Sure, it is your job to protect your children? But are you being too over protective? And if you are, what is the cost of that to both your younger kids and to teens? And what can you do about being overprotective?Read More
Joyful Musings--a weekly blog
Joyful Parenting Coaching is focused on clarity, consistency, connection, being an effective parent, finding balance as a parent, and above all being a confident and joyous parent. Topics include communication, having difficult conversations, having constructive conversations, chores, routines, family meetings, I teach parent education and parenting classes because parenting is a skill—not something we are born knowing. Get the parenting skills you need today!
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Even many adults don't learn the skill of having difficult conversations effectively. Most people just want everyone else to be happy. Certainly, no one modeled for me how to stay present even when conversations got uncomfortable. It was so much easier to just give up or give in. Now, of course, there are times when going with the flow is the name of the game, but if you want your kids to learn the balance between keeping the peace and learning to advocate for themselves in a constructive way, they are going to learn that much sooner if you teach it to them explicitly.Read More
Most parents understand and are comfortable with this when it comes to safety. Your two year old may want to climb the wobbly ladder by himself but you know that the risk is too great, so you offer a compromise--she may climb it with you hanging on to him tightly or she may climb her toy slide by herself. He may not use the big knife to cut onions but he may use the plastic knife to cut bananas or to spread butter.Read More
There are many reasons to give kids chores (To see a comprehensive list, go HERE. Kids like to feel needed and capable. Chores help with both. When parents set up chores as “In our family we help each other,” kids see their work as being an important part of being a member of the family. Plus, kids like knowing they are able to do things on their own. They like being able to know that they were the one who made the living room sparkle or who saw to it that every family member had a sandwich ready to take in his lunch. When all the family members are contributing, it frees up time for family fun, and parents are less stressed. Parents have to get themselves ready for work. If the kids are making lunch for everyone while Mom and Dad are getting breakfast on the table, families end up having a few minutes to sit down and start the day together.Read More
The first question to ask yourself, when considering how to keep your teen from rebelling, is what am I doing to help foster my kid’s independence and sense of autonomy?Read More
Perhaps you grew up in the days before the playdate. As you went out the back door, letting it slam behind you, you shouted over your shoulder, “Mom, I’m going out.” Her “Be back by dinner time” drifted after you. You then found someone on the streets to play with. Or perhaps you went to a neighbor’s house and called in the door to a friend. Then the negotiations began. Did you want to climb trees? Shoot hoops? Create fairy villages in the shade of the bushes? (I seem to remember that my best friend and cross-the-street neighbor and I liked to do the same things but never seemed to want to do the same thing at the same time.)Read More
A recent Quora question was how do we teach our children priorities. The answer is simple. Every time you make a choice, you are teaching your child your priorities.
You are in the middle of cooking dinner, and your child demands that you stop what you are doing and come see this marvelous bug that he is looking at.
If you turn off the stove and go look, you are prioritizing curiosity, discovery, enthusiasm and in-the-moment excitement.Read More
Both as a teacher and as a camp counselor, I have dealt with plenty of separation anxiety in older kids.
In early elementary kids, it is still common to have a transition period as a child enters a new classroom. Even if the child was perfectly happy in the classroom next door the year before, he may spend the first couple of weeks crying in his new classroom. Intellectually, he knows he was happy the year before and will probably be happy again, but in between then and now, he has spent a lovely, long summer in the bosom of his family. For him separation anxiety is wrapped up in feeling uncomfortable with a new routine. Once he has cycled through the weekly schedule a couple of times and feels he knows his teacher, he is fine.
Separation anxiety is a normal stage for kids to go through. It starts around 6 months and usually tapers off around 2 years old. During these months a baby is first gaining the cognitive recognition that you still exist when you are not there, which means baby can now miss you when you are not there. The problem often intensifies because at the same time baby realizes that her primary source of food and comfort can leave her, she is also testing the ways in which she is an individual. That's scary! A lot of separation anxiety is about finding that fine line between growing more independent and at some level still knowing she is fully dependent on you for survival.Read More
Concern over what your child is or is not eating is a common one. And it makes sense that we are concerned about it. Our fundamental job is to keep our children alive; and eating well is fundamental to thriving.
