Red for Anger! Shifting Perceptions of Feeling Identification

Below you will find a couple of different representations of feeling identification activities that are fairly popular in the helping professional world.

So let me start by saying, I am not saying these methods are wrong! I am simply evoking thought for us to consider our approach and activate trauma informed care to be sensitive to the labeling we tend to assume when engaging our clients that may cause unintentional harm. All of these Feeling ID methods identify anger, uncomfortable and typically "taboo" behavior with the color red. Zones of Regulation makes a connection with anger and the behavior of yelling and hitting. I want to challenge this in two ways.

1. What if my favorite color is red? How do you think it makes me feel to see my favorite color only associated with bad things such as hitting, anger, and being out of control.

2. What if I am a person who handles my anger in a completely different manner? What if I hold my anger in and cry uncontrollably and it looks like sadness, what if I have anxiety when I'm angry and it causes me to pace or what if I pretend I am happy when I am angry because in my past trauma history I was severely beaten if I displayed any emotion?

Let's dive deeper into these concepts.

One of the first questions we ask kids in Pre-K and Kindergarten is "What is your favorite color?" In my years of growing up typically there were only two options that were noted, either pink or blue and sometimes purple and green worked their way into the equation. However with the introduction of a much more forward thinking generation comes the freedom to expand our mindset in color. Kids can choose glitter as their favorite color if they wanted to (and I am HERE FOR IT!) So we are face with the reality that more children will be identifying their favorite color with some of their favorite things. Red has become more common over the years, often avoided because it is considered

a "louder" color (whatever that means) and often associated with the negative connotation of a "too fast" race car, etc. I realize this my seem an overarching observation, however there are articles written and even studies conducted regarding this very thing. It is a cultural and societal situation that isn't typically discussed. In an article by verywellmind.com, they identify some typical associations with the color red, including danger and warner, excitement, aggression, dominance, passion and power. Further, Science Daily completed as study that included "Four experiments demonstrated that the brief perception of red prior to an important test." According to the article, "The findings show that 'care must be taken in how red is used in achievement contexts,' the researchers reported, 'and illustrate how color can act as a subtle environmental cue that has important influences on behavior.'

So I am not just making it up okay! This isn't anyone's fault and let me again reiterate this doesn't mean those feeling identification tools are wrong, it is just essential that in the culture of social emotional learning especially in the education we become more aware and sensitive to the cultural and societal messages we are pushing onto kids unknowingly that could cause more harm and damage than help. This is a common need to ensure we are keeping true to the commitment to do no harm to those we are serving in all areas of the helping professional field.

In addition, there are several cultural consideration to consider here! There are several cultures throughout the world that handle emotions in many different ways! As helping professionals, especially in the social worker field, we spend significant time in graduate school identifying, discussing and considering these differences in order to ensure we are being culturally sensitive and competent. I observe this is not sensitively considered in the use of the pre identified charts because it limits conversation. There isn't much research noted in color association with emotion, however there is some research in regards to cultural and environmental effects on emotional expression. Research indicates there is a universal nature in certain emotions, such as happiness and sadness, however there are indications that based on environmental factors, these identification can vary. The inconsistency in itself let's me know there is something to be considered. I will utilize my own experiences in working with kids. Over the years I have met with several for me, one kid who identifies anger, sadness, happiness, etc. differently than another is enough for me to reconsider how I approach this and allows me to to be more sensitive to my language.

You may be asking, okay Ebone, then what is the solution? I am glad you asked. I think the task is simple!

1. Allow the child to choose their own personal identifications of their own feelings.

The process of feeling identification in the first place is to empower someone to learn how to acknowledge, identify and express their own personal feelings so they may identify the manner in which someone can assist them in discovering the best methods to handle their strong emotions. So why not let them choose their own associations and affiliations.

2. Let's all work together to change the narrative that anger and red must go together! In the spirit of equity and inclusion I observe it is imperative in this time of our lives to allow both children and adults to choose their own associations and empower them to communicate this very thing.

3. I recommend more open feelings charts and sheets in schools

and counseling and therapy offices, even my own! I have been working on being intentional on finding feeling ID work sheets that allow kids to even choose their own faces for each feeling and identify how their perceive. This opens up for equity because every child and every household is different. We want to honor that. Our definition of sad may not be their definition and that is okay! This will also help in the work that is done to assist teachers and other adults to have a more clear understanding of that child or even adult's baseline and assist in building a foundation for communication in a classroom, workplace, therapy office, doctor office, etc.

I hope this is helpful conversation!

Until next time!