How to Get Your Kids to Do Their Chores

(...Without Nagging Them!)

Let us first remind ourselves of the old, straight-forward theory which tells us that generally, people don't like to be "told what to do". This absolutely includes kids. It's no wonder that kids need to constantly be reminded of what they were supposed to do - they don't want to be doing it in the first place! But with some guidance from the Gordon Model and bit of psychological insight, we think we can help.

In most households, here's how chores are usually delegated:

Mom: "I need you to wash the dishes, clean up your room, feed the dog and take him for a walk."
Child: "I don't feel like it."
Mom: "Do it!"
Child: "Fine."

There's one way to get a child to "agree" to do something! His willingness is lacking and his compliance is artificial. The mother will likely need to remind him: "You said you would do the chores I asked! Why aren't they done? Do them now - I won't ask you again." Adding a tinge of threat here might get your child to do what he's told (for the time being, at least*) but will likely entice him to resist even more. Not only are you telling him what to do without any reason or consideration of what he is needing to do, but your reminding/nagging him comes across as condescending; as if he isn't intelligent enough to remember. This holds true for nagging in all shapes and forms.

Now let's consider two important Gordon Model skills to help in this situation:

1. The Preventive I-Message: These types of I-Messages are useful in preventing problems from occurring in the first place. They give the listener (the child, in this case) important information that they will need to know for the future. For example, you are having guests over for dinner and you would like your child to have his toys picked up off the floor before a certain time of day. Remember that the I-Message must have all three parts to increase the probability that it will be effective. Using this example, here is an I-Message that could be used: "I need to have the toys off the floor by 5 pm when the neighbors will be arriving, so that I don't feel embarrassed about inviting guests into a messy home and don't have to take up extra time that I will need to finish preparing dinner."
2. Method III: The No-Lose Method to resolving conflicts is the perfect skill to use when it comes to chore-setting. Many things are in play here. First off, is the principle of participation, which says that a person is more motivated to carry out a decision that he has been a part of making, versus a decision that has been made on his behalf, without his consent. Secondly, Method III considers the needs of everyone involved. It could still, for example, allow the kids to watch their favorite show at the same time every night, while also lessening the burden of all the household duties on just Mom or Dad. Method III must be carried out in all six parts in order to be the most effective. More on Method III - including the numerous positive side effects - can be found in Chapter 11 of the P.E.T. book.

Parents must also remember that none of these are guaranteed quick-fixes for the conflicts in your family. But with time, practice, and a constant consideration for the needs of others, the benefits of using the Gordon Model skills are truly astonishing.

Try it for yourself and let us know how it worked for you. Feel free to always comment below or on our Facebook page.

* See Chapter 10 of the P.E.T. book to read the effects of parental power on Children

Should You Make Your Child "Finish What They Started"?

So your kid gets excited about starting a new hobby or sport and she begs you to sign her up for classes. Proper attire or equipment has been bought and lessons have been paid for. But a few sessions in, she tells you that she doesn't want to do it anymore.

You're now at a crossroad - do you "let" your child quit and lose out on the money, not to mention the apparent opportunity to teach them a lesson in making commitments? Or, do you accept the fact that she is no longer interested and don't want to force her into doing something unwillingly?

Your needs:

1. To teach your child the importance of commitments
2. To not lose out on money that has already been spent and could have possibly been used for something else 

Here's where most parents would tell their kids something along the lines of:

"I already paid for it and I don't want my money going down the drain. You've got to finish what you started!"

The question is, how do you deal with this situation to get yours and your child's needs met?

A Quick Lesson in Discipline:

When motivation in doing something comes in an external form (like the parent forcing a child to do something), they usually will simply do the bare minimum to finish the job at hand. When problems are resolved this way, parents often have to nag, remind and constantly check in on their child. One of the most important factors in place here is that children do not learn discipline and the consequences of real-life decisions in external forms. You might be able to "make" your child eat broccoli, but that doesn't mean that you are making them actually enjoy it. You might scare your child into not giving up on something that they started, but what you're really doing is just making the child scared of you -- not scare them about how the real-life consequences on giving-up may affect them. Your forcing her won't make her interested. Almost always, when the parents needs "win" over the child, the child will bear hate and resentment.

Three "Gordon Model" Methods To Use:

Preventive I-Message - Tell your child ahead of time that the money spent on their activities is something that you cannot get back whether they decide to continue or not and how losing that money could affect you. Explain to your children (as an informant, not a disciplinarian) the importance of making commitments and how they affect other people that are involved in the commitment.

Modify The Environment - Here's an easy one! Don't sign your child up for classes that are non-refundable. Wait to purchase necessary materials and see if you can have your child sit in and participate in a few classes before they make the commitment. Or find a place where you can pay per session, instead of for a whole month, for example.

Method III - In this situation, we are in the area of both people owning a problem (you and your child). Go through the six-step process and begin by finding out what your child's needs are in this situation and what the underlying reason is behind his or her feelings. Maybe she isn't comfortable taking karate in the same class as boys or maybe her skill level is more advanced than the rest of the kids, leaving her un-stimulated.