What makes the topic of eating especially charged is that it is one of the areas where children have control. You cannot force food into a child’s mouth, and even if you do, her upset about food being forced down her throat will often cause her to throw it right back up again.Read More
This blog is in response to a letter a mom sent me about her son:
I am so angry and mortified. My 10-year-old got caught shop lifting, and I am afraid this is a sign of much worse things to come.
Upset and Worried in TulsaRead More
"Show me a child who
knows nothing about sexuality,
and you've just introduced me
to my next victim."Read More
(In addition to being an author on parenting, Hogan is putting together an awesome in-person conference for parents in August 2017. Called the United We Parent Conference, it will take place in Southern California and will include great speakers (like me!) and breakout groups for parents to share their insights and issues.)Read More
Tantrums are a natural stage in every child's development. While some parents with easy going children may have fewer of them to deal with, no parent avoids tantrums altogether. However, there are steps we can take to avoid and/or mitigate tantrums.Read More
So far, everything you have done to build your consistency muscle has focused on the positive--you have modeled correct behavior, praised correct behavior and trained for correct behavior. But still your child is using disrespectful behavior! Now is when it get's real, when you are going to set an expectation and then hold the limit. This will probably mean that you need to have a consequence ready--one that you can absolutely follow through on.Read More
So, you have prioritized your values (If not, go to previous step HERE) and are clear about where you want to build your consistency muscle. That's hugely important.
HERE'S AN EXAMPLE
Let's say you have decided to consistently require your children to speak respectfully. Love that. But do your children know what it means to speak respectfully? Probably not, so you have to teach them.
STEP ONE: MODEL
Model respectful speech. I hope this is obvious, but how can you expect your children to speak respectfully if you are not modeling that in all your interactions with others? This includes how you speak about people. If over dinner you complain what a neanderthal jerk your boss is, your children are going to hear that, so while it is okay to criticize people, make sure that it is in respectful language. Perhaps you would say something like, "I wish my boss were up to date on the latest approaches and were more open to listening to fresh ideas." Little ears are listening all the time! How you speak to the people you love is even more important, so avoid the first two of John Gottman's Four Horsemen, criticism and contempt, at all costs. Finally, use polite and loving language with your own children is key.
STEP TWO: PRAISE
Catch Your Children Doing Good. Remember, you have been catching your children doing good in order to develop your consistency muscle. If the values exercise last week has you shifting your focus, go back to the step where you praise, praise, praise every time your child is (in this example) using respectful language. Say, "I heard you say Thank You to your teacher. That was so respectful." or "When you asked your brother, 'May I please have it after you?', that was exactly the kind of respectful language we expect in this house." Build up models for them so that they get a clearer and clearer idea of what you want before you make it a non-negotiable.
STEP THREE: TEACH
A bi-product of kids being technologically advanced is that many of them lag in their interpersonal skills. Compared to what you might have learned already at your child's age about how to get along well with others in the world, today's children spent many fewer hours figuring out how to speak in such a way that strengthens connections and warms relationships. The more we use our phones to deposit checks and order the weeks groceries, the less kids see us interacting with a wide variety of people. In the absence of daily modeling, we need to teach our kids skills explicitly.
One of my favorite teaching methods is role playing. Ask your kids what the would say in different situations and how they would say it. Start with people they know--their teachers, coaches, school personnel like the crossing guard or the office manager. Set the expectation that it is respectful to greet and acknowledge these people. Teach them stock phrases like, "Hello, Mrs. Stitt, how are you today?" Teach them how they can extend the conversation: "Isn't this a lovely day?" or "Did you have a good weekend?" or "Happy Chinese New Year! It's the Year of the Rooster, you know!" Tell them explicitly it is respectful to express an interest. When you pick them up for school ask, "Whose day did you brighten today?"
