Showing posts with label Parenting. Show all posts
Showing posts with label Parenting. Show all posts

Tuesday, August 13, 2013

FRIEND OR PARENT

by Jane Nelsen, co-author of Positive Discipline for Teenagers.

I just received an interesting question from a journalist wondering if parents could be both a friend and a disciplinarian. Following is my answer:

I'm not sure what you mean by disciplinarian and what you mean by friend. When people say, “You should be a parent, not a friend to your children,” I always wonder what kind of friend they are talking about. The implication is that friends are wishy washy. I don't have any wishy washy friends. My friends treat me with respect, are honest, hold me accountable, tell me what I need to hear in very loving ways, and don't put up with disrespect. And they love me and encourage me through all my ups and downs. Sounds like good parenting to me.

Regarding the disciplinarian part of the question, in all of the Positive Discipline books, we do not advocate punishment of any kind--which is what most people mean by disciplinarian. We believe in respectfully involving kids in focusing on solutions that are respectful to everyone.

How many friends would we have if we used the disciplinarian methods used by many parents?

1) Lecture
2) Nag
3) Try to control through punishments and withdrawal of privileges
4) Tell us what to do, when to do it, and how to do it
5) Withdraw love or show strong disappointment when expectations aren’t met

A theme I share with parents and teachers is "connection before correction." In other words, you have to have a good relationship before you can teach children anything--and then correction still means solving problems together respectfully. Parents would have much greater influence if they were good friends to their children by:

1) Encouraging (unconditional love)
2) Friendly discussions
3) Brainstorming for solutions
4) Scheduling special time for fun
5) Regular family meetings that involve all of the above
6) Making sure kids know you are on their side

One father shared that he was in the middle of an argument with his teenaged son when he stopped and said, “Son, do you know I’m on your side?” His son got tears in his eyes and said, “How would I know that?” Friends usually know we are on their side. Do our children?

Create a connection (closeness and trust), and then use respectful methods for correction. In other words, be a good friend to your child.

Wednesday, May 18, 2011

Hugs: A Cure for Clinging

I often hear parents complain when their children go through a clinging stage.

About 40 years ago I read a story in a magazine (I don't know which one) about a mother who wanted to push her clingy daughter away to help her be more independent. Then the mother went to a fortuneteller who told her she had only a year to live. The mother wanted to cling to her daughter so much that pretty soon her daughter was pushing her away.

You might want to try holding and hugging your children until they get their fill.

Saturday, February 5, 2011

Positive Discipline Tools and Tips for the Beginning, Middle or End of a Target Meltdown

by guest blogger (my daughter) Mary Nelsen Tamborski



Every week my two young boys (4-year-old Greyson and 2-year-old Reid) and I have a routine of going to Target to pick up our weekly essentials.  I learned early on not to buy a toy, even from the $1 aisle, because it created a new routine of expecting "something" every visit.  Of course, the few trips after breaking this habit were not fun.

To prepare them for this new plan (take time for training) I explained that we were not going to buy any toys. Then on our way to Target I shared the list of exactly what we needed to get and asked for my oldest son, Greyson, to help me remember the items. It was my hope that asking for his help would distract him from wanting to buy a toy (providing experiences that help children feel capable).

Surprisingly it went well without a major meltdown.  Greyson did seem proud of himself for helping. It might have helped that I creatively learned how to avoid the toy aisle at all costs, which is not easy!
Our weekly trips to Target are now virtually stress free-as long as I'm in and out within 30 minutes and don't go close to nap time (getting into the child's world and planning ahead).

A few weeks ago, we had an exceptionally awesome day of communication, a long nap, exercise for Mommy, and some extra fun games and activities.  Greyson was being extra helpful and patient with his baby brother Reid. It warmed my heart to watch him sharing his toys with Reid. Overall, I think I can speak for all of us when I say the day was a 10 on a scale from 1-10.

We were at Target. When I least expected it, I turned the corner to a new aisle (Halloween costumes) and right there was his new favorite character of the week-Superman. It wasn't even September yet, so Halloween costumes were the last thing on my mind. When I told Greyson, "No we can't buy that costume today," he started pouting and saying, " I want to go straight home." Thankfully we were on our way to the checkout line, so I just sped up (deep down knowing it was about to get ugly)!

All the way to the checkout line I was acknowledging and validating his feelings of disappointment, frustration, anger and confusion that he couldn't get the costume today. Unfortunately, this Positive Discipline tool wasn't working.

We were standing in line when I tried complimenting him by telling him how much I enjoyed our day together, and what a great help he's been, and how much I've loved spending our time together. Then I asked him (even though I knew the answer) to describe how he was feeling and why? When he explained to me that he wanted the costume today and that he didn't want to wait to buy it I told him (kindly and firmly) that I wasn't ready to buy it yet.

Greyson's reaction was to tell me that I was a "bad mommy" and then he started pushing me.
The pressure was on! Naturally all eyes at (least it felt that way) were on me waiting to see what I was going to do next? What I think most people were expecting was for me to "flip my lid" and totally lose it by either threatening, yelling, spanking or firmly (not kindly) putting him into the cart for lock down.
Instead, I knelt down to his level and told him again how much I loved being around him and I was feeling upset for the total attitude change. I then asked him if he needed a hug. This is a Positive Discipline tool that usually always works for Greyson and me; but not this time. He said, "No I don't want a hug."

I was feeling especially desperate. I was running out of Positive Disciple tools. However, I reached into my "Positive Discipline tool belt" one last time and used compliments and sense of humor.  Thank goodness, it worked!  Greyson had on the conductor hat that he wears everyday. (Will this train phase ever end?) I reminded him how much I loved his fun, loving and cooperative attitude he had expressed all day, and that it all switched in "one Target turn." I told him, "I am going to pull your hat down over your face down to your chin; and when I lift it up I'm going to see a big smile, and and a happy Greyson."  I put his hat over his face lifted it up and said "ta daa." Holy smokes it worked!!!!!

I was shocked! However, I learned again how important it is to get inside the child's world, validating his thoughts and feelings, and being kind and firm and even more important, respectful. I felt like I should've had a round of applause from all the nervous and anticipating parents who were watching.  Gosh knows that we've all been there in the checkout line that is moving slower than it ever has, and every item in reach of eager little hands.  I sometimes wonder if anyone else has caught on to how Wal-Mart and Target checkout lines are just a different form of birth control...unless you have Positive Discipline tools.

I was amazed that I was able to keep my cool for that long, but I remember hearing, "How can we expect our children to control their behavior when we don't control our own?" (Modeling.)

(You can learn more about Mary Nelsen Tamborski and get updates on her classes and workshops by visiting the Roots and Wings website.)


Thursday, October 16, 2008

Demanding Child

Question:

I am a mother of 5 children aged 8, 7, 5, 4 and 8 months old. There are many things I could ask about but I have gained so much just through reading as much as I can through your website. As well as this, we plan to order at least one of your books when we can afford it.

However, something I have not come across yet and am desperate to have answered is this. My (just turned) 4 year old son is very difficult to live with and hard to figure out at the moment. Briefly put, firstly, he will speak over someone else in the family or try to override their will with his without paying any attention to what they need or want no matter how reasonable. For example, when I am talking on the telephone, (which isn't that often), he will talk to me or yell and demand for what he wants even though he knows I'm talking to somebody else, it's very embarrassing. If he wants his own way he will fight or make a scene to get it no matter who's around or where we might be at the time! We sometimes give in to him because it's just easier, more peaceful or if in town, less embarrassing than to fight it. But other times, I stand my ground with him and have to calmly and kindly carry him out of the room to gently hold him and calm him down. The second problem is this, lately he has taken to hitting me whenever he perceives that I am being "mean" to him which is usually over the slightest little thing, like me kindly correcting him with a lilt in my voice or asking him not to annoy his sisters or brothers. But worse than that, he is verbally abusing me at the same time. He repeatedly says he "hates" me, that I'm being "mean to him", that I don't love him, that I'm a "disgusting" mother, when all I've done is tried to love him by setting boundaries for him. He totally overreacts and misunderstands me and my intentions.

I've always had a strong bond with him as a baby and he's normally a very joyful, delightful, social, outgoing, gregarious child who loves to be the center of attention! He's always known I love him and when he's happy he's been the one child who'll always tell me how much he loves me and so forth. I'm sad and concerned as he's miserable and his behavior is such that I getting to the stage of feeling anxious when we are around other people incase he behaves in any one of these totally inappropriate ways mentioned above. Or sometimes, it will be overtly rude or foolish behavior like saying rude or inappropriate words or annoying, repetitive noises where I have to ask to be quiet or leave the room, which is always to no avail.