Before jumping to the first conclusion you can think of in these types of situations, consider the option that both you and your child can get your needs met and resolve conflicts in a respectful and effective way.

P.E.T. Working With Religion

One of the reasons why Parent Effectiveness Training is so widely accepted is because of its versatility in any culture or family no matter race, creed or religion. P.E.T. is adaptable in any relationship without sacrificing in its effectiveness.

In Earl Gaulke's book "You Can Have A Family Where Everybody Wins," he takes a Christian approach on utilizing the P.E.T. skills with religious teachings. Perhaps his introduction described it best, being appropriately titled "Needed: Skills for Christian Parents."

In his book, Gaulke cross references Dr. Thomas Gordon's P.E.T. with biblical scripture and explains in detail how to be a P.E.T. parent and a Christian parent synchronously. In doing so, Gaulke outlines many real-life conflicts that arise between parents and their children, like drugs and alcohol, doing homework, watching TV, decision making, etc.

To learn more about this book, click on the photo below which will take you to it's amazon.com page.

"Parents want to help their children grow up successfully, but too often end by harming them instead. This book tells how parents and children can grow together."

-Dr. Paul Popenoe

Advice from A P.E.T. Insturctor

A few weeks ago, we published a Q &A from a mother of two boys. If you missed it, you can read it here.

Here's another response, directly from one of our long-time Certified P.E.T. Instructors:

Dear Anonymus,

It looks like you are saying that yelling seems to help, as only when you yell they do what you want them to do? On the other hand you do not like to yell and you would rather want them to do what they’re told right away when you ask them in a nice way.

Changes do need time as habits may have become patterns and these are often tough to break through. What you can keep in mind though is that the no-lose method of Dr Thomas Gordon steps away from one person telling another person what to do or what not to do when there are problems (You-messages vs I-messages).

When solutions are made with the no-lose method and they do not work out the way you agreed upon, you all have to sit down and go over the 6 steps again. Especially step 2 with active listening. This is most important when problems have become conflicts and are a mixture of needs and values.

Doing homework is such a mixture. You have the value that they should do their homework and the need to preserve your happy mood and energy. Even though your sons may understand the value of doing homework, the value of homework is pretty abstract in the actual moment, in the ‘here and now’ and therefore they may not feel the need to do the homework. This ‘need’ can be woken up by you yelling. It is not that they all of a sudden want to do their homework because you yell. They may just need a peaceful house. So they may do homework for you to stop yelling!

I say a lot of ‘may’ as we don’t know until we hear everybody speak what is going on in them. But it is for you to open up your thoughts that anything is possible.

To break through this spiral you can start as suggested by GTI with a confrontive I message about the yelling, how that effects you and how much you would want to change this. Then it is up to them to respond and for you to active listen (They may say they don’t like it, or they don’t mind or they wait for you to yell…anything is possible ; maybe they are not set up well where to do the homework- maybe it is too easy – or maybe it is too hard and they need help – maybe they like to do it in the morning – maybe – maybe there is a deeper underlying problem etc. they will let you know if you active listen).

My suggestion is to go through the 6 step no-lose method in order for you all to come up with solutions to try out. Elaborate on step 6! Set a week for try out. After a week you sit down together, evaluate, see what worked and what did not work and where you have to make adjustments! You will make a start for meetings with true participation.

I remember very well the joy my boys and I sometimes felt when we got through some problems and had come up with solutions to try out. Solutions were never ‘final’. We knew we would always sit back together if one of us was unhappy. This by itself made us do our utmost to make the solutions work!

Happiness,

Cielja

Cielja Kieft

Gordon Trainer

Mother and Grandmother

The Six Steps of the No-Lose Method

The following describes the six steps of the No-Lose Method:

Setting the Stage

Before using the No-Lose Method, the people involved need to understand the method and commit to using it to resolve the conflict.

Step 1: Defining the Problem

This is the most important step. Each person needs to state their problem in a way that doesn't blame or judge the other person. I-Messages are the most effective way to do this.

When the other person states his/her problem you need to Active Listen to make sure you understand the other's needs.

Take enough time to get the problem defined as needs rather than solutions so that both agree on the problem to be solved.

Step 2: Brainstorm Solutions

In this creative part of conflict resolution, both people think of as many ideas and possible solutions as they can. There's no evaluation of solutions in this step. Agree to that!

Step 3: Evaluate Solutions

Now both people think about which solutions might work and which won't. Cross of solutions that won't work for one or both people. Test out the possible solutions by asking. "Any reason it might not work?"

Step 4: Choose a Solution

Both people agree on a solution or combination of solutions. Someone needs to state the solutions to make sure both agree. Don't try to push a solution--both need to freely choose.

Step 5: Plan for and Take Action

In this step, you both decide Who does What by When to carry out the agreed-on solution. It's best to trust that both will do what they agreed instead of talking about what will happen if they don't.

Step 6: Check Results

Both need to agree to check back at a later time to make sure the solution worked/is working for both people.*

*Excerpt from Dr. Thomas Gordon's F.E.T. Young Adult Resource Book

Have You Checked the Results?

