Category Archives: Social-Emotional

Big Emotions, Big Emotions, My, Oh My!

Big Emotions, Big Emotions , My, Oh My!

By Michaela E. Gordon, OTR/L

I’m excited to share my latest children’s book, Big Emotions, Big Emotions, My, Oh My!

 

Sometimes when children feel anxious, angry, upset, or overwhelmed, they don’t necessarily want to talk about it. And when emotions are already running high, the thought of being told that they need to “manage” or “control” those emotions can feel overwhelming in itself.

 

That was one of the reasons I wanted to create this book.

 

Rather than simply telling children exactly what they should do when they have big emotions, I wanted to create a story that helps them see they are not alone and that there are many ways to work through emotions.

 

First, Kai learns to ask for help.

 

Kai begins the story feeling stuck. He knows that his big emotions are getting in his way, but he doesn’t know what to do. So instead of trying to figure everything out by himself, he asks his friends for help. 

 

Throughout the story, Kai learns from each of them—and eventually from his older brother, Peter.

 

One of the messages I hope children take away is that friends, siblings, caregivers, teachers, and other trusted people can be part of their support system. They don’t have to figure everything out on their own.

 

Second, Kai discovers that big emotions happen to everyone.

 

Each of Kai’s friends experiences big emotions, but they don’t all experience them in the same way.

 

One child feels worried. Another becomes angry and wants to yell or throw things. Another feels overwhelmed. Their experiences are different, and so are the ways they respond.

 

This is important because there isn’t one specific way to experience or work through an emotion and there isn’t a “right” way to manage emotions. The caregiver section of the book reinforces this idea, explaining that children can discover and practice the tools that work best for them. 

 

Third, the children share simple tools.

 

Each friend introduces Kai to a different strategy.They are intentionally simple, practical, and require no special equipment or materials. They include things like noticing feelings in the body, taking slow breaths, using movement or pressure, keeping hands and bodies safe, and using kind and reassuring self-talk. 

 

These are tools children can practice and use throughout their day—at home, at school, on the playground, or wherever big feelings happen to show up.

 

And importantly, Kai learns that the goal isn’t necessarily to make his feelings disappear. As his brother explains, he can keep asking for support and trying different tools to discover what works for him. 

 

And then there is the rhythm and humor.

 

I wrote this book in a rhythmic, playful format because I wanted the story to be engaging and easy for children to take in, especially when we’re talking about something that can otherwise feel heavy.

 

There is also plenty of humor woven throughout the story. Sometimes a little laughter and playfulness can make a difficult topic feel much more approachable.

 

The result is a book that talks about big emotions without making big emotions feel like a problem that needs to be fixed.

 

Instead, Kai learns:

Big feelings happen to everyone.

He doesn’t have to face them alone.

He can try different tools.

And he can learn what works for him.

 

A little something for adults, too!

 

At the end of the story, I included a note for caregivers and professionals with additional information about big emotions and simple ways to support children.

 

It includes ideas for talking about emotions, helping children notice how feelings show up in their bodies, practicing regulation tools, thinking through challenging situations, and supporting children as they learn to navigate difficult moments. 

 

Life can be stressful and difficult to navigate sometimes—for children and adults alike.

 

My hope is that Big Emotions, Big Emotions, My, Oh My! helps children feel a little less alone when those big feelings show up and gives them a few simple tools they can carry with them.

 

I hope it helps many children, families, caregivers, and professionals along the way.

 

You can purchase a copy of Big Emotions, Big Emotions, My, Oh My! on Amazon.

 

Thank you so much for supporting my books and the work I do.

I hope you love it! ❤️

 

You Are a Supernova: A Book That Just Came to Me By Michaela Gordon, OTR/L

You Are a Supernova: A Book That Just Came to Me

By Michaela Gordon, OTR/L

 

Some books begin with an idea you’ve been thinking about for a long time. Others seem to arrive almost fully formed. You Are a Supernova! was definitely the latter.

 

By the time I wrote this book, I had already written Zoey and Her Amazing Energy Bubble!, Holding On, Letting Go, and Cal and His Amazing Attention Pie! Each of those books came to me in its own way, but each was rooted in ideas and frameworks I had already been thinking about. I had theories I was exploring, concepts I wanted to explain differently, or ways of looking at familiar ideas that I thought children might benefit from seeing in a new way.