Any advice to help and understand my son is so welcomed and much appreciated! Thank you.

Jody

Answer:

Hi Jody, I can "hear" from you email what a good mom you are (and a busy one with five children) and how difficult and frustrating it is to deal with a challenging child. I can also tell that there is a lot going on that will be too difficult to explain in an email--it would take a book, but I will try a few concepts and suggestions.

As a mother of 5 children, you know (as do all mothers) that every child is born with different "temperaments" and little personalities. In the book, Positive Discipline for Preschoolers, we discuss temperament. Following is a brief summary:

Temperament and Development1[1]


Why Do They DO That?

Compiled from Positive Discipline the First Three Years and Positive Discipline for Preschoolers by Jane Nelsen, Cheryl Erwin, and Roslyn Duffy

A child’s behavior is the result of
individual temperament
emotional, physical, and cognitive development
what he or she has decided about how to find belonging and worth
Temperament is inborn and appears to remain constant throughout our lifespan. (See Chess and Thomas’s “Know Your Child”)

3. Behavior is a dance between temperament, development, and what your child believes about himself, you, and the world around you.
Temperament:

1. Activity Level
High activity -----------------------------------------------------Low activity
2. Rhythmicity (predictability of physical functions)
Predictable---------------------------------------------------------Unpredictable

3. Initial Response (reaction to something new)
Approach--------------------------------------------------------------Withdrawal

4. Adaptability (ability to adjust to change over time)
Adapts quickly------------------------------------------------------Adapts slowly

5. Sensory Threshold (sensitivity to sensory stimulation)
Very sensitive-------------------------------------------------------Less sensitive

6. Quality of Mood
Optimistic--------------------------------------------------------------Pessimistic

7. Intensity of Reactions (response to events)
Intense reactions--------------------------------------------------Mild reactions

8. Distractibility (willingness of a child to be distracted)
Highly focused--------------------------------------------------Easily distracted

9. Persistence and Attention Span (ability to stay focused on an activity for a length of time)
Persistent/long attention span------------------------------Gives up/short span
Parents have temperaments, too; “goodness of fit” refers to how well a parent’s temperament matches his or her child’s.

Effective parenting means planning for the child you actually have!
In the early years, a child’s behavior has more to do with development than with “misbehavior”; children are young and unskilled, and need discipline that teaches, rather than punishment.

No matter how old your child is, it is important to know your child!!

I'm sure you will find your little 4-year-old on the scale. My guess is that he also feeling "dethroned" by the new baby. He got to be the "youngest" for quite awhile. To watch a candle demonstration you might want to try to deal with "dethronement," go to http://janenelsen.com/video.html

Once you understand all this it is important to understand that you can't change him any more than you can change a petunia into a rose (he may alwyas be an "intense reactor") but you can do things to help him be the best he can be. The worst thing you can do is to give in to him. That teaches him that his methods work so you are engaging in tyrant training.

Some suggestions:

1. Keep doing many of the positive things you are doing--more consistently.

2. Don't worry about what other people think. I know this is difficult, but someone once asked me, "Do you want to be a good mother for the neighbors, or for your children?" That was a huge reminder to me to think more about what my children needed than what others thought.

3. Set up a special time with your son for 15 minutes a day. (It is a good idea to do this with all your chldren.) Then when he is demanding your time when you don't have it, you can say, "I'm busy now, but I sure am looking forward to our special time at 4:15." Then ignore his demands.

4. Ignore his demands a lot. Do the above or simply validate his feelings. "I know you really want that and you are so angry and upset that you can't have it now." Then ignore.

5. Let him have his feelings. Allow him to be upset and angry without thinking you have to rescue him or fix it for him. Children need to learn to develop their disappointment muscles so they learn confidence and resiliency--that they can handle the ups and downs of life.

6. Try hugs. For a great example of this, go to http://www.positivedisicpline.com/ and scroll down to the free podcasts and listen to # 39.

7. Start regular family meetings on a weekly basis so all of your children can learn so many valuable and social lifeskills such as looking for the positive by giving and receiving compliments and by focusing on solutions. All the Positive Dsicipline books have chapters on family meetings. You can also go to http://www.focusingonsolutions.com/ and order the ebook on the Family Meeting Album.

I wish you the best,

Thursday, September 18, 2008

Three-year-old Love/Hate Relationship with Baby Brother

Question:

I have a 3-year-old daughter and 7-month-old son. Until now my daughter has been really gentle with the baby but in the last couple of weeks she has been "testing" out being a bit rougher with him (pinching his cheeks, hugging him a bit too tight, giving him a kiss but holding on until he cries.) I usually try to quietly remind her that if the baby is crying it means that he is feeling hurt and that she needs to loosen up her grip. I've asked her how she thinks it makes him feel and what else we could do to show him love. She kind of half listens with a grin and stays away for a little bit...until about 10 minutes later. I believe she is doing it to get my reaction, but I feel like I can't ignore it or say that they need to sort it out themselves. (Obviously the baby has no way to defend himself.)
Also, because he is starting to become mobile and grabbing for toys she is in the habit of grabbing the toys he is playing with away. I know that sharing is still a difficult thing for her age, but I just want to try and handle it in a way that helps out both children.
Any suggestions that you can provide would be great. I just finished your Positive Discipline book and have ordered the Positive Discipline for Preschoolers edition and can't wait to read it. I have already found the suggestions so helpful and a good reminder of the way I want to parent....from the heart but firmly.

Thanks so much, Christine

Answer:

Hi Christine,
What you describe is so classic that I could have written this script for how a "dethroned" child might behave to display her love/hate relationship with the "usurper" in her world. You might want to re-read the chapter on Birth Order in Positive Discipline as a reminder of how children make decisions about themselves based on their decisions of how to find their place in the family when they compare themselves to their perceptions of their siblings.
The following candle demonstration may help you understand her thinking and a way to deal with the belief behind her behavior.

Using Candles to Deal with the Belief Behind the Behavior

There is a belief behind every behavior, but we usually only deal with the behavior. Dealing with the belief behind the behavior does not mean you don't deal with the behavior. You are most effective when you are aware of both the behavior and the belief behind it.
The following is a classic example of the belief behind a behavior. Suppose you have a four-year-old boy whose mother goes off to the hospital and brings home a brand-new baby. What does the four-year-old see going on between Mom and the baby? -- Time and attention. What does your son interpret that to mean? -- Mom loves the baby more than me. What does the four-year-old do in an attempt to get the love back? -- He may act like a baby himself and cry a lot, ask for a bottle, and soil his pants.
Wayne Freiden's and Marie Hartwell Walker have created songs (Family Songs, (Available at www.focusingonsolutions.com) that help adults get into the world of children and understand the beliefs they could be dealing with based on their birth order. Their songs include seven different birth order positions. Following is one verse from the song, Number One:

Oh it's hard to be number one.
And lately it's just no fun at all.
Life was so nice, when there were three,
Mommy and Daddy and Me.
And now there's another.
And I don't like it one bit.
Send it back to the hospital
And let's just forget about it.

Four-year-old Becky, who could identify with this song. Becky was feeling dethroned by the birth of a baby brother, and was experiencing confusion about her feelings for the baby. Sometimes she loved him, and other times she wished he had never been born because Mom and Dad spend so much time with him. She didn't know how to get attention for herself, except to act like the baby.
One evening, when the baby was asleep, Becky's mom sat down at the kitchen table with her daughter and said, "Honey, I would like to tell you a story about our family." She had found four candles of varying lengths. "These candles represent our family." She picked up one long candle and said, "This is the mommy candle. This one is for me." She lit the candle as she said, "This flame represents my love." She picked up another long candle and said, "This candle is the daddy candle." She used the flame from the mommy candle to light the daddy candle and said, "When I married your daddy, I gave him all my love -- and I still have all my love left." Mom placed the daddy candle in a candle holder. She then picked up a smaller candle and said, "This candle is for you." She lit the smaller candle with the flame from her candle and said, "When you were born, I gave you all my love. And look. Daddy still has all my love, and I still have all my love left." Mom put that candle in a candle holder next to the daddy candle. Then she picked up the smallest candle and, while lighting it from the mommy candle, said, "This is a candle for your baby brother. When he was born I gave him all my love. And look -- you still have all my love. Daddy has all my love. And I still have all my love left because that is the way love Is. You can give it to everyone you love and still have all your love. Now look at all the light we have in our family with all this love." (To see a video of this demonstration, go to http://janenelsen.com/video.html
Mom then asked Becky if she would like to use her candle to light the other candles, so she could see how she could give all her love away and still have all her love. Becky was excited to try this. Mom snuffed the flame on all the candles except Becky's, and then helped her pick up each candle and hold it over the flame of her candle until it was lit. Becky's eyes were shining almost as brightly as the flame of the candles.
Mom gave Becky a hug and said, "Does this help you understand that I love you just as much as I love your baby brother?"
Becky said, Yes, and I can love lots of people just the same.
What happens to us is never as important as the beliefs we create about what happens to us. Our behavior is based on those beliefs, and the behavior and beliefs are directly related to the primary goal of all people -- to feel that we belong and are important.
Mom had learned to deal with the belief behind Becky's misbehavior.
Once you understand the belief, you still need to know what to do. But first I want to tell you what not to do. Don't expect her to understand her feelings and her beliefs and her actions. Also, don't expect her to understand your explanations. When she is being too harsh with baby brother, try any of the following:

1) Use action, not words. Kindly and firmly distract her.
2) Give them both a hug at the same time. (Again, avoiding words and/or lectures.)
3) Try hugging just her when she "misbehaves." I know this sounds like rewarding the misbehavior. It is not. It is dealing with her faulty belief that she is not loved as much as her behavior. When her belief changes her behavior will change.
4) Show her how to "touch nicely," over and over.
5) Ask your daughter for her help with such things as finding another toy for her brother or for herself.
6) Supervise, supervise, supervise--so you can quickly intervene with any of the above.

Remember that there are millions of dethroned children in the world and children who did the dethroning. Most of us survive and grow up just fine.

Monday, April 28, 2008

Child Won’t Eat Without Being Nagged

Question:

We have a family dinner time, in which we are supposed to sit down together and eat and talk and share our day. My 4 year old does not eat with out being nagged at and/or fed. He plays around until my husband gets upset and we both end up telling him over and over and over to eat, then I usually shovel a few bites in his mouth, with his resistance, and I call it good. My husband gets upset because I have a rule that we all sit down until everyone is finished, loosely interpreted as we all sit down until my son is done, he is pretty good about asking to be excused or stating that he is done. If he doesn't eat anything I tell him there will be nothing later to eat, no candy, no dessert etc…. Some days he will eat a few bites and ask if that is enough to get candy. Sometimes the meal isn't anything that he likes, but I always try and incorporate something that I know he does like, so he can choose what he wants to eat. I am tired of nagging and it's not working anyway and I know it is wrong to use candy as an incentive to eat, but I just don't know what to do. My question is how do you have a pleasant dinner time without nagging and feeding my 4 year old?

Answer:
Hi Melanie,

I'll start by answering your last question--by putting food on the table and then ignoring what he eats or doesn't eat. Too many parents get too involved in trying to control what and how their children eat. He has you well trained to give him a lot of undue attention. Of course, you should also eliminate candy and desserts from your home for awhile. There has been a lot of research that show that children will choose a balanced variety of food when they have the opportunity to choose and are left alone, but sugar interferes with the body's craving for good food.

The following excerpt from Positive Discipline A-Z by Jane Nelsen, Lynn Lott, and H. Stephen Glenn may help you gain a better understanding of what is going on, as well as some more ideas about how to solve the problem. (This book covers just about every behavior challenge you can think of.)

Mealtime Hassles
“My kids’ table manners are atrocious. They get up and down during the meal, grab food across the table, and complain about my cooking. One of my kids is always on a diet and another one will only eat hot dogs. I thought mealtimes were supposed to be a pleasant family event?”

Understanding Your Child, Yourself, and the Situation
You are correct. Mealtime should nourish both the body and the soul. Too many families forget this and turn mealtime into a nightmare of corrections, nagging, threats, fighting, and individual grandstanding—if they even have a mealtime. Many families take the kids out for fast food, or everyone eats at a different time of day. In some families, the kitchen is open all day with family members grabbing snacks whenever they feel hungry. While some children seem to survive on a unhealthy diet, there is an epidemic of overweight children and adults. Quite often, instead of providing healthy choices and trusting your kids to eat when they are hungry and stop when they are not, you inadvertently interfere in this natural process. Without knowing it, you could be planting the seeds for eating disorders. We have several suggestions to make mealtime a place where your family can have a positive experience together, eat healthy foods, and enjoy each other’s company. It starts with you.

Suggestions
1. At least once a day, sit down as a family and eat a meal together. Do not eat in front of the television. Adults should sit down and eat with the kids—at a table. Occasionally set the table with flowers, candles, or place mats, or eat in the dining room to create a special experience for the family.
2. If kids know it’s okay to choose what they will or won’t eat, they are less apt to complain. Don’t try to force your child to eat anything. Do not insist on children eating everything on their plates or tasting every food. Don’t give your child a lot of undue attention if they refuse to eat something.
3. It is normal for young children to play with their food, spill their milk, and drop food on the floor. Behavior appropriate for their ages is not misbehavior. Clean up spills, let kids finger-paint in their food, and let the dog eat what drops or put a plastic sheet under your young child. Teach your children to help you clean up the mess.
4. Let your kids serve themselves and do not discuss what they eat or don’t eat. Simply clear their plates at the end of the meal (fifteen to twenty minutes is plenty of time).
5. If kids complain about your cooking, tell them it’s okay not to eat what they don’t like, but it hurts the chef when people complain. With a young child, when he says, “I don’t like this,” remove his plate and say, “Okay, you don’t have to eat it.” That usually ends the complaining very quickly.
6. Some families allow children to make themselves a sandwich or tortilla with cheese if they don’t like the meal. This is better than cooking special dishes for each child.
7. If you think your children’s behavior has become too obnoxious, you might try deciding what you will do instead of trying to control your children. Pick up your plate and go to another room to eat.
8. Don’t panic when your child says she is going on a diet. Wait and watch to see what really happens. She may say one thing and do another.
9. Don’t perpetuate secrets. Let your child know that you saw her make herself throw up (or any other unhealthy behavior that you have seen). Ask what steps she will take about her eating problem and what help she needs from you.
10. If dysfunctional eating patterns, such as anorexia nervosa (self-starvation) or bulimia (binging and purging) persist, get information from an eating disorder clinic, a dietician, or therapist about possibilities for help. This is particularly important if there is any history of addiction within the family since there can be a correlation between family history and eating disorders.
11. If your child decides to become a vegetarian or try out any other health conscious new way of eating, ask your child how you can be supportive. Don’t make fun of your child or insist he or she eat the way you do, or treat the new habit as an eating disorder. Many vegetarians made the decision to change their eating as very young children. If you are a vegetarian and your child insists on eating meat, the same advice applies. Do not force your way of eating on your children.

Planning Ahead to Prevent Future Problems
1. Schedule your meals. (But allow snacking on healthy things -- don’t make children wait until they are overly hungry to eat.) Stress that mealtime is a time to share stories about the day, visit with each other, and share the good feelings of being together as a family.
2. When children complain about the food, it may be time to involve them in choosing what they eat, at least one night a week. Let each child cook dinner one night a week. Even small kids can tear lettuce leaves, open a can of beans, and make a simple salad.
3. Plan with kids what they can do to contribute. Talk about the different jobs that need to be done, such as setting the table, cooking dinner, washing the dishes, and feeding the pets.
4. Do not bring junk foods into the house. Of course children won’t eat regular meals when they have filled up on snacks or junk foods. Especially avoid products that contain sugar. Sugar can really mess up the body’s natural craving for good foods.
5. Provide healthy snacks. It is fine if your children don’t eat because they have filled up on cheese, carrot sticks, or other healthy snacks. Who said good food should be eaten only at mealtimes?
6. Practice good table manners at a time other than mealtime, or choose one night a week to practice. Make it fun. Exaggerate.
7. During a family meeting, get the whole family involved in planning ways to make mealtime enjoyable for everyone.
8. Look at your own attitudes about weight, food, and eating patterns and what they may be suggesting to your children. Are you saying things like, “Finish everything on your plate,” and then later getting upset because your child is overweight? Do you tell your kids they can’t eat between meals, which may encourage them to binge at mealtimes? Are there other ways you are unconsciously trying to control your child’s food intake?

Life Skills Children Can Learn
Children can learn that they are not going to get in trouble at the table, so they don’t have to sidetrack their parents with bad manners. The table is a fun place to be, and there are many positive ways to get attention by joining in and being part of the family. Children can learn that they can develop a taste for foods on their own schedule. They can learn that they will not be pressured to eat what they don’t want, nor will be they be given special service. Children can learn that respect is a two way street.