STEP FOUR: TRAIN
Once you have taught your kids what it means to be respectful, they will have an understanding of being respectful, but they still won't have the habit. Before you start reprimanding your children for being disrespectful, make sure that you have done enough training. Think about how long it takes to train yourself to do something until it is absolutely automatic. I am currently training myself to sit up straight. It didn't used to be such an issue because while teaching I spent so many hours on my feet, but now that I am in front of the computer most of the day, I have to think about it very consciously. Boy, is is a slow process! Your kids will need lots and lots and lots of gentle reminders, so when they do not speak respectfully (or clean up their toys or remember their chores, etc), do not assume they are being defiant! This is so important. You want your rules followed, and they will be, but it will take time before your kids are consistent.
Your job for the time being is to CATCH THEM DOING GOOD when they do it right and to gently remind them when they forget. Let them know that they are in training, and you want to do whatever you can in supporting their remembering. This is the time to brainstorm structures that will help them remember (I still have to set an alarm to keep track of which week is recycling week).
Next week we will get to what to do when training period is over, and it is finally time to add some teeth to your rules.
Teach your daughter how to study a textbook. Kids think they can just read a textbook the way they read a novel, but although both involve reading, they are really very different tasks.
Here are some guidelines on using a textbook:
Preview all the pictures and graphics (Some textbook companies include information in the pictures/graphics/sidebars, etc that they do not include in the body paragraphs, and often this information shows up on tests). Read the first paragraph, all the section headings and the last paragraph of the chapter. Go over and look up any italicized words in the text. STOP and summarize in your mind ideas like, “This chapter appears to be about…. The material I already know something about is…. The part that looks the hardest is….” READ the review questions at the end of the chapter. Make guesses about what the answers might be. Guessing will help you be on the look out for information as you read that confirms or denies your answers.
Read in sections. At the end of each section, close the book (using a bookmark to track the page) and try to summarize in your mind what you have read. Say any difficult or new words OUT LOUD to try to fix them in your mind. If you are having a hard time summarizing, reread. Finally, when you can generally summarize, take notes and/or draw pictures or diagrams of what you have read IN YOUR OWN WORDS. Only go back to the text to double check you’ve got it right. Proceed to the next section.
After reading: Whether your teacher requires it or not, go back to the questions at the end of the chapter and do them. If none of the questions asks you to summarize the main ideas of the chapter, write a paragraph of 5–7 sentences that will become your quick guide to what the chapter is about.
As you can see, studying a textbook takes much longer than reading a textbook, but when your teacher says, “Read pages 56–61,” she really doesn’t mean read. She means study. You might think, “Oh, that’s just 5 pages. That will take around 10 minutes.” It will not. Once you get good at this process, it will take you around 30 minutes for the before/while/after steps, but when you are first learning it, it will take much longer, so be sure to set aside some extra time.
LOOP YOUR STUDYING
Knowledge in the sciences is accumulative. Subsequent chapters require you to know the information from previous chapters. For this reason, keep your notes from all chapters for the entire year. (If you are taking notes on binder paper, you don’t have to carry the whole year around with you but can transfer previous chapters to a binder you keep at home.) Every time you sit down to study new material, take 5 minutes or so to review old material. Furthermore, a good teacher will ask questions from previous chapters on every test, so set a time in your schedule to go back and review them from time to time.
It can be hard to understand material two or three chapters away from the one you are working on, but there is still value in looking at ahead to those chapters. Look at the titles, graphics and photos. Start getting curious about what it means. Be on the look out in your current and past chapters that might connect to the topics and themes coming up.
Knowing how to be a good student is infinitely more valuable in the 7th grade than any particular knowledge gained of a particular topic. Because grades count relatively little, 7th grade is the perfect time to focus on learning how to learn. That is a skill that you will take with you no matter what classes you take in the future.
