of acceptance and positive cognitive restructuring, Henry realizes he should not be mad at Mudge. Even though Henry wanted the flower, it was not technically his. He states the flower was “just a thing to let grow. And if someone ate it, it was just a thing to let go.” This ultimately allows him to stop feeling mad. Henry gives Mudge a hug to show that he is not upset anymore.
Can your child tell that Henry is feeling angry based on his facial expression?
This story has wonderful portrayals of coping, specifically cognitive coping, something that doesn’t show up as frequently in children’s literature. When reading about Henry's rumination at the beginning of the story, kids may find it comforting and validating to know that they are not the only ones who sometimes cannot stop thinking about something they want. Henry is also not positively reinforced for his worries, further contributing to the healthy portrayal.
Henry does a great job of using cognitive coping when Mudge eats the flower. We can see him move from anger to acceptance through his facial expressions and the story (“It was just a thing to let go”). He refuses his initial emotional urge to be upset with Mudge and instead thinks about his situation a little more before reacting. Refraining from that initial emotional outburst may be harder for younger kids, but Henry can serve as a great role model for them as they develop these more advanced regulatory abilities.
Conversation starters:
Talk about what Henry did to keep himself from yelling at Mudge. Suggest some different ways your child can catch themselves before they get mad, like taking some deep breaths or counting to 10. Challenge your kids: can they think before they act, like Henry did?
How do you think Mudge would have felt if Henry had yelled at him? Do you think Henry would have felt sorry if he had yelled at Mudge?
Have you ever had to let go of something, like Henry let go of the flower? What was it like? How did you get through it? (This is a great time to talk about acceptance, which can be a tricky strategy for some kids.)
The Picnic (in Green Time)
By Cynthia Rylant
Illustrated by Suçie Stevenson
Henry has an intense initial emotional reaction to getting stung. He screams “Ow! Ow! Ow!” and “just has to cry.” After this initial reaction, he uses emotional support seeking and expressing emotions. Henry seeks support by sitting down next to Mudge, and expresses his emotions by crying. Mudge comforts him by licking away his tears. After a while, Henry’s hand stops hurting. Henry smiles at Mudge and thanks him for his comfort.
This is a healthy portrayal of regulating the emotions involved in an uncontrollable stressor. Henry was in pain, and there wasn’t much he could do to actively reduce the pain. Both of the strategies he used allowed him to get through the pain, even though he couldn’t do much to directly change it. It’s also significant that Henry expresses his emotions instead of holding them in. This can reassure young readers that it’s okay to cry and be upset; these feelings are nothing to be ashamed of and are completely normal.
This picture can be a great starting point for discussions about the importance of expressing emotions.
Conversation starters:
Have you ever had something happen to you that was painful, like getting stung by a bee? How did you get through it? Who is someone you could turn to for support, like Henry turns to Mudge?
Do you think Henry was happy to have Mudge there to comfort him when his hand hurt?
Henry “just has to cry” when he gets stung by a bee. Has that ever happened to you? Have you ever just really needed a good cry? Did you feel better once you expressed your emotions? (This can be a good time to talk about the importance of letting your emotions out, instead of keeping them bottled up)
Junie B. Jones
Junie B. Jones and the Stupid Smelly Bus
By Barbra Park
Illustrated by Denise Brunkus
Since this story is a longer chapter book, we see many coping attempts from Junie B. When Junie B. first learns she must take the bus to school, she “feels scary inside.” Her mother then provides her with emotion-focused support by explaining what the bus is like. Junie B. is still not convinced, and remains worried for an entire week. She talks a lot about this feeling of worry, including how she didn’t sleep well, felt “droopy” when she woke up on the first day of school, and couldn’t eat her cereal because her stomach was “squeezy.”
Here, Junie B. does a great job putting her feelings into words. Not only could this serve as a model for kids and encourage them to identify their feelings, it normalizes these scary and uncomfortable emotions. Young students who are afraid of going on the bus, or afraid of something in general, can identify and connect to Junie B.’s worries.
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Conversation starters:
Has your stomach ever "felt squeezy"? What was that like? What did you do to deal with that feeling? Next time you are feeling worried, or your stomach feels squeezy, try putting your feelings into words. Brainstorm some ways to do that together.
Next, Junie B. uses avoidant actions and doesn’t get on the bus “because her legs didn’t want to.” This is unsuccessful, as her mother gives her an encouraging push and she steps on the bus. Now that Junie B. is on the bus, she has a lot of emotions to regulate. Her initial reaction is to hate everything, from the sounds to the smells. Then, interestingly, she turns to the active strategy of expressing emotions. She says she wants to get off the bus, but nobody hears her. This causes her “eyes to get a little bit wet,” followed by stating that she “hates it in this stupid smelley bus.”