Parenting Pointers
1. You can help your child learn to listen to his or her feelings and body wisdom instead of training the child to be an overeater to please you or a picky eater to defeat you. Think of how many overweight adults were members of the “Clean Plate Club” as children, and have completely lost touch with the meaning of the word “hungry.”
2. If you see mealtime as a time to make kids eat and to lecture about manners, the kids will probably pay you back with bad manners. If your attitude is that meals are one of the special times that families can share together, the kids probably reflect that thinking.
3. At different stages of development, your children’s bodies may not fit the national ideal, so be patient with them and with yourself. When all else fails, trust your sense of what is normal for your children.
4. Encourage regular exercise. Turn off the television and kick the kids off the couch if necessary.
5. We have talked to people who were raised during the Depression. They say picky eating was never a problem. Parents didn’t make a fuss when a child didn’t want to eat because there often wasn’t enough to go around. When children didn’t get any “mileage” out of being a picky eater, they ate what was available or went hungry.

Booster Thoughts
One of our toddlers participated in a university preschool program where they put all kinds of foods on the lunch table and allowed kids to eat what they wanted. Sometimes he would eat cake first, and sometimes he would eat broccoli first. The main thesis of this program was that children would naturally choose foods that would balance out to good nutrition (over time) when they were allowed to choose from a variety of nutritious foods--without anyone making a fuss.
—-
One mother thought it was her job to control what her daughter ate. If her daughter didn’t eat her oatmeal for breakfast, Mom would give it to her for lunch. If she didn’t eat the oatmeal for lunch, Mom would give it to her for dinner. Of course, her daughter refused to eat it. The daughter became sick. A doctor discovered she was developing rickets. It was more important for the daughter to win the power struggle than to eat.
When the doctor learned what was happening, he said, “Please put good food on the table, and then leave your daughter alone.” When the mother did this, her daughter started eating better. Not perfect, but better.
—-
The first time I sat down to eat a meal with my new stepchildren and their grandparents, I was dismayed at the number of comments that were made about the youngest’s eating habits. He was coaxed to try this, that, and another thing, he was labeled the family’s “picky eater,” I was told that he doesn’t eat vegetables or fruit, etc. Of course he was a picky eater, getting tons of negative attention and also engaging in a power contest at every meal.

Friday, February 22, 2008

Pushing Younger Brother: Does Three-Year-Old Know Better?

Question:


Hello Jane


I have read your books positive discipline and positive discipline for preschoolers - I think it is a great approach.


My three year old son is constantly pushing my 19 month old - how can I use positive discipline to nip the behavior in the bud? Should I use positive time-outs? I think he is old enough to understand what he is doing is wrong but he does not seem to listen when I talk to him about it - I really do not want this behavior to carry over into the classroom - can you help me?


Kristin


Answer:


Hi Kristin,

Thanks for asking. I'm receiving so many emails with a similar theme, so hopefully others will find this helpful.

First I want to explain why your three-year-old doesn't understand that what he is doing wrong. I'm going to explain this in several different ways--first in a very back door way by asking a question.

Would you allow your son to go to the park by himself even though you think he understands that it is wrong to cross a busy street and that he should not play on the equipment on any way that isn't safe? Of course not. If you answer why, you'll know why your son doesn't know it is wrong to push the nineteen-month-old. He hasn't developed enough maturity and judgment to REALLY know right from wrong. His brain has not developed enough for this. Read the Piaget demonstrations in Positive Discipline for Preschoolers again to understand even more about this. I'll repeat it here from another book:


Piaget Excerpt for Positive Discipline for Child Care Providers by Jane Nelsen and Cheryl Erwin


Caregivers who have studied child development know that the intellectual capabilities of young children have not developed to the point where they can think like adults, yet many adults act as though they should. Forcing a young child to “Say you are sorry” is an excellent example. Thinking children understand “no” the way adults think they do, is another example.


The following Piaget demonstrations illustrate this in a way that verbal explanations fail.

Piaget Demonstrations


Jean Piaget was one of the pioneers in understanding the cognitive development of children. He devised these demonstrations to help adults understand how children’s thinking ability differs from their own:


• Take two balls of clay that are the same size. Ask a three-year-old whether they are the same. Make adjustments by taking clay from one ball and adding it to the other until the child agrees that they are the same size. Then, right in front of her, smash one ball of clay. Then ask her whether they are still the same. She will say no and will tell you which one she thinks is bigger. A five-year-old will tell you they are the same and can tell you why.


• Find four glasses: two glasses that are of the same size, one glass that is taller and thinner, and one glass that is shorter and fatter. Fill the two glasses that are the same size with water until a three-year-old agrees they are the same. Then, right in front of her, pour the water from one of these glasses into the short, fat glass and the other one into the tall, thin glass. Then ask her whether they still hold the same amount of water. Again, she will say no and will tell you which glass she thinks contains the most water. A five-year-old will tell you they contain the same amount and can tell you why.


Both of these examples demonstrate thinking abilities identified by Piaget. When we understand that perceiving, interpreting, and comprehending an event are so markedly different for young children, our expectations as adults alter. The meaning children attach to their experiences does not match the meaning adults attach to the same experiences.


The next thing to understand is that it is likely that your son something else is going on when he pushes. It could be that he is frustrated--if not about something that is going on at the time, it could be the fact that he has been dethroned. In either case, when "upset" none of us (even those of us who supposedly have developed maturity and judgment) act rationally. The following article, which is included in several Positive Discipline books, explains "dethronement." (You can also watch a video of my sharing the candle story by going to http://www.janenelsen.com/ and click on videos.)

When a First Born Child is dethroned by a New Baby in the Family


Dealing with the Belief behind the Behavior


by Jane Nelsen


There is a belief behind every behavior, but when confronted with a “misbehaving child” adults usually deal only with the behavior. Dealing with the belief behind the behavior does not mean you don't deal with the behavior. However, you are most effective when you are aware of both the behavior and the belief behind it.


The following is a classic example of the belief behind a behavior. Suppose you have a two to four-year-old child whose mother goes off to the hospital and brings home a brand-new baby. What does the first born child see going on between Mom and the baby? -- Time and attention. What does the older child interpret this to mean? -- Mom loves the baby more than me. What does the first born child do in an attempt to get the love back? – He or she may act like a baby and cry a lot, ask for a bottle, and soil his or her pants.


Wayne Freiden and Marie Hartwell Walker 1[1] have created songs that help adults get into the world of children and understand the beliefs they could be developing based on their birth order. Their songs include seven different birth order positions.


Following is one verse from the song, Number One:
Oh it’s hard to be number one.
And lately it’s just no fun at all.
Life was so nice, when there were three,
Mommy and Daddy and Me.
And now there’s another.
And I don’t like it one bit.
Send it back to the hospital
And let’s just forget about it.

Four-year-old Becky, could identify with this song. She was feeling dethroned by the birth of a baby brother, and was experiencing confusion about her feelings for the baby. Sometimes she loved him, and other times she wished he had never been born because Mom and Dad spend so much time with him. She didn’t know how to get attention for herself, except to act like the baby.

One evening, when the baby was asleep, Becky’s mom sat down at the kitchen table with her daughter and said, "Honey, I would like to tell you a story about our family.” She had found four candles of varying lengths. “These candles represent our family." She picked up one long candle and said, "This is the mommy candle. This one is for me." She lit the candle as she said, "This flame represents my love." She picked up another long candle and said, "This candle is the daddy candle." She used the flame from the mommy candle to light the daddy candle and said, "When I married your daddy, I gave him all my love -- and I still have all my love left." Mom placed the daddy candle in a candle holder. She then picked up a smaller candle and said, "This candle is for you." She lit the smaller candle with the flame from her candle and said, "When you were born, I gave you all my love. And look. Daddy still has all my love and I still have all my love left." Mom put that candle in a candle holder next to the daddy candle. Then she picked up the smallest candle and, while lighting it from the mommy candle, said, "This is a candle for your baby brother. When he was born I gave him all my love. And look -- you still have all my love. Daddy has all my love and I still have all my love left because that is the way love Is. You can give your love to everyone in our family and still have all your love left. Now look at all the light we have in our family with all this love."

Mom then asked Becky if she would like to use her candle to light the other candles, so she could see how she could give all her love away and still have all her love. Becky was excited to try this. Mom snuffed the flame on all the candles except Becky’s, and then helped her pick up each candle and hold it over the flame of her candle until it was lit. Becky’s eyes were shining almost as brightly as the flame of the candles.

Mom gave Becky a hug and said, “Does this help you understand that I love you just as much as I love your baby brother?”

Becky said, Yes, and I can love lots of people just the same.

What happens to us is never as important as the beliefs we create about what happens to us. Our behavior is based on those beliefs, and the behavior and beliefs are directly related to the primary goal of all people -- to feel that we belong and are important.