 

But You Are a Supernova! was completely different.

 

I wasn’t planning to write another book, but one day, the word supernova simply popped into my mind. I remember thinking, What is a supernova? I honestly didn’t really know. Then the word came to me again, and then a couple more times, so I looked it up. Eventually, one night, the words and rhythm just started coming together, and I quickly wrote them down. It felt less like I had decided to write the book and more like the book had decided it needed to exist!

 

Once I started exploring the idea of a supernova, I became fascinated by what it could mean as a metaphor for a child. We often tell children, “You’re a superstar!” or “You’re amazing!” Usually, though, we say those things because of something they’ve done. They got a good grade, learned something difficult, were kind to someone, or accomplished something they had been working toward. Those things are absolutely worth celebrating, but I started thinking about the fact that underneath all of those accomplishments is something even more fundamental—their existence. What if we could help a child understand that their life is already an extraordinary gift—not simply because of what they may accomplish, but because of the miracle of their existence and the potential they have been given to bring those things into existence? And even when they don’t reach their goals or accomplish something extraordinary, there is still something remarkable about simply being here—to experience, to feel, to wonder, to try, to connect, and to enjoy the life they’ve been given.

 

Each of us has been given a body to live in and experience the world through. We have a brain that allows us to think and imagine, senses that allow us to see, hear, touch, taste, and smell, a heart that connects us to other people, and a completely unique combination of qualities, interests, abilities, and ways of seeing the world. We don’t know yet what all of those things will become, and that’s part of the excitement. What will you discover? What will you learn? What will you create? Who will you love? What experiences will shape you? What will you do with this incredible life you’ve been given?

 

And yet, life doesn’t always unfold the way we imagine it will. Some of us will experience challenges within our bodies, while others will face difficult circumstances that we never expected. We don’t all get the same starting point, and we don’t all have the same journey. I think part of the beauty of being human is learning how to continue moving forward, even when life becomes difficult, and discovering what is possible within the circumstances we have been given.

 

That is something I wanted to capture through Theo and Grace. They are witnesses to each other throughout the story. They share experiences, notice one another, and see each other through the good moments and the harder ones. They don’t have to fix everything for each other. Sometimes, simply having someone there who sees you, experiences life alongside you, and reminds you of who you are can be incredibly meaningful.

 

The message I want to share with children is that there is great potential within them—the possibility of experiencing all sorts of things, discovering what they are capable of, and perhaps doing things they never imagined possible, even against the odds. I want children to understand that they don’t have to prove their worth before they begin living their lives, and I want them to be brave enough to dare greatly. They are already here, already uniquely themselves, and already carrying so much possibility. The question isn’t whether they are valuable enough. The question is—what will they do with the amazing gift of being here?

 

The more I thought about it, the more miraculous that seemed to me. Think about everything that had to happen for any one of us to exist. We began as a single cell, and somehow that eventually became a person with so many things that make us the same, yet within that sameness, each of us is one of a kind—from our fingertips to the patterns of our veins. The book begins with that idea of the incredible journey that brought us here and then moves into the idea that there is an entire little universe inside each of us. At the same time, we are part of a much larger universe—the very universe we came from.

 

And then there is the connection to the stars. I loved discovering more about supernovas and how the elements created through stellar processes are part of what makes planets and life possible. The idea that we are, in a very real sense, made of stardust is quite something. It almost sounds like something that was made up for a magical story, and yet it is very real. We aren’t inflating the message or creating a fantastical idea to make children feel special. We are simply pointing out something that is true—and I think the truth itself is pretty incredible.

 

Of course, children don’t always feel inspired or see life as miraculous. They make mistakes, they lose, they get angry, they feel sad, and they compare their lives to other people’s lives. They can look at someone else and think that person is better, smarter, more talented, or simply luckier. Grace and Theo experience those very ordinary parts of being a child throughout the story. I wanted the book to acknowledge those feelings rather than simply telling children to be positive. You can have a bad day. You can mess up. You can feel disappointed. You can wish something about yourself were different. None of those things change the fact that you are still a supernova.