This can lead to an interesting discussion with kids. Often, active coping strategies (such as expressing emotions) are some of the most effective things we can do to overcome a stressor. So, why didn’t this work for Junie B.? Unfortunately, this is an uncontrollable stressor for her. Attempts to actively change her situation will be unsuccessful because she cannot control the situation. Additionally, this is another opportunity for kids to see that feelings of worry are completely normal and happen to everyone.
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Conversation starters:
What are some ways Junie B. could have felt better about being on the bus? (This is a great time to list some coping strategies that are appropriate for uncontrollable situations.)
Have you ever been in a situation you didn’t want to be in, but you had to be there, anyway? How did it make you feel? Did you use any strategies to feel better?
This is one of many examples of Junie B. Jones venting her emotions.
Once Junie B. reaches school, she is ecstatic to get off the bus. But after her school day ends and it’s time to ride the bus home, she gets very worried again. She starts to chew her fingers and perceives the bus as “coming to get her.” Her stomach also starts feeling “squeezy” again. To cope with these thoughts and feelings, Junie B. chooses to not get on the bus and hides in the school (avoidant actions). Junie B. briefly considers this strategy a success, as she eventually gets to go home in her mother’s car rather than the school bus. But, when she sees how angry her mother is with her, she realizes this was a poor choice. When Junie B.’s mother gets angry and “growly” at her, Junie B. begins to get teary eyed, and explains that there are “meanies” on her bus. This causes her mother to soften and look for other ways to support Junie B. Eventually, they decide Junie B. will ride the bus tomorrow with a new girl in her class (emotion-focused social support). This is also an example of cognitive decision making, as Junie B. and her mother are working together to plan for future events. This is ultimately a success, as Junie B. stops crying and even feels okay when she rides the bus the next day.
Although Junie B.’s choice to hide in the school was clearly not a healthy one, she is not positively reinforced for this behavior. Her conversation with her mother offers some important lessons. We see Junie B. is feeling scared of the “meanies” on the bus. When she expresses this feeling to her mom, her mother starts to work with her to overcome this feeling and find a way to make the bus ride enjoyable for Junie B. This is a nice contrast to earlier in the story, when Junie B. didn’t share her worries with anyone. This can be a great lesson for kids and shows how sharing one’s emotions can lead to better outcomes than suppressing them.
Conversation starters:
What are some things Junie B. could have done to handle her feelings instead of hiding in the classroom?
At the end of the book, Junie B. talks about her feelings with her mom. Who is someone you can share your feelings with if you feel scared or upset?
Junie B. also goes on the bus with a friend, which makes her feel better. Who is someone at school that you could share an experience with?
Junie B. Jones and a Little Monkey Business
By Barbra Park
Illustrated by Denise Brunkus
When Junie B. finds out she is going to have a new baby brother, she has a lot of emotions to regulate. Initially, she feels grumpy and frustrated that the baby is receiving more attention than she is. She first uses emotional support seeking, a very healthy choice, by talking with her mom about her worries about her new brother. This is successful when Junie B.'s mom allows her to to help pick out a name for the new baby, which helps shift Junie B.’s attention from her worries to something more exciting and enjoyable. Later, when she starts feeling worried again, she turns to positive cognitive restructuring by stating she’s going to be the boss of the new baby. Though her dad disapproves of this comment, she continues to believe she will be in charge. Junie B. will eventually have to learn that she will not actually be in control of her new baby brother, but for now, it helps her feel a sense of control in an otherwise uncontrollable situation.
Conversation starters:
Junie B. talks to her mom when she is feeling frustrated about the new baby. Who is someone you can talk to if you feel frustrated?
Talk about how Junie B. thought about her situation in a different way, which helped her feel a little bit better. Discuss different ways to reframe stressors in your child’s own life, and when this can be a helpful strategy (This can be especially helpful when dealing with uncontrollable stressors).
Later in the book, Junie B. has to go to the principal’s office after her rude behavior in class. She is afraid of his office in her initial response, describing the “loud ringing phones” and the “typing lady who is a stranger.” Since Junie B. thinks only bad kids go to the principal’s office, she uses cognitive coping and tells herself she’s not a bad kid. Though this is a healthy strategy to use, it isn’t very successful, as her heart “feels pumpy” as she watches her teacher talk to the principal.
