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| Psychological Theories / Concepts | Core Principles | Practical Applications in Parenting |

| :--- | :--- | :--- |

| **Neuroscience <br> (Amygdala Hijack)** | When emotions run wild, the “prefrontal cortex”—responsible for rational thinking—temporarily shuts down, and the “amygdala”—responsible for survival and defense—takes full control of the brain. | **Refrain from lecturing**. When a child is crying or throwing a tantrum, stop lecturing and instead offer physical comfort or a hug while waiting for the rational brain to come back online. |

| **Mirror Neuron Effect <br> (Emotional Contagion)** | The human brain instinctively mimics and experiences the emotional state and body language of the person across from it. | **Parents Must Stay Calm First**. When facing a temperamental child, parents should take deep breaths, lower their voices, and slow down their speech; the child will unconsciously follow suit and calm down. |

| **Cognitive Psychology <br> (Emotion Naming Effect)** | Transforming abstract feelings into concrete words can effectively reduce the activity of the brain’s limbic system (the emotional center). | **Put the child’s feelings into words**. Say “You look really upset right now” instead of “What’s there to cry about?” to help the child make sense of their chaotic emotions. |

| **Attachment Theory <br> (Secure Base)** | Only when a child is certain of the secure premise that “no matter how badly I behave, my parents will never abandon me” will they dare to face their own mistakes. | **Connect first, then guide**. Start by expressing understanding and acceptance (“I’m here with you”) to ease the child’s defensiveness and fear, then discuss right and wrong. |

| **Constructivist Psychology<br> (Internal Attribution and Intrinsic Motivation)** | External coercion only leads to “false compliance” or “covert resistance”; true internalization of rules requires children to engage in independent thinking. | **Use guidance instead of coercion**. Don’t force children to say “I was wrong”; instead, guide them to think about “what happened” and “how we can make it right.” |