Mom had learned to deal with the belief behind Becky’s misbehavior. Becky stopped acting like a baby, and was more consistently loving to her baby brother.


Now for what to do:
1. Supervise, supervise, supervise. Just as you can't allow a child to go to the park by himself, don't expect him to control his emotions and his frustrations.


2. Don't scold him and comfort the younger child. (If you do, you are training the younger to become a victim who will soon learn how to get special attention.) Instead, take the pusher on your lap and validate his feelings. "You must be feeling upset, sad, mad, or whatever." It is likely that he will then be willing to help you help the younger child feel better too by having him or her join you on your lab.


3. Another possibility is to just take them both on your lap and ignore the pushing. I know this sounds like rewarding the misbehavior, but not when you understand human behavior and that a misbehaving child is a discouraged child. Encouragement eliminates the misbehavior.


4. Or, separate them before the frustration escalates--treating them the same.


5. Use your sense of humor and playfully wrestle them both to the ground.

I hope one of these ideas helps.


Jane

Monday, December 17, 2007

3 ½-year-old Tantrums

Question:

I just entered the world of Positive Discipline and I love it. I feel like I can be a really great mother-even more than I already am.

I feel challenged with my 3 ½ year old! He is very specific about things. If he gets something in his mind, it must be that way, or he cries, sometimes until he falls asleep (up to an hour of crying)! For example, if I walk off the sidewalk to get somewhere faster, I get a tantrum. If I flush the toilet-not him–tantrum. If I get a spoon for breakfast–tantrum.

 Even more is when he wants me to do something a specific way, like picking up his shoes; he will stand 2 inches from the shoes and cry for me to get them while I’m holding the baby, a bag and we’re standing in the rain! This is so frustrating because I know he can do it. Is it right for me to be strict and expect him to do these things (my way)? How do I get him to want to do it himself? Is this just a phase because I have even looked up OCD online?

Am I right in understanding the only ways to help calm tantrums are Sympathizing, Ignoring and Hugs? Ignoring and sympathizing cause a tantrum to last even longer. Hugs work, but what if I’m driving, do I pull over? And will they work every time? I know you can’t answer that, but what I mean is if you use hugs all the time, does the child catch on and think, “I know what she’s doing and it isn’t going to work this time? Or do they just love the extra love.

Thank you for a new outlook to parenting. I am really excited to be a more loving mom-all the time, not just when we’re laughing. J

Answer:

Dear J,

I’m getting a lot of questions with this theme, so I have to wonder what is going on. Not that it hasn’t always been a theme. I know that my seven children all wanted what they wanted when they wanted it. It just seems to me that the persistence is stronger in children today. I have a hunch that it is because their persistence works.

I keep wondering if parents are just a little too child centered these days. As you know, I believe that children should be treated with dignity and respect, but I think it is easy to go to extremes. For example, I think it is very sad when adults cause children to suffer through punishment, guilt, and shame. On the other hand, I think it is sad when parents don’t “allow” children to suffer.

There is a huge difference. When adults cause children to suffer, they impose punishments or guilt and shame. When they don’t “allow” children to suffer it is because they rescue, over-protect, or fix every problem. This robs children of developing their disappointment muscles. It robs them of learning that they can survive upset and end up learning resiliency and feeling capable. Allowing children to suffer doesn’t mean to be mean. Parents can be very supportive when a child is suffering. They can validate feelings, “I can see this is very hard for you.” They can hold a child on their lap for comfort, without saying a word. They can show faith in the child to handle problems—even when it is difficult. Sometimes showing faith is shown in your energy, not in anything you do.

Now, let’s see how this applies to your question. Here are some suggestions:

Let him have his feelings without thinking you need to rescue him or make him change his feelings. This can be difficult, but it will show in your energy even if you don’t do anything.
Validate his feelings. Try to mirror what he is feeling. “I can see that you are really angry.”

You know how much I like hugs. If he is willing, just give him a hug. The purpose is not to take away his feelings, but to give support as long as he needs it. Listen to a podcast on this theme The Power of a Hug.

Use your sense of humor. “Eeeeeek. I made a huge mistake when I flushed the toilet.”
He may be old enough to create his own positive time out (which is nothing like the naughty chair). You can also create a positive time out plan for yourself and let him know in advance when you will use it.

I am now working on a new theme for Positive Discipline that I think will take it to new levels. That theme is “Connection before Correction.” There is so much research that shows that we can’t really influence children is a positive way until we create a connection with them. Punishment does not create a connection, nor do lectures, nagging, scolding, blaming or shaming. So what does?

Before sharing effective way to create a connection with children, I want to point out that it is a mistake to think that giving children whatever they want is a good way to make a connection. Rescuing, fixing, and over-protecting are not good ways to make a connection. Effective connections are made when both child and adult feel belonging and significance--even though it is the adult who takes the first step.

Some of these steps to connection have already been mentioned in the suggestions above. I’ll repeat them here for this context:


  • Listening. Really listening—giving a child your full attention
  • Validating feelings.
  • Sharing your feelings when appropriate. Remember that children will listen to you AFTER they feel listened to.
  • Focusing on solutions WITH children after a cooling off period.
  • Taking time for respectful training during calm times.
  • Asking curiosity questions to help children explore the consequences of their choices instead of imposing consequences on them.
  • Teaching valuable life skills that help children feel capable. Just one example is helping them create their own positive time out space and creating routine charts with them, not for them.
  • Having faith in children to handle their own problems. (Offering support through validating feelings or just giving a hug, but not rescuing or fixing.)
  • Spending special time with children.
  • Hugs.

Now to discuss correction. It is very important to understand that correction the Positive Discipline way is very different from conventional correction. The biggest difference is that conventional correction usually involves punishment (punitive time-out, grounding, and taking away privileges being the most common). In other words, conventional correction consists of adults doing something TO children. Positive Discipline correction consists of the many tools presented in all of the Positive Discipline books that show parents and teachers how to do correction that respectfully involves children whenever possible. It is interesting to note that all of the steps for connection also work for correction. They are things adults do WITH children, not TO or FOR children.

Other methods for correction, to name just a two, are family and class meetings and joint problem-solving. These are very powerful tools that respectfully involve children to learn and use their personal power in contributing ways. As you learn about the many Positive Discipline tools, notice that they are all designed to create a connection before respectful correction.

Friday, December 14, 2007

Cries at Preschool

Question:

Hello,

I have a 4.5 year old boy and he refuses to go to school. Actually it's a day-care program that's run by 2 of my best friends so I know it's a safe and loving environment. I enrolled him for 3 afternoons a week to socialize with other children his age and also to prepare him for kindergarten in the fall. He's never had issues with leaving us or being on his own until day-care. I am now attending day-care with him in order to help him feel safe and hopefully make it his decision to stay but this is costly because on top of the cost for school I am paying for a sitter for my other son at home.

I don't know which direction to take this. My concern is him becoming overly dependent on me— somehow stunting his independence and social skills. We tried forcing him to go and just dropping him off at the door and it was horrible for everyone involved. He cried and screamed for the entire time —which was disruptive for all of the other students and so traumatizing for us and him. It made him even more clingy and needy then I've ever seen before.

I just want to know what the best approach is for him. Should I just drop him off and hope that eventually the screaming will stop? (We tried this for 2 weeks of hell.) Should I invest the time and money to go with him and hope he'll do it himself? Should I pull him out all together and Just start all over in Kindergarten.

Please him me help my child.

Thank-you Susan.

Answer:

Dear Susan, This is a tough one because it is so difficult to know what is going on with him. Have you asked him? You could make some guesses and he'll let you know if you are right or wrong. For example, "Are you afraid of something at school? Are you worried that I won't come back? Do you miss me? Are you trying to show me that you are the boss and that I can't make you do anything?" (This last question will make more sense if you have read any Positive Discipline book about Mistaken Goals of Behavior.) "Has someone hurt your feelings?"

One guess we can make is that he is feeling "dethroned" by "your other son" at home. If you get into his world, can you imagine that he may think that he is being "shoved" away from Mom while his little brother gets to say home with Mom? In his mind, this could mean that you love his little brother more than him. Sometimes it is best to deal with the "belief behind the behavior" rather than the behavior —remembering that beliefs don't necessarily represent the truth, nor are they rational. Go to http://janenelsen.com/video.html and click on " Video excerpt of Keynote address. "The belief behind the behavior." to see how one mother used candles to demonstrate her love for everyone in the family.