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Conversation starters:
Has your heart every felt pumpy, like Junie B.’s did when she was waiting for the principal? Why do you think you felt that way? What did you do to help calm down your heart? (This is a great time to talk about calming down strategies like taking a deep breath, drinking water, counting to 10, etc.)
Here, Junie B. is seen hiding from her teacher and principal.
Later, when Junie B. is talking with the principal, she realizes that there has been a misunderstanding. Her grandmother described Junie B.'s new baby brother as a cute little monkey, and Junie B. thought this meant her brother is an actual monkey. When she realizes this is not the case, she feels disappointed and “very droopy inside.” As her eyes “get a little bit of wet in them,” she accepts that unfortunately, she does not have an actual monkey for a brother. She also receives emotional support from her principal, who tries to comfort her while she feels upset. We don’t know how long Junie B. stays upset, as the chapter ends, but her acceptance is a healthy strategy and allows her to move on from her misunderstanding. This section also provides a great example of expression one's thoughts and feelings.
Conversation starters:
Have you ever been confused about something like Junie B. was? Did you ask someone for help in figuring it out?
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Junie B. cries when she feels “droopy inside.” Have you ever felt droopy inside? Why? Did you also feel like crying? (This can be a good time to talk about the importance of expressing emotions, and why it’s harmful to keep them bottled up.)
Throughout the story, Junie B. uses many emotional dysregulation strategies, the most frequent being emotional venting. Though emotional venting itself is not a healthy emotional regulation strategy, the consequences of Junie B.’s behavior show readers that her actions are not okay. For example, when she shouts and interrupts her parent’s conversation, her mom and dad don’t look “smiley” anymore. When she talks back to her mother, her mother leaves the room in frustration and Junie B. has to apologize to her. When she interrupts her grandmother’s conversation, she frowns at Junie B. When she shouts at her friend for breaking the rules, Junie B.’s teacher stands next to her until she finishes her work. Junie B. also uses aggressive actions, including threatening to punch a classmate when he interrupts her presentation. Again, this is followed by a negative consequence, including the principal frowning at her.
Junie B.’s spunk and sass can be hilarious to young readers. As long as they understand Junie B.’s behavior isn’t always appropriate in the real world, her patterns of emotional dysregulation shouldn’t be taken too seriously.
Conversation starters:
Junie B. shouts a lot when she is upset. As you read, whenever Junie B. has an emotional outburst, brainstorm some other solutions she could have used to regulate her feelings.
Junie B. Jones and her Big Fat Mouth
By Barbra Park
Illustrated by Denise Brunkus
At the start of the book, Junie B. is feeling very grumpy. When she acts out in class, her friend tells her to act more like a lady. Junie B. responds by calling her friend a “dumb bunny” and threatening to “knock her on her can” (aggressive actions). Now that she is mad at her friend, she has no one to play with during recess. So, she distracts herself by playing alone in the grass. Later, the janitor comes over and talks with Junie B, a form of social support. The janitor listens to Junie B., then agrees that “life is hard sometimes.” Junie B. feels better when she shares her feelings.
Junie B.’s aggressive actions are unsuccessful, as she receives punishment from her teacher and “feels like P.U.” This is an appropriate consequence for her unhealthy behavior. While Junie B. still feels upset after her attempt at behavioral distraction, receiving social support from the janitor seems to help her feel better. This can serve as a great model for kids and can show them that sharing their feelings can be a helpful tool at times when they “feel like P.U.”
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Conversation starters:
Have you ever felt like P.U.? Why did you feel that way? Who is someone you can talk to the next time you feel like P.U.?
Junie B. plays in the grass when she’s feeling like P.U. What are some things that you could play with or do to cheer you up if you’re feeling sad?
The next problem Junie B. faces is the main conflict of the story: deciding what to be for career day. Junie B. shares with her friend that she does not want to skip to the bus today because she has “got a very big problem inside her head.” Though talking to someone is a great coping strategy, it is unsuccessful for Junie B. Her friend already knows what she wants to be, so she doesn’t understand Junie B.’s problem. This lack of understanding causes Junie B. to feel even more frustrated. When Junie B. is talking with her peers about their career day ideas, one of them accuses Junie B. of being a “copycat” and stealing other people’s ideas. She gets very angry and shouts at him, including calling him “big fat Jim'' (emotional venting). Then, when she can’t come up with an answer to Jim’s question, she feels very embarrassed. She feels her face get “reddish and hottish,” “feels like P.U. again,” and describes a “sickish feeling” in her stomach. She then sits down and looks out the window for the rest of the bus ride (behavioral escape).