 

That’s really what I wanted this book to offer: a reminder that you are already something extraordinary, even while you are still learning, growing, making mistakes, and figuring out who you are. That idea is also what led me to write the caregiver note at the end of the book. As adults, we spend so much time helping children learn how to function in the world, and those skills absolutely matter. But I think we also have to be careful not to accidentally teach children that their worth comes from how well they perform. We can encourage growth without making achievement the measure of someone’s value.

 

I think You Are a Supernova! is a very simple book with a very big idea. I hope it becomes a book that someone gives to a child because they love them. Maybe it’s a birthday gift, a bedtime story, or something a parent reaches for after a particularly hard day. Maybe it’s for the child who is frustrated because something isn’t coming easily, or the child who is comparing themselves to everyone around them, or simply a child who needs a little bit of wonder.

 

It would be such an honor to see You Are a Supernova! find its way onto bookshelves all over the world. I truly love the message behind this book, and because it came to me so unexpectedly, it feels especially meaningful to now watch it make its way out into the world. I would love your help and support in getting this message out into the universe that inspired it. If you know a child who could use this reminder—or simply want to share a little bit of wonder with someone you love—you can pick up a copy of You Are a Supernova! on Amazon. Every book shared helps this little story reach another child who may need that reminder.

 

Holding On, Letting Go

Holding On, Letting Go:

Why I Wrote This Book

By Michaela Gordon, OTR/L

 

 

I published Holding On, Letting Go at the end of last year, but the story itself had been with me for a long time.

 

It was a book I kept coming back to—one that unfolded over time. It began as a quiet contemplation, and when I first put it into words, it came quickly. But shaping it into something that felt safe for children and meaningful to share took time, care, and intention.

 

There were experiences that made me think about what it means to love someone, to grow, and eventually, to let go.

 

Watching families move through change—especially when a child is involved—has a way of staying with you. It invites questions that don’t always have easy answers.

 

At the same time, I was in a season of change myself—and that, too, became part of the story.

 

There are moments in life that bring you face-to-face with what really matters. Moments that shift your perspective. Moments that ask you quietly but persistently, to hold on to what is meaningful… while also learning how to let go of what you can’t control.

 

That tension—between holding on and letting go—became the heart of this book.

 

As an occupational therapist, I often think about how much our sense of safety comes from the rhythms of our lives. The people we see every day. The routines we rely on. The connections that ground us.

 

When those are disrupted—whether through loss, change, or uncertainty—it can feel incredibly disorienting.

 

For children, this can be especially hard.

 

Grief doesn’t look the same for every child. Some want to talk. Some don’t. Some ask questions, and some process through play, movement, or simply being close to someone they trust.

 

There is no one right way.

 

Our role isn’t to rush them through it—it’s to meet them where they are.

 

In occupational therapy, we support children by helping them feel safe in their bodies, regulated in their nervous systems, and connected to the world around them. We help rebuild a sense of predictability through routine, relationship, and meaningful activity.

 

Sometimes, a story can become part of that support.

 

Holding On, Letting Go tells the story of Ella, a little dandelion, and the conversations she shares with her mom and grandma as she begins to notice change. Through their relationship, she learns that life is always moving—growing, shifting, and evolving—and that love continues, even when things look different.

 

If you had asked me ten years ago if I would be writing children’s books, I would have said no. But I wrote one—and then I wrote another. This was the second.

 

I was hesitant to share it. It holds a sensitive and meaningful topic, and that carried a lot of weight for me. But the story came to me in a way that felt clear and important, and I knew it was something I needed to write.

 

Since publishing it, I’ve been able to share this book with families during moments when they needed it most. I’ve also shared it with individuals who have experienced loss, and it has brought them great comfort. You’re truly never too old for a children’s book.

 

Some of us are preparing for change.

Some of us are moving through loss.

And some of us are simply trying to find the right words to support the people we love.

 

What I’ve learned is this:

 

It’s not just a children’s book.

 

It meets people wherever they are.

 

Because there’s a part of us that’s still learning how to hold both joy and pain… how to stay present with all that we love, while also making space for what we can’t hold on to forever.

 

My hope is that this book offers a gentle place to begin.

 

A way to open conversations. 

 

A way to sit with big feelings. 

 

And a reminder that even in letting go, love doesn’t disappear—it continues on, in ways we can still feel.