Step 6: CHECKING THE RESULTS

There are Six Steps of the "No-Lose Method". After going through the first five steps, Step 6: Checking The Results is important to make certain everyone's needs have been met and the solutions from Method III conflict resolution turns out to be the best.

It's not always the case that all solutions from Method III conflict resolution turn out that way. Sometimes you or the other will discover weaknesses in the solution that will require modification or rejection for a better solution.

It is important to seek out the other's feelings about the solutions as well as to keep in touch with your feelings about the conflict resolution results.

Both of you should have an understanding that decisions are always open for mutually acceptable revisions.

Sometimes those new to Method III will discover that they have overcommitted themselves--in their enthusiasm they agreed to do too much or the impossible. Be sure to keep the door open for revision if this happens.

Remember:

Your best tools for effective No-Lose Conflict Resolution will always be:

• Active Listening
• Clear and Honest Sending of Your Needs with Non-Blameful I-Messages
• Trust and Respect for the Needs of the Other
• Openness to Changing Facts and Feelings
• An Unwillingness to Let Method III Fail
• Entering Method III Without Fixed Solutions
• Refusal to Revert to Method I or II*

*Excerpt from Dr. Thomas Gordon's F.E.T. Adult Resource Book

Want To Learn More About GTI and PET?

Who is GTI and what does GTI offer?

Gordon Training International was established in 1962 by Dr. Thomas Gordon. We are a human relations training organization and we offer workshops, trainer certification and books - all based on the Gordon Model. We are now in 48 countries. To contact us, please email us at info@gordontraining.com.

Who is Dr. Thomas Gordon?

He was the founder of Gordon Training International and the author of the following books:

Parent Effectiveness Training

P.E.T. in Action

Leader Effectiveness Training

Teacher Effectiveness Training

Sales Effectiveness Training

Teaching Children Self-Discipline (renamed,"Discipline That Works")

You can learn more about him on this site by clicking here:http://www.gordontraining.com/drthomasgordon.html

To order any of these books, please visit our secure on-line store:http://www.gordontraining.com/store.html

What is the Gordon Model?

The Gordon Model consists of using all the following skills in conjunction with each other -- Active Listening, I-Messages, The Communication Roadblocks, Shifting Gears, and Method III Conflict Resolution. It was devised by Dr. Thomas Gordon in 1962. We teach this model, using The Behavior Window as a guide to use what skill at what time, in all of our workshops.

How do I buy books by Dr. Gordon?

You can purchase books written by Dr. Thomas Gordon (Founder of Gordon Training International, author of P.E.T., L.E.T., T.E.T., etc.) You can also purchase books by Linda Adams (President of Gordon Training International, author of Be Your Best and Effectiveness Training for Women) through our online store oramazon.com. Have an iPod or MP3 player? Audio versions of the L.E.T. and P.E.T. books are available on iTunes and audible.com.

Do you have a general workshop on the Gordon Model?

Absolutely! Linda Adams, President and CEO of Gordon Training International, developed "Be Your Best", a personal development program, which teaches you how to become more effective and take responsibility in both your personal and professional lives. In addition to the communication skills and conflict resolution methods taught, this course offers training in assertive skills, how to handle anxiety, and how to set goals for becoming more fulfilled. To find a Be Your Best Workshop near you, please email us at info@gordontraining.com.

Parent Effectiveness Training (P.E.T.)

Where can I find a P.E.T. Workshop?

We train and certify independent P.E.T. Instructors who set their own scheduling, pricing and location. You can find a current P.E.T. Workshop Calendar by clicking here or by emailing us atfamily@gordontraining.com.

What will I learn in P.E.T.?

The P.E.T. workshop consists of brief lectures, demonstrations, workbook exercises, role-playing, some homework and small group discussion. You will learn the following skills based on the Gordon Model, taught by a certified P.E.T. Instructor:

- How to talk to your children so that they will listen to you.
- How to listen to your children so they feel genuinely understood.
- How to resolve conflicts and problems in your family so that no one loses and problems stay solved.
- A method for troubleshooting family problems and knowing which skills to use to solve them.

How can I become a P.E.T. Instructor?

It's easy as 1, 2, 3!

Step 1 - You can complete a P.E.T. Workshop, read the P.E.T. book or complete self-study pre-work. Contact us for more information: 800.628.1197 or email us atfamily@gordontraining.com.

Step 2 - Successfully complete the instructor training process.Click here for more information on how you can become certified to teach P.E.T!

Step 3 - Teach a P.E.T. Workshop; submit the participant evaluations to Gordon Training for review for final approval and instructor certification.

Ready to get started? Great! Please e-mail us for more information on how to enroll and to receive an application:family@gordontraining.com

Why Is Conflict a Good Thing?

Why Conflict is a Good Thing

By Linda Adams, President of GTI

Conflicts between people are a normal, natural and inevitable part of life--at work, at home and in all our relationships with others. Unfortunately, most of us don't really accept this fact and we still get surprised and distressed when it's clear that a conflict has emerged.

As long as everything is going along smoothly, it's easy to be considerate