This is an eventful bus ride for Junie B. Unfortunately, her healthy attempt at emotional regulation (talking to someone) was unsuccessful, which leads her to make unhealthier choices later. Everyone has embarrassing moments. It can be helpful for kids to hear how Junie B. describes her feelings of embarrassment and see how she gets through them. Her descriptions can help normalize these uncomfortable feelings. She does a good job of labeling her feelings, even if she just notes she’s feeling “like P.U.” or “sickish.” This could serve as a model for kids who have trouble putting their feelings into words.
These pictures provide helpful insight to the many emotions Junie B. experiences on her bus ride home.
Conversation starters:
The next time you feel P.U. or sickish, try to say how you’re feeling out loud. (This can be a great opportunity to talk about the benefits of sharing your feelings, who your child can share their feelings with, etc.)
What are some things Junie B. could have done when she felt frustrated instead of shouting at Jim?
When she gets off the bus, Junie B. continues to solve her problem of what to be for career day. She first tries to use assisted problem solving with her mom, but she is busy with the new baby. Junie B. feels frustrated that she is not receiving her mom’s attention, so she goes outside to play in the grass again (distracting actions). When this is unsuccessful, she asks her dad for help in solving her career day problem (assisted problem solving). Unfortunately, she gets the same response as she did with mom: her dad can’t help her right now and has to care for the baby. This causes Junie B. to feel even more frustrated and wish her “stupid dumb” brother never “came to live with her.”
Junie B. uses multiple healthy coping strategies here, but they are all unsuccessful. This is important because it offers a realistic model of coping for kids: sometimes it takes a few tries to solve a problem.
Conversation starters:
Talk about why Junie B. didn’t solve her problem yet, even after she used some good coping strategies. Ask your child, “Have you ever felt ignored like Junie B. did? How did it make you feel? How did you deal with that feeling?”
Brainstorm different strategies to use if your child’s source of social support is busy and cannot provide support when asked. Strategies like distraction and writing in a journal / expressing their feelings elsewhere can be great strategies to start with.
After some inspiration, Junie B. finally decides she wants to be a janitor for career day. She is overwhelmed with excitement (“I don’t have tension in me anymore!”), but unfortunately, when it’s her turn to present her career to her class, the entire class laughs at her. This causes Junie B. to “feel very crumbling inside,” and her eyes to get “a little bit of wet in them.” She then receives social support from her teacher, who scolds the class for their rude behavior. She explains the importance of janitors and how schools cannot function without them. Junie B. feels much better and proud of herself once her teacher has explained how important it is her job is.
Turning to her teacher for support was a healthy strategy, especially for an uncontrollable stressor. Junie B. couldn’t control the class very well, but the teacher could.
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Conversation starters:
How do you think Junie B. felt when her class laughed at her? How would you feel if you were in her shoes? (This can start great conversations about empathy and compassion.)
Birthday Soup
By Elsa Holmelund Minarik
Illustrated by Maurice Sendak
In this story, Little Bear realizes he needs food for his birthday party. His mother usually bakes him a cake, but she is nowhere to be found. Little Bear walks through himself through the steps needed to solve his problem (direct problem solving): “What can I do? The pot is by the fire. The water in the pot is hot. If I can put something in the water, I can make Birthday Soup. All my friends like soup.’”
This is a very simple story, but hearing Little Bear walk through his steps of how to solve his problem can serve as a useful model for kids. This strategy can help larger stressors seem less overwhelming and more manageable.
Conversation starters:
Little Bear has a problem, but he breaks it down into little pieces. Try this with your child: have them think of a problem that seems overwhelming at first, and break it into smaller pieces together.
Little Bear stays very calm when he realizes he needs to do something. What are some ways you can help yourself calm down?
What Will Little Bear Wear?
By Elsa Holmelund Minarik
Illustrated by Maurice Sendak
This short story offers a very simple view of coping. Little Bear wants to play outside, but it is snowing and he is cold. So, he simply asks his mom to make him something to wear. Mother Bear ends up making him a hat, coat, and snow pants. This is a very easy-to-understand example of problem focused support, and is appropriate for Little Bear’s situation.
Conversation starter:
Who is someone you can ask for help if you have a problem to solve?