Once you have helped him understand your unconditional love, get him involved in working on a solution that works for both of you. It is true that he may be becoming dependent on you, so you need to find ways to help him feel more independent and capable. One way is getting him involved in solutions. Let him know why you want him to go to school--so he'll be ready for Kindergarten. Then ask him for some ideas to accomplish this goal? You might be surprised at his ideas. Brainstorm with him and write down all the suggestions. You can also make some suggestions and put them on the list. Then go over the list and choose one that works for both of you. I do not advocate forcing him. Get him involved in deciding how much time he needs before he will be ready to try again. Have faith in him to work this out--with your help and understanding. It is possible that he will be more ready by Fall.

Meanwhile, start having regular family meetings so he can learn to focus on solutions to problems--helping him feel more capable. There are many other things you can do that will help. Have you listened to some of my podcasts. I think you would especially enjoy the last one called "Workshop Results". Go to www.positivediscipline.com and scroll down the left side to free podcasts.

Also, you might enjoy my new 5 CD set, "The Positive Discipline Workshop: How to Be the Parent You Always Wanted to Be while Helping Your Children Feel Capable, Confident, and Competent." The 5th CD includes many podcasts, an activity/resource book, and the Family Meeting Album with many tips and printable pages for having successful family meetings.

I want to end my telling you a personal story. When I was six-years-old, I went into the First Grade. I didn't get the teacher I wanted (the one I had loved so much in Kindergarten). I'm not sure if I was being a spoiled brat or what, but I remember becoming very fearful that we would get locked in our partial basement classroom. When the teacher would close the windows, I would start to cry. It might have helped if my teacher had held me on her lap and simply comforted me. Instead she sat me on her lap and shamed me--calling me a baby. I just cried harder until she put me in the hall. I just walked home (after playing in the park until school was out). My mother was called. She handled it so well that I overcame my irrational fear. All she did was come and sit in the classroom with me for a day--and she had me give the teacher a rose. I don't remember any feelings of shame, just loving support. I'm sure this memory is not completely accurate, but it is what I remember--and I know my fears disappeared and I was fine from then on.

I don't tell you this story to imply that this is what would work with you son. I know you have already stayed with him. My point is that children often develop irrational beliefs. Even if adults can't figure out what is going on, gentle support and encouragement is the best way to help a child overcome whatever is going on.

I wish you the best.

Jane Nelsen
www.positivediscipline.com

Thursday, October 4, 2007

Workshop Results

Hi Jane,

As far as I am concerned, the workshop is far from over! I've been reading all my books, Understanding Serenity, Positive Discipline for Teenagers, Positive Discipline A to Z, the main Positive Discipline Book.—as well as listening to your CDS. Your philosophy on living and parenting, your principles about living and parenting—your way of living in general—give me more hope than anything else I have ever come across. I am truly inspired, and am already incorporating many of the tools—family meetings, remembering that mistakes are opportunities to learn, asking what and how curiosity questions, looking for solutions instead of blame, sharing encouraging messages (I have faith in you, is my fav.) and always getting the message of love across.

Not only are my boys responding with more love and helpful behavior—I can see how encouraged and inspired they are! I'm not shutting them down anymore. My husband also loves my new attitude.

I used to be so busy and would feel so helpless about "getting my kids to behave." I was the classic controlling, punitive, nagging parent—until I'd feel so mean that I'd run out and get my kids a present. I also used to do everything myself because I could always do it faster and better—now I realize how I was taking away the opportunity for my kids to be involved and to learn valuable lessons about being contributing members of society.

I could go on and on.

I hope to see you again soon! Take care,

Marianne McGinnis

Thursday, September 13, 2007

Positive Time-Out—You First



Create a positive time out plan for yourself. It could be a soak in the tub, getting in the shower (where kids can’t follow), going into the bathroom, locking the door, and turning on the stereo, taking a short walk (if your kids are old enough), sitting on the floor in the lotus position and chanting—whatever works for you. Let your kids know your plan and that you will use it when you need to calm down. Be sure they know this is “for” you, not “against” them.

Does this seem like a novel idea—for you to take some time-out instead of sending your children to time-out? We all know that example is the best teacher. Sachiko Jordan, a member of the Southern CA Positive Discipline Mentor group, shares how effective it was for her to use time-out for herself.

When I read “Positive Discipline,” I liked the idea decide what you will do instead of what you make your child do. So, I decided to take a break (time-out) when I am not able to talk to my 3 ½ year-old son, Kazuya, with respect. I talked to my son and told him what I would do next time I got upset instead of sending him to punitive “time out.” I told him that I would go to my office (extra bedroom) to calm myself down and that I would come out when I was ready to talk to him nicely. I also told him while he was waiting for me to calm down, he could play or he could knock on the door when he was ready to talk to me.

The time came! We had a conflict and I was very upset. I told him that I would go upstairs as I promised. He looked at me and said, “NO!” I ignored his comment and briefly said, “See you in few minuets,” and went to my office. I heard him sobbing and I did not feel comfortable. I was anxious about whether or not this would work. Well, 5 minutes later he knocked on my door and said, “Mommy, I am ready to talk to you.” He was not crying anymore. I opened the door and gave him a big hug and said, “I am ready to talk to you too. Thank you for coming to let me know you are ready.” Then, we took turns talking about how we felt at the time of the conflict. We went through this process several times.

One day, Kazuya was not in a good mood and started whining when he was told to get ready to go grocery shopping. We were not in a hurry and I did not want to say anything to him. I gave him a hug and said, “I will take time out.” He did not say anything and did not seem upset. When I got upstairs, I noticed he was just behind me. I thought he would try to get me. I was wrong! He was walking towards to his room. “Mommy, I take time out, too. I play with my race cars.”

When I heard that comment, my time-out was technically over. I had big smile on my face. I wanted to say, “Forget about time-out! Let’s play.” However, I didn’t do it because I knew he was not ready and needed some time to calm down. I knocked on his door after five minutes to see if he was ready to play with me for 10 minutes before we would be ready to go. He was very happy to play with me for 10 minutes and had fun with grocery shopping.

I knew time-out was not really recommended for children under the age of 4-years-old. However, when I read Positive Discipline, I instantly felt that positive time-out would work for my son. I learned the value of modeling positive time-out by going to my time-out instead of sending him to time-out. I spent a lot of time explaining PTO to him and allowed him to knock on my door when he was ready to talk to me. I also decided not to lock myself in the bathroom. I chose a PTO place next to his room where my son knew it would be unlocked all the time. I am very happy that PTO is one of most effective Positive Discipline techniques for my son—to teach him self-control until he is ready to interact lovingly and joyfully!!!

Sachiko’s story so beautifully illustrates several positive discipline concepts.

1) Modeling. Sachiko was able to communicate that positive time out is not a bad thing since she is so willing to do it herself. Children love to follow our lead—much more than being pushed to do what we want.

2) Combining positive discipline tools. Sachiko combined modeling positive time-out with “deciding what you will do.” Sachiko couldn’t make her son give up his temper tantrum, but she could decide to take care of herself until he was ready to interact cooperatively.

3) Being kind and firm at the same time. Sachiko provides an excellent of kind and firm when she hugs her child while remaining firm.

4) Planning in advance, including children when possible, and/or informing children in advance what you plan to do. Sachiko applied these tools when modeling positive time-out, and in her next story.

Sachiko wanted to involve her child in finding solutions to challenges. One challenge they faced was her son’s resistance to leaving the park when it was time. She involved him in a plan to use her cell phone as a timer. He could choose the ring tone that would indicate when it was time to leave. She would give him a 15 minute warning before the ring tone would sound the alarm that it was time to leave. When the alarm rang, he son told his friend it was time to leave.

This illustrates how powerful very simple tools can be. They are powerful because they are respectful and help children use their power to cooperate instead of feeling the need to engage in power struggles.

To hear a discussion of these concepts, and to hear Sachiko share her success stories, go to http://positivediscipline.com/podcast to listen to the podcast.

Friday, September 7, 2007

Taming Temper Tantrums



Taming Temper Tantrums

by Aisha Pope

I was in a mall store with my son who was about 16-17 months old and was a pretty talented tantrum thrower. He didn't have a problem walking around the mall; he just hated going into the actual stores; so I could count on him to get upset when we walked in. We went into one particular store, and he started the tantrum and fell out on the floor kicking and screaming. I had been doing some reading “The Happiest Toddler on the Block” by Harvey Karp, MD, about coping with tantrums and learned that I needed to validate his feelings, and since he would not be likely to understand my verbal validation, I needed to show him with my own tone and affect that I was hearing him. So, I sat on the floor (in front of God and everyone) and said, "Jayden, you're mad. You're mad, mad mad! You're so mad." I used a tone that mirrored, but didn’t mock, his tantrum tone. He stopped, looked at me as if to say, “She gets it,” and then crawled into my lap and gave me a big hug! We sat there for a few minutes, and to my surprise, he was patient for the rest of the short time we were in that store! After that, I guess to show him that I respected his feelings; we cut the shopping trip short.