 

If you feel like this book could support you or someone you love, you can find Holding On, Letting Go here: 

 

https://a.co/d/05xJWlhS

 

It’s one of those books people often don’t think they need—until the moment they do.

 

Transformation of Beliefs

Transformation of Beliefs


By Michaela Gordon, OTR/L

 

From the moment we are born, we are establishing behavioral responses, which eventually become belief and thought patterns. We also develop perceptions of ourselves and begin to develop ways to describe ourselves. Whether these thoughts are positive or negative, on some level we accept them because there is comfort in their familiarity and they simply make sense to us. The thoughts and beliefs become our identity and we then live our lives in a manner that fits these thoughts and beliefs.

 

When a child first begins therapy, the therapist typically asks the parent to describe the child. The information is important because it gives us a sense of how the child is going about their daily life. In order to communicate the person’s function, we must put them into words and/or make observations. Based on how they interact and/or the description we provide of them, the environment gives them a response.

 

These responses and interactions can solidify beliefs about who they are as a person and how the world sees them. It can also create a list of dislikes and likes, further categorizing them into what experiences they are willing to have on a daily basis.

 

For instance, a child may be described as very intelligent, but has trouble paying attention. Another child may be described as wanting to play with other children, but becomes aggressive when a peer plays with their toy. Another child is great a school, but falls apart at home.

 

How others respond to the child’s behaviors, will on some level affect the child’s perception of themselves. If the intelligent child is getting in trouble for not paying attention, they may perceive themselves as inadequate and become disinterested in school, with a potential label of being “lazy”. The child that becomes aggressive over his toys, may begin to play the role of a bully. The child “holding themselves together” at school, may develop a high level of anxiety, with the potential of being labeled as a “worry-wart”.

 

As a result of these regular behavioral patterns, the adults in the child’s life typically use all sorts of strategies to dissolve the issue at hand. Depending on what approach is used, the tone that is used while implementing the approach, and whether the approach is effective, will determine whether the supports will shift the child’s behavioral patterns.

 

One important aspect to consider when addressing challenging behavior, is to consider that these children may have sensory processing disorder (SPD), which could be impacting their ability to process sensory information, which in turn impacts their interactions within their environments.

 

Children with SPD develop coping mechanisms or adaptive responses in an effort to function in their environment. Addressing sensory-motor issues can help the child to better receive, integrate, and modulate sensory information. Research indicates that if organized sensory input is provided consistently over a period of time, it can promote changes in the nervous system, which will improve daily interactions and performance for the child.

 

As we discussed, parents, families, teachers, and peers have a pre-established perception of the child prior to receiving therapy. Although the child may be experiencing neurological changes, they too continue to have established thoughts forms and beliefs from their past experiences.

 

Due to this, it would be beneficial to point out the positive changes you see in your child. It would also be beneficial to have your child try activities that were perhaps not so successful in the past. They may find that they are enjoying activities that were originally aversive. It is also critical that the adults involved with your child, recognize these changes, and help them to manage any residual behavioral responses. It is important to consider re-establishing new thought forms in regards to how you interact with your child.

 

Some questions think about: Do you find yourself describing your child to others in the same way even though they are functioning differently? Do you need to adjust how you engage with them? Do you need to modify the level of support you are giving them? Are you expanding their opportunities to have new experiences? Now that they appear to be more organized, what are the next skills to develop and focus on? How can you support them while engaging with their peers?

 

Lastly, whether you are a therapist, teacher, or parent, we must also look at are own selves. Healthy families and communities all originate from a healthy individual. It is good practice to identify what labels you or the world have placed on you. This may help you to understand your own functioning, which in turn allows you to address established beliefs that are no longer serving you well. Your own practice in shifting thoughts and beliefs, can give you greater insight into your child, and how you can better help them.

 

We were all little infants, toddlers, and children at one point. Chances are your family wanted the best for you and they wanted to you have a happy and meaningful life up to your last and final days. Now, you have the same wish for your child.

 

This concept of well-being is critical for all of us. By examining and shifting your own thoughts and beliefs, you then model this for your child. That is why therapy is not just for your child. Parents as well as other people in the community can also experience positive changes by being a part of the therapeutic process.

 

Michaela E. Gordon, OTR/L