Children are exposed to more and more at younger and younger ages. Data showing the negative effects of of exposure to violence, inappropriate sexuality and offensive language are convincing. The media is a powerful influencer in our children's understandings of how the world is put together and of what their role in it should be. Unfortunately, far too often, the message little girls get is that they have to be pretty, sexual beings to have a place; and little boys absorb the view that they have to be powerful, strong men of physical action to be seen and counted.
ARE YOU REDUCING YOUR CHILD TO A STEREOTYPE?
While affected by media messages, your children are still looking first and foremost to you for who they should be and how they should feel about things. There is much you can do to counteract the influence of the media, advertising and industries which cater to swaying children.
First, parents can help control media influence by not buying their children clothes with messages on them. When you put your daughter in a t-shirt that says, “I’m a princess” or “Princesses rule” (or even has a sparkly rhinestone crown), you are reinforcing the idea that you want her to look like a princess. And what princesses do kids look to? Primarily Disney princesses. Talk about unrealistic body examples!
Little boys play with action figures whose bulging muscles are at least as outrageously out of proportion as Barbie’s ridiculously small waste. Although there are lots of superheroes who do not have super powers, they are most often depicted in physically fighting mode. I grew up watching Bat Man and although I know that Bruce Wayne didn’t just rely on his muscles, my main memory of Bat Man were words like “Biff” and “Pow” flashing on the screen. The predominant message of what it meant to be an outstanding man was not using reason and common sense and smarts. Nope. When I saw boys wearing t-shirts with the batman symbol, I assumed they admired his physical power.
DO YOU FEEL LIKE THE PRINCESS/SUPERHERO IS 100% COMING FROM YOUR CHILD?
(If you feel like an image perception is 100% coming from your child, I have two thoughts. One, fantasy play is very typical for 3 and 4 year olds, so just look for the obsession to taper off as your children turn 5, 6 or 7. Two, get curious about what it means to them and then see how you can meet that quality in some other way. Maybe when you ask what is so great about being Batman (after looking at you like you are an idiot), your son says with glowing eyes, "He protects the world!" Great! I love that! You can help him see what are other ways besides being a super hero he can help protect the world. For example, teach him the communication skills he needs to be an UPstander, an advocate for the underdog, or perhaps a champion of conservation.
LET YOUR CHILDREN BE THEIR AGE
Another step for parents is to buy clothing that “looks your age.” I have heard parents justify a short-cropped halter top for an 8 year old because “it’s so hot.” And yet that same parent would likely not dress an 8-year-old son in a sleeveless cropped t-shirt. There are lots of attractive, comfortable clothes that allow children to move freely and play that aren’t layered with any other messages about what their bodies should look like or who the kids should be. Parents would be wise to reflect thoughtfully on what image or message the clothes their children wear actually project.
CAREFUL THE THINGS YOU SAY: CHILDREN WILL LISTEN
Yes, the media plays a role in forming your kids’ views, but let’s face it; kids are sponges who pick up their parents’ attitudes. Every time you comment on someone’s body—whether it is someone you know in person or someone you see on television—you are building your child’s crib sheet of what bodies should look like. The comment said with disapproval that your neighbor looks like she has gained some weight tells your child that you would disapprove of her gaining some weight—perhaps at a stage in her development when she should expect to be putting on some weight before adolescence. Probably that is not what you meant, but kids have a tendency to overgeneralize without our realizing it.
Most importantly, parents need to become comfortable with their own bodies. Media influence is big, but your own confidence in and enjoyment of your body is even bigger. I realize that is easier said than done as body image is something lots of people struggle with, but to the extent that you can relate eating well and exercising to having more energy, sleeping better and generally feeling good, you will be setting a healthy example for your child no matter how you actually feel about your body.
