A client called frustrated because she had offered her 7th grader a bribe to do something she really wanted him to do that he was digging his heels in on, and now he was demanding that she give him something every time she asked him to do anything at all. That's a problem!Read More
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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!
Filtering by Tag: consequences
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
People often ask me, what consequence should I give my child for situation X.
There is no one right answer for that because each family is different, but here are some guidelines:
Logical consequences should
•be related to the problem
•be age appropriate
•allow a child his/her dignity
And most importantly, you HAVE to be able to follow through with them or you are back at square one, so it has to work for your family and for that particular child (fair is not equal).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
It’s back to school time, and most parents ask themselves what academic skills are my children going to learn this year? What number concepts will they have mastered? How will their writing improve?
Not to worry. Your children’s teachers have those topics covered.
But what are you going to focus on teaching your child this year? Life skills are first and foremost the responsibility of the parent. Here are some of the key skills that will support your children’s school success:
Emotional awareness has to do with being able to identify emotions in yourselves and others. This is built in children first by helping them identify emotions and states of being in themselves by narrating their experience. That means guessing what is going on with them by connecting their physical clues with their likely emotional states. You might say things like, “You’re shivering. You must be feeling cold” or “You are pulling your eyebrows tight together. Are you angry about something?” Increasing the emotional vocabulary beyond mad, sad and glad also helps children be more aware of the range of emotional states. Are they annoyed or furious? A bit blue or down in the dumps? Content or jumping for joy? Emotional awareness can then be extended to their interactions with other people or characters from a book. You might say, “I see that Camille’s lower lip is jutting out like this and the corners of her mouth are turned down. How do you think she is feeling right now? The more sophisticated kids get at perceiving their own and other’s emotional states, the more efficiently they can offer solutions for altering that state.
Resiliency means bouncing back relatively easily from difficult experiences (Note that it does not mean sheltering our children from difficult experiences!). Being emotionally aware is a good first step in building resilience in children. Naming emotions and connecting them the physical states allows children to step back from their emotions and be less overwhelmed by them. Let’s say that a child is feeling some strong emotions because she has lost a game. Perhaps she is disappointed at her own performance. Perhaps she fears being judged as “less than” compared to her peers. Perhaps she feels disconnected because attention has shifted to the winners of the game. Knowing what the strong emotion is allows her to take an action that will address that specific need. If she is disappointed in her own performance, she might make a plan for what to practice for next time. If she feels being judged compared to her peers, she might remind herself that there are lots of other things she is good at. If she feels disconnected, she might reintegrate herself by congratulating the winners on their accomplishment. Each of these actions has the potential for helping to regulate her strong emotions.
Taking Responsibility for One’s Own Actions
A big part of taking responsibility for one’s own actions is seeing oneself as being “in process.” When we accept that as we learn new things we are bound to make mistakes, it makes it easier for us to own up to actions or decisions which in hindsight were maybe not the best choices. Parents can help their children learn this by encouraging their children to reflect on their actions rather than to just be critical about them. Children who have parents who model forgiveness learn to forgive themselves. That makes it safe for them to admit when they have messed up. This in turn aids in their picking themselves up and moving forward. (For a complete blog on accepting blame, go HERE.)
One of my favorite questions for kids is, “What needs to happen now?” Spilt milk? What needs to happen now? Lost sweater? What needs to happen now? Little brother crying because you grabbed a toy from him? What needs to happen now? Failed to save your homework on the computer and don’t have it to turn in? “What needs to happen now?”
Many parents have a tendency to rush in too fast. They rush to make things better. They rush to punish. They rush to find a solution. But given the chance, kids are natural problem solvers. Milk spills? Even a toddler has seen you wipe things up dozens of times. Next time try asking, “What needs to happen now?” Most toddlers will run grab a rag (You can help them out by hanging some rags or having a paper towel rack at their level). Computer glitches? Maybe you can work some magic to recover a lost document. If yes, great. Take the time to teach your child how to do the same trick. If no, offer lots of sympathy, but at the end of the day, let your child suffer the consequence whether that is redoing the assignment or getting in trouble with the teacher. When you solve things for your child, he might be grateful in the short run, but in the long run you have failed to teach him anything.
Mentally walk through your child’s day and consider where she could be more independent. If she is a toddler or preschooler, could she do more to put on her own clothes? Handle her own ablutions? Pick up after herself more? With training, bit by bit, a child can do all these things before entering Kindergarten with very little supervision. An elementary school child can learn to get his own cereal, make his own lunch and pack his backpack for school. He can begin to read the weather and make guesses based on the season (or check the app!) to decide whether he needs a sweater or a jacket in that backpack. He can sort his laundry and make sure it gets to the laundry room. He can fold it and put it away. An upper elementary school child should be doing homework independently and asking for help only after trying a couple different strategies. She should be getting comfortable with walking away from you physically—next door to borrow some sugar or to the other end of the store to pickup the milk or down the block to a friend’s house. A middle school child should be keeping track of her own schedule and communicating her needs (for carpooling or other support) to her parents and coordinating what will work for them. She should be able to talk to her teachers and coaches when she has questions or concerns.