Comments from Jane:

I love this story for so many reasons. First, Jayden’s behavior is so developmentally appropriate. What child doesn’t have a temper tantrum to show his displeasure when he or she doesn’t have any other skills for self-expression. Too many parents don’t understand how helpful it can be to simply allow children to have their feelings and have faith in them to handle their upset and calm down. In a very subtle way, dealing with their feelings in, a supportive atmosphere, helps children develop the sense that they are capable. Instead of trying to talk children out of their feelings, or calling it “misbehavior,” do what Aisha did. Just validate them.

Most adults haven’t learned to understand their feelings language. As children, many of us were told we should feel what we felt. Even worse, we might have been punished. In Positive Discipline the First Three Years, and Positive Discipline for Preschoolers, we discuss the importance of helping children develop their “feelings” language by understanding that what they feel is always okay—even though what they do is not always okay. Once you help children calm down by simply validating their feelings, you can then help them figure out what to do that is respectful for everyone concerned if follow-up is necessary. In Jayden’s case it wasn’t.

I so admire Aisha’s courage that she cared more about helping Jayden deal with his feelings than what others might think. In the process, she provided an excellent example for any parent who was watching. I wish we all could have watched the second success story shared by Aisha.

To Bed using his Own Power
by Aisha Pope

When Jayden was around 15-16 months old, we had never done any formal sleep training, and he still needed to be rocked or nursed to sleep. I decided to work on breaking him of this, and started by setting up a good bedtime routine. That routine would end with a story, nursing in the rocking chair. So he wouldn't fall asleep nursing, I would stand up and walk around the room carrying him while we said our prayers. We would end at the crib where I'd lay him down. As soon as I laid him down, however, this peaceful scene would change. He'd stand right up and start screaming. The next hour to hour and half would be spent with him standing up, me laying him back down, him crying, me wanting to cry, and so on.

One night I decided to change the routine just a little. When we were pacing and saying our prayers, I put him down and let him walk. I said, "Time for bed," and he walked himself over to the crib, holding my hand. He reached to be picked up, and I picked him up, gave a kiss, and set him down on his feet instead of laying him down. He immediately laid down. Ever since then, when it's time for him to go to bed, I have him walk to his crib instead of carrying him. I set him on his feet and he always just lays down on his own. Now that's not to say that every night he drifts peacefully off to sleep with no protesting, because the going to sleep part is still a challenge some nights; but we no longer spend half the night just fighting with him to stay in the crib at bedtime.


Comments from Jane:

I would love to hear if this works for other parents. Your child may not respond exactly as Jayden did, but your chances will increase if you understand some key concepts—which can be used to solve many behavior challenges is many creative ways.

1) Sleeping is a natural bodily function that babies are born knowing how to do. Too often loving parents don’t understand that babies know how to sleep and “train” their babies to believe they can’t sleep without being rocked, nursed, given a bottle, walked around in a baby carrier, or taken for a drive in the car. (I know. I’ve been there.)
2) Weaning is never easy for the Weanor or the Weanee, but it helps to have faith in both of you that you can handle this weaning process and both feel more capable once it is done.
3) Everyone has personal power and we feel capable when we use it constructively, and rebellious or defeated when someone takes it away from us. Toddlers aren’t consciously aware of their personal power, yet they often rebel when parents are overly controlling. In Positive Discipline the First Three Years, we call this the “Me Do It” stage of life—that starts with toddlers and never ends. Aisha figured out a way to incorporate Jayden using his personal power to “fit the needs of the situation.” In other words, he used his personal power for cooperation and to feel capable instead of the rebel and/or demand undue service.
4) Too often, parents train their children to use their personal power to manipulate others into giving them undue service. They may start to develop the believe, “Love means getting others to take care of me and give me whatever I want.” This does not instill a sense of capability.

Putting all this together means understanding that the best way to help children develop a healthy sense that, “I am capable,” is to find ways to let them use their personal power in ways that help them experience being capable. This could be something as seemingly small as letting Jayden walk to his crib, and then letting him lay down himself instead of laying him down. As Aisha pointed out, it may not always work perfectly, yet it is working perfectly when you have faith in your child (and yourself) to handle the ups and downs of life.

Tuesday, August 7, 2007

When Children Lie

When I first read the following question, I felt so upset about how this mother treated her child. Unfortunately, my upset was followed by remembering times I got into my fear and treated my children very disrespectfully. Isn’t it a wonder that children survive with any feelings of self worth at all???? Hopefully, our messages of love will always be stronger that the craziness we engage in when we come from fear. You’ll get an idea what I mean by reading the following Q & A.

Question:

Ok, so I have already flipped out on my 7yr old daughter. She lied to us about another disturbing act of having made up and participated in the "I’ll show you mine if you show me yours". So we were angry that she lied about it saying it was someone else's idea not her own. My husband punished her for 1 week. And I was so angry about the lying not the fact she played that game since I remember doing the same thing at that age. Anyway, we told her we didn't trust her since she has been lying to us and need her to be honest with us with everything and that lying is worse then the bad act itself. She said she understood. Then today she lied 2 times in 1 hr to me about her day at school. She got a warning for talking in class and said everyone else was talking then after I kept questioning her on it she said it was only her. So I said that was a lie. Then she said she got in trouble on the bus but she said she stood up and then sat down. But her brother who rode the bus said she did something different and I questioned her about it further and she said she lied. So I flipped out. I said we hate liars. That she is a liar and all the bad things that I am feeling about her and were wrong to say. What do I do now?

Please help

Michele

Answer:

Start with an apology. Because of your fear that she’ll be a liar for life (and, she isn’t a liar; lying is something she did, not who she is), you have not created a safe place for your daughter to tell the truth. Wouldn’t it be nice if she heard something like, “Honey, do you know that I love you no matter what? I’m sorry you feel the need to lie to me. I wonder what is going on for you. Are you scared you’ll get into trouble, or that I’ll be disappointed in you? Maybe you feel embarrassed about your behavior and haven’t learned that making a mistake doesn’t mean you are a bad person. What could we do to create a safe place for you to tell the truth?”

Following is an excerpt from the book Positive Discipline A-Z, by Jane Nelsen and Lynn Lott (a book you would find very helpful)

Lying or Fabricating
"I don't know how to get my child to stop lying. We have tried very hard to teach high moral standards. The more I punish him, the more he lies. I'm really worried."

Understanding Your Child, Yourself, and the Situation
We have searched and searched and can't find a single adult who never told a lie as a child. Actually we can't find many adults who never lie now. Isn't it interesting how upset parents get when children have not mastered a virtue they have not mastered themselves? We do not make this point to justify lying, but to show that children who lie are not defective or immoral. We need to deal with the reasons children lie before we can help them give up their need to lie. Usually children lie for the same reasons adults do--they feel trapped, are scared of punishment or rejection, feel threatened, or just think lying will make things easier for everyone. Often lying is a sign of low self esteem. People think they need to make themselves look better because they don't know they are good enough as they are.

Suggestions
1. Stop asking set-up questions that invite lying. A set-up question is one to which you already know the answer. "Did you clean your room?" Instead say, "I notice you didn't clean your room. Would you like to work on a plan for cleaning it?"
2. A slight variation of saying what you notice is to say what you think. "That sounds like a good story. You have such a good imagination. Tell me more about it."
3. Be honest yourself. Say, "That doesn't sound like the truth to me. Most of us don't tell the truth when we are feeling trapped, scared, or threatened in some way. I wonder how I might be making you feel that it isn't safe to tell the truth? Why don't we take some time off right now? Later I'll be available if you would like to share with me what is going on for you."
4. Focus on solutions to problems instead of blame. "What should we do about getting the chores done?" instead of "Did you do your chores?"
5. Deal with the problem. Suppose your child tells you he hasn't eaten when you know he has. Why would he say he hasn't eaten? Is he still hungry? If he is still hungry, what does it matter if he has eaten or not? Work with him on a solution to deal with his hunger. Does he just want some attention? Deal with his need for attention by working together to find some time you can spend with each other. Does he just want to tell a story? Let him tell a story. Identify it for what it is, "That sounds like a good story. Tell me more."
6. Another possibility is to ignore the "lie" and help your child explore cause and effect through "curiosity" questions. When he says he hasn't eaten all day, ask, "What happened? Anything else? How do you feel about it? What ideas do you have to solve the problem?" These questions can be effective only if you are truly curious about the child's point of view. Do not use these questions to "catch" him in a lie. If at any time you think it is a fabrication, go back to suggestion No. 2.
7. Respect your children's privacy when they don't want to share with you. This eliminates their need to lie to protect their privacy.
Planning Ahead to Prevent Future Problems
1. Help children believe that mistakes are opportunities to learn so they won't believe they are bad and need to cover up their mistakes.
2. Set an example in telling the truth. Share with your children times when it was difficult for you to tell the truth, but you decided it was more important to experience the consequences and keep your self-respect. Be sure this is honest sharing instead of a lecture.
3. Let children know they are unconditionally loved. Many children lie because they are afraid the truth will disappoint their parents.
4. Show appreciation. 'Thank you for telling me the truth. I know that was difficult. I admire the way you are willing to face the consequences, and I know you can handle them and learn from them."
5. Stop trying to control children. Many children lie so they can find out who they are and do what they want to do. At the same time, they are trying to please their parents by making them think they are doing what they are supposed to do while they are doing what they want to do
Life Skills Children Can Learn
Children can learn that it is safe to tell the truth in their family. Even when they forget that, they are reminded with gentleness and love. They can learn that their parents care about their fears and mistaken beliefs and will help them overcome them.