FOCUS ON WHO PEOPLE ARE NOT HOW THEY LOOK
Finally, although parents spend time telling children to stand up straight or get their hair out of their eyes so their faces will be visible, in general parents will serve their children to well to promote a message of Handsome Is as Handsome Does. Remind children that their value lies not in how they look but in who they are as people, in what kindness and goodness they bring to the world. A toothy, easily given, heartfelt smile is worth infinitely more than perfectly straight, white teeth hidden behind a sneer. Comment on people you admire and what they have done to make you admire them. Leave their physical physic out of it.
With New Year’s here, I imagine that you are setting resolutions around your parenting. Among your resolutions, perhaps you have a goal of being more consistent. Great. I’d like to help with that. However, becoming a consistent parent is almost impossible if you leave to will power alone. It is much easier if you build for success step by step. I have a plan for doing exactly that.Read More
Parents are often baffled by their children’s misbehavior. Worse, they are often hurt by their children’s behavior. I believe the hurt comes from reacting to the behavior as if the child were an adult and not keeping in mind that most children do not have the emotional maturity to get their needs met through effective communication. Not being able to use language to communicate their needs, they use their behavior.
Fortunately, if you can interpret the misbehavior correctly, you have a good chance of meeting the child’s need. According to the work of researchers and educators like Linda Albert, Don Dinkkmeyer (Sr. and Jr. and Rudolf Dreikurs, misbehavior often comes from one of these four needs: Attention, Power, Revenge and Avoidance of Failure. Let’s take a look at each.
When a child is doing something to get attention, the adult often feels irritated or annoyed. Quite likely the adult is busy or trying to get through something and resents being interrupted from his current task.
Let’s say that you are making cookie dough, so your kids can decorate cookies. You are busy measuring and mixing and paying attention to the recipe. The more absorbed you become with your recipe, the more disconnected from you your child feels. Because you are your child’s source of security, feeling disconnected from you is scarier than any other reaction you are likely to give.
To get your attention, so he feels connected again, your child begins play with the flour in the jar, running it through his hands. Seeing it, you scold him in an annoyed voice and remind him of his promise to be good. He stops for a moment, but soon his need for connection grows bigger than his fear of your reaction, so he starts banging the wooden mixing spoon on the tabletop. This time you bark at him a little more strongly until he stops.
By the time the dough is ready, you are feeling resentful that he hasn’t let you get on in peace and really don’t even want to make cookies with the kids. He feels tense and even more disconnected.
What can you do?
Ideally, when you get that annoyed or irritated feeling, you will see it as a sign of your child’s lack of connection and will strive to find a way to connect even as you continue with your task. Perhaps you will just look at him and lovingly acknowledge that it is hard to wait. Perhaps you will be willing to sacrifice a cup of flour and give him two small bowls so he can practice measuring a teaspoon from one bowl and dumping it in another. If he is old enough to read, perhaps you will put him in charge of reading the ingredients to you.
It is natural for children to want to feel that they are in control of their own lives. We all want to feel we have choice and can affect the outcome of things; children are not different. Power can come out in the form of bossiness as in, “You have to let me measure the flour!” Or can come in the form of refusal as in, “No, I’m not going to measure the flour and you can’t make me!” In both cases, the child just doesn’t want to be told what to do. The passive child will simply ignore your requests (but make no mistake, the goal of the behavior is still a bid for power).
To be thwarted threatens our own sense of control and—I am not sure why—being thwarted by our own children affects us more than when being controlled by almost anyone else. We react either by being more combative back (“Don’t you dare talk to me that way! There won’t be any cookies if I don’t get an apology”) or by giving in to whatever the child wants. The latter might help the child feel better in the short run; in the long run, however, giving in to our kids all the time makes them feel insecure (because while they want some control, total control is way too much responsibility and is scary).
What can you do?
Allow a child’s combative or resistant behavior to be a clue that she is feeling powerless. Start looking for ways to give her some power. One of the best ways to do this is to offer her some choice as in “Are you going to measure the flour using the half-cup measure or the full-cup measure?” Using an option like this, you neatly sidestep the rude tone and redirect your child into some new thinking. If you must hold the limit, can you offer something else instead as in “I cannot risk flour all over the kitchen, but would you like to grate the orange or count out 20 walnuts for chopping?” By giving her a choice, you reestablish your child’s sense of self.