The Bottom Line: Parents Set Their Kids Up for Success
Parents are their kids' first teachers. Kids who have learned these five life skills come to school ready to learn. They have the external structures which allow them to work efficiently and the internal structures that allow them to cope when things get hard both socially and academically. In the end, these are the skills that allow your child to focus more fully on her academics, so if you want your child to do well at school, don’t ask him to do extra assignments or get him extra tutoring. Help him learn to regulate his emotions, to find ways to stay positive when things get hard, to see the effects of his own actions (positive or negative), to find solutions to problems and, finally, to take charge of his own life as much as he is developmentally ready to do so.
These skills do not happen over night. The mastery of each of them represents many hours of thoughtful parental guidance. It is easy to feel impatient as a parent. You might wail, “I’ve told him a thousand times to….” Look for improvement and take heart. As much as possible, try to use questions rather than “I told you’s.” Asking, “What is the result of leaving wet towels on the floor?” is much more effective than yelling for the umpteenth time, “Hang up your wet towel!” A child who can verbalize that wet towels lead to mold, smelly bathrooms, and maybe even wood rot is much less likely to just throw the towel on the floor.
Get Support in Supporting Your Children
Parenting is a life skill. It is something we learn, not something we just know how to do. How effective are you at instilling life skills in your children? Which ones come easily? With which do you still struggle? I hear a lot of variations from parents along the theme of "But my kid just isn't ready" or "Well, my kid has ADHD, so I can't trust him to do that on his own." Few children are able to jump from A to Z, but all children are capable of learning if you break the learning down into small enough chunks.
Do you need help scaffolding these life skills for your kids? I can help! Sign up HERE for a "On the Road to Responsible" 20-minute Strategy Session.
Let's review the first three steps to becoming a more consistent parent:
1. Find the Positive: Start noticing your kids and pointing out behavior you are liking.
2. Follow Through on Your Promises: Teach your kids your word is good.
3. Pick Your Battles: Being consistent is hard, so stick to the values you really care about.
So far, everything you have done to build your consistency muscle has been in stealth mode--your kids haven't known that you've been doing all this hard work. 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.
The hardest part of following through with children when you it is something is knowing in the moment what your next step is going to be. Let’s say you and your partner have come to agreement that a particular expectation is important to you. Perhaps you really want family members to speak respectfully to each other. You are committed to calling your children on it every time. So, the first time one child puts his sibling down, what are you going to do about it?
The exact next step is not so important as long as you both agree on the step, and as a general rule the reaction needs to get a little stronger each time. When thinking about consequences, it has to be something you are willing to carry out, or there is no point in putting it on the list. Go do half an hour research on line and you will find lots of strong opinions on consequences.
Here are mine: Consequences should be as light as possible to get the job done. With some children, their desire to please you is so great, it is enough to state your strong expectation that In this family we speak respectfully to each other. For another child, the threat of a consequence will be enough: The next time you speak disrespectfully, you will write a paragraph on how it feels to be disrespected. Some children will actually have to write the paragraph for the lesson to sink in. Some children will have to write the paragraph and even choose something nice they can do for their sibling, as well. With some children, they will need your help writing the paragraph. That's okay! Remember, the purpose of the consequence is not punishment. It is learning. Sitting down with you to organize a paragraph on respect is a great chance to open up the conversation about what makes, say, the relationship with a sibling hard.
Do not take it personally when one child needs more opportunities to learn the lesson. Stay calm, and have the next consequence ready when the child chooses to ignore the rule. Quite possibly the child is really trying. Encourage them to keep trying. Tell them, Next time I know you will choose to think before you speak. Tell them, don’t worry; it will get easier with practice. (Keep reminding yourself how hard it is for you to be consistent with your rules! It is likely at least as hard for your child to learn to be consistently respectful.)
Once you have stated the rule and the consequence, it is essential for you to follow through. That does not mean, however, that you cannot or should not have taken time to hear the child’s side of the story. What is he feeling? Why is he having such a hard time being respectful towards his sibling? What does he need from his sibling? How could he express his feelings and his needs in a way that is respectful? Have these conversations early and often. Again, always keep in mind, discipline is about teaching and training a way of being: It is not about punishment.
One final note: If the rule is In this family, we speak respectfully towards each other, that includes you! If you or your partner uses sarcasm or insults or a disrespectful approach with children or adults, you need to follow the same stream of consequences. If it is really hard for you to curb your language, get some help. Find a coach, see a counselor. Do whatever it takes to figure out what the block is. In the meantime, be prepared to model taking your consequence with good graces!
Okay. It is time for you to give this a try. You have the pieces all lined up. Give it a go, and then leave comment about how it went. Don't forget: This is a skill. It takes time and practice. Don't get discouraged if your kids throw you for a loop. The good news? You'll get lots of chances to practice!
More questions? Feel free to contact me directly for a Complementary Strategy Session.
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