Parenting Pointers
Most of us would lie to protect ourselves from punishment or disapproval. Parents who punish, judge, or lecture increase the chances that their children will lie as a defense mechanism. All of the above suggestions are designed to create a non-threatening environment where children can feel safe to tell the truth.

Many children lie to protect themselves from judgment and criticism because they believe it when adults say they are bad. Of course they want to avoid this kind of pain.

Remember that who your child is now is not who your child will be forever. If your child tells a lie, don't overreact to the behavior by calling her a liar. She is not a "liar", but a person who has told a lie. There is a huge difference.

Focus on building closeness and trust in the relationship instead of on the behavior problem. This is usually the quickest way to diminish the behavior that you find objectionable.

Booster Thoughts
As a four-year-old, Harold was afraid of the dark. His three-year-old sister used to tease him about it and put him down. One night they were staying in a place where they had to cross an outside porch to get to a toilet. The wind was blowing, and the night seemed quite frightening to Harold. Finally his fear of wetting himself overcame his fear of the "journey" to the toilet, so he set out for the other end of the porch. Halfway across the porch he stepped into the light from a streetlight and was startled by his own large, "powerful" shadow.

In Harold's childish mind it dawned on him that if he was large and powerful like his shadow, he would always feel secure. From that point on a life long pattern developed where Harold tried to appear bigger than life in order to feel secure and accepted. When people became annoyed by his fabrications he would feel more insecure and develop another fabrication. Finally someone looked beyond the fabrications to see what they meant to Harold and helped him see that he is much better than any shadow--no matter how large.

Remember the octopus, when threatened, releases an ink cloud bigger than it is to hid and escape behind. A skunk believes that the bigger stink it can create, the safer it will be -- so fabricators have some company in the animal kingdom

Friday, June 15, 2007

Logical Consequences and Avoiding Morning Hassles

Question on Logical Consequences and Avoiding Morning Hassles Answered Via Focusing on Soltuions Podcast.

I will now be answering as many questions as I can find time for via Podcasts. Please let me know if you are willing to have your question answered this way. I can’t promise to get to all of them, but will certainly try. (So many wonderful opportunities, and not enough time.) Also let me know if I can use your first name.

Many of you may have read the article on No More Logical ConsequencesAt Least Hardly Ever NO MORE LOGICAL CONSEQUENCES All of the Positive Discipline books now emphasize the importance of focusing on solutions. I’m still trying to get the word out. You may find the following question and Podcast answer helpful. Read the question and then go to Focusing on Solutions #43 (Avoiding morning hassles) PD-2007-06-07.mp3 to listen to the answer and Karas_Bedtime_Routine.jpg to see an example of the routine chart.


Question:
I am the step-mom of two active boys. One who is 6 and one who is 9. After I moved in a year ago, their father and I have been using your positive approach to raising our kids. Some days we are good at it and some days we have to go back to the books. I have two questions. You are always talking about appropriate consequences. Can you give a novice some specific examples for what appropriate consequences are? What can you do when your 6 (then 5 year old ) Kindergartner, who was never in day care, won't speed up in the morning and is in danger of missing the bus?

My second question is a bit more complicated. It involves their mom. We have sole custody of the kids but she get visitation privileges every other weekend. There is no disciple when the kids are with her. They stay up as late as they want, eat nothing nutritious, talk back to her, fight with each other (All things they do not do when they are with us). Talking to her is not an option, so we do the best we can when the kids are with us. But sometimes is takes a full week to get the kids back to the routine after being with her. That we can kind of handle, but now summer break is here and they are going to be with her for 6 weeks total. (Off and on, we arranged it so the kids are not with her the full 6 weeks at one time.) So the question becomes, how do we keep positive discipline and all the things we have learned together going when they are in such completely different environments?
Thanks so much,

Tuesday, May 22, 2007

Seven Week Positive Discipline Class and Developing Capable People CDs

I recently finished facilitating a seven-week-class in Positive Discipline. This is the first seven week class I’ve taught in over 30 years (I’ve been teaching the two-day workshop on Teaching Parenting the Positive Discipline Way), to teach other people how to facilitate the 7 week classes) and I loved it. It was so gratifying to experience the class members go from total confusion after hearing that Positive Discipline does not advocate any punishment, rewards, or praise, to excitement as they discovered how well the Positive Discipline non-punitive tools work to avoid power struggles and parent micro-managing to helping their children develop feelings of capability and a desire for respectful cooperation. I just received the following email from one of the class members.

Dear Jane,

Thank you so much for an enlightening journey these past weeks. I've learned a lot and am seeing positive results, daily, through what you've taught me. I am deeply grateful.

I bought my husband the Stephen Glenn CDs and he is applying the tools not only with our son but in his workplace. It's amazing how enabling it is to deal with conflict resolution from a positive perspective...and, the big bonus is reduced stress for everyone involved!

Angie Batt

I encouraged everyone in the class to purchase the Developing Capable Young People CDs as a great supplement to all they were learning—and to share with their spouses.

Some of you may know that H. Stephen Glenn died in 2004. He was a very charismatic speaker who made people laugh while they learned very important concepts about helping children develop skills and belief in their capability.

Jane Nelsen

Friday, May 11, 2007

Step Parenting Blues

Question:

I just read your response to the lady regarding her partners five year old son. And, after reading the article by Mike Brock on Relational Parenting, his words confirmed for me what I have been feeling for a long time... we are not being good models of behavior with the constant, and sometimes intense, arguing. I noticed that you had recommended your e-book Positive Discipline for your Step Family, but before purchasing it, I wanted to ask if there is another book or article you might suggest for my family...step yes, but made up of three high schoolers, mine and his. I just hate wasting time on information that is most applicable to young children. The different approaches to discipline between my husband and I are taking a huge toll on our relationship and I don't want the kids to have to live with this any longer.

Any suggestions?

Fraught and heartbroken

Answer:

Dear Fraught and Heartbroken,

My heart breaks for you and for your kids. AND, you are in a very good place because of your awareness and desire to change. It is difficult to tell you which book might be best, so let me tell you a little about two of them and you decide. The Positive Discipline for Stepfamilies eBook is good because if provides lots of tools, and also addresses the challenges of step-parenting.

Positive Discipline for Teenagers is excellent for families with teens. (Yours.) It focuses only on the challenges of parenting teens. The focus is on understanding their individuation process instead of taking everything personally, and focusing on solutions instead of engaging in power struggles. Some parents like to the get the Empowering Teens CDs (or MP3 download) to go along with PD for Teens, because listening to the one hour lecture "brings it alive."

The 25th year anniversary edition of Positive Discipline is excellent, but it does cover younger children too. However, many of the tools suggested for use with younger children are very appropriate with teens. One of the big concepts I included in this new edition is for parents and teachers to take responsibility (not blame or shame) for how they help create many of the behavior challenges they face. Every Positive Discipline book includes many tools. In this book I created a summary of every tool that was covered in each chapter.

I will say that the Step Family book is extremely cost effective. What would you have to lose if found even one idea that is helpful? And, I know you will find many. I know it is a pain in the butt to have to read something on a screen (although some people like it).

Many people purchase more than one book because they all have some different information (and some repeats), and most of us parents need as much reprogramming as we can get.

And, if you need more help, go to www.lynnlott.com and consider counseling. Lynn is the co-author of Positive Discipline for Teenagers and has several clients she works with via phone.

I hope you have signed up for my monthly newsletter at www.positivediscipline.com You might find these articles and Q & As very helpful.

I wish you the best.

Jane Nelsen

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