When we realize or suspect that a child’s misbehavior has been done in the spirit of revenge, we are often not only angry, we are also hurt. We know that whatever we did to get the child mad, we did not do it to deliberately make him angry. If we allow our hurt to get the better of us, we might even try to get revenge back. Perhaps your child deliberately dropped the bag of flour. You know it was deliberate and now you feel like wringing his neck. Here you are taking your precious time to make cookies—and he repays you by being a jerk! Perhaps you retaliate by calling him clumsy or by punishing him with total responsibility for kitchen clean up later.
What can you do?
Unfortunately, you do have to be the responsible one!! Yes, I know it is hard not to get your own revenge back. But revenge is a sign of a child’s anger and defensiveness. It is behavior that says, “I am only okay if the score is even and I get my fair share.” This is a child who is living with a belief of scarcity. She is afraid that if she does not assure that she get her due by means fair or foul that she lacks importance or has less value. Instead of punishing her, it is your job to assure her of your love. You might say something like, “I know you wouldn’t have dropped the flour on purpose unless you had lots of angry feelings inside. I am really sorry you are feeling that way. What can I do to help you feel better?” I know this might feel counter intuitive to you as a parent and like you are condoning taking revenge, but it is too easy for revenge to get in a vicious cycle. You have to back off and meet anger with love. Love and forgiveness are the most effective tool for disarming the downward spiral of revenge. (Once the connection has been reestablished, then you can look at the flour and say briskly, "Now, what needs to happen here?" If the child truly feels connected again, she will move to help clean up the flour.
Avoidance of Failure
A frequent source of misbehavior is avoidance of failure. In some ways these misbehaviors seem the least aggressive but frequently because of the lack of action they can draw on, the adult himself feels helpless and depressed by the child’s reaction. These behaviors might have you banging your head against the wall.
Let’s say that you ask your child to cream the butter and sugar. Because the butter is a little cold still, the child finds herself struggling. Afraid she is not going to succeed to your liking, your child puts her head on the table and says, “I can’t do it. It’s too hard.” At first you encourage her brightly, “Sure you can! You can do it,” but she still maintains that she can’t and instead of lifting her head, sighs gustily. She is waiting for you to come in and rescue her. “Here,” you say as you pick up the spoon, “It’s not so hard. You do it like this.” And before you know it, you have done the whole task.
This kind of learned helplessness drains energy from both of you.
What can you do?
Avoidance of failure comes from a fear of disappointing one’s parents and of damaging one’s sense of being capable. There is a lot you can do to combat it. The primary action you can take is to help your child develop a growth mindset. Make mistakes okay by modeling making mistakes yourself and learning from them. Reassure your child that while getting the task “right” might affect the outcome of the cookies, it will not affect your love for her. Assure her that there will be other chances to make cookies and to get it right; Not everything has to be learned today. Finally, You can also help her problem solve about how to work around obstacles. Even a two year old might know that if the butter is too cold to blend right now, waiting 10 minutes might make all the difference. A three year old might suggest her parent get the task started by cutting the cube of butter into small chunks first. Given the chance for critical thinking, most kids can find a way of getting to a working solution that can allow them to be successful.
It is my firm belief that children are not inherently mean. Every child wants to feel loved, connected and like he is a good, worthwhile person. As he is growing and learning, however, his sense of self is vulnerable and easily hurt. When that happens, he feels alone, cast out in the world. At that point, a pleasing child will go overboard to win your approval. Most children, however, will work through their angry, hurt, scared feelings through some kind of misbehavior. Our job as parents is to be detectives and to try to understand the feeling and the source behind the behavior. That way we are most able to get the child’s needs met so that he can be his best self again.