Magic Tree House
Dinosaurs Before Dark
By Mary Pope Osborne
Illustrated by Sal Murdocca
With all of the crazy adventures Jack and Annie get involved in, this book series offers plenty of opportunities to talk about coping and overcoming challenges. In this book, Jack and Annie are transported to the land of dinosaurs. The siblings have very different approaches when it comes to problem solving. Jack often uses the coping strategy of seeking understanding. Whenever he and Annie need to overcome an obstacle, Jack’s response is always, “I’ll look it up” or “Maybe the book can tell us.” Jack likes to have all the information he needs before making a decision. Annie, on the other hand, seeks a lot of problem-focused support. When they arrive in the land of dinosaurs, Annie’s first reaction is to ask one of the dinosaurs for help. At the end of the book, Annie asks one of her dinosaur friends to save Jack from the Tyrannosaurus Rex, which is ultimately successful. Unlike Jack, Annie does not stop to gather information before she acts; she simply does what she feels is right.
Generally, Jack and Annie both engage in healthy coping strategies. This beautifully demonstrates that there is often more than one way to solve a problem. Their differences in coping strategies also demonstrate the importance of teamwork. Sometimes Jack is the one to save the day with information on how to overcome an obstacle, and sometimes Annie comes through by making a connection and using that connection for support.
Conversation starters:
Talk about the differences in how Jack and Annie solve problems. Use these differences to show your child that there are many ways to cope with a feeling, or overcome a problem. If they aren’t successful on the first try, there are always other strategies to test out.
How would you feel if you were suddenly in the land of dinosaurs? Would you be scared? How would you deal with those feelings? (As you read, compare your child’s answers with Jack and Annie’s feelings and behaviors).
In addition to coping strategies, the book walks through some great emotional regulation techniques. Jack uses a lot of cognitive coping and emotion focused coping. For example, Jack is initially very nervous about being in the land of dinosaurs. But, after he reframes his problem, he feels much better. He decides to look at the situation as if he’s a scientist, and starts taking notes. This helps him overcome his nerves and enjoy his unique experience. When he is in frightening situations, Jack also takes deep breaths and gives himself some time to think. For example, when trying to figure out how to get past the T-Rex, Jack tells himself, “Don’t panic. Think.” Later, he tells himself, “Don’t think. Just do it.” This helps him remain calm in very stressful situations.
Jack’s use of cognitive and emotion focused coping serve as great models for kids. Even something as simple as seeing Jack take some time to think through the situation and take some deep breaths can be influential for young readers. If these strategies helped Jack outrun dinosaurs, maybe they can help them overcome their problems, too!
Conversation starters:
How do you think Jack felt after he decided to act like a scientist? Do you think he would have been able to pet the dinosaur if he didn’t make this change? Or would he have been too scared?
Next time you are feeling upset or worried like Jack, take some deep breaths and some time to think. Do you think this made Jack feel better?
The Knight at Dawn
By Mary Pope Osborne
Illustrated by Sal Murdocca
In this book, Jack and Annie are transported to a time of knights and castles. They use a lot of the same coping strategies that were used in the previous book.
Jack still takes a scientific approach to his problem solving. He makes lists of the facts in his notebook, and continues to use his books as a resource. His use of seeking understanding allows him to find a map of the castle, which helps him and Annie escape.
Annie continues to be more impulsive and focus on using her connections. She is very curious and wants to explore the castle. Annie’s quick thinking saves the day when she uses a flashlight to distract the castle guards.
As explained in the previous section, both of the coping strategies Jack and Annie use are healthy portrayals, and continue to demonstrate the importance of collaboration.
Conversation starters:
Do you think Jack would have been able to get out of the castle alone? What about Annie? (This is a great time to talk about the importance of teamwork and how some problem solving strategies work better than others, depending on the situation).
There are many ways to solve the same problem. Have you ever solved a problem and done it a little differently than others?
Mummies in the Morning
By Mary Pope Osborne
Illustrated by Sal Murdocca
In this book, Jack and Annie’s coping strategies are very similar to the previous books. Jack continues to take the more analytic, planned approach, where Annie continues to be more impulsive. Both are healthy models; sometimes Jack saves the day, other times Annie does.
Jack and Annie do a great job of regulating their emotions in this book. For example, when the siblings start to grow worried that they are trapped in the pyramid, Jack tries to stay calm and says, “Don’t worry. Everything’s going to be ok.” Annie also tells Jack, “Don’t be afraid,” and holds his arm as they walk through the pyramid halls together. When they are stuck and Annie asks, “What can we do?” Jack responds, “Just… rest a moment.” All of these are examples of emotion focused coping, with some social support, as well. This is a great opportunity for kids to see that going through a scary or stressful situation can be a lot easier if you lean on others for help, like Jack and Annie lean on each other.
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Conversation starters:
Jack and Annie help each other through this scary adventure. Who is someone you would want to help calm you down during a time where you’re scared or worried?
Before making a decision, Jack decides to rest for a moment. Talk about the importance of taking a break before reacting, and how your child can implement this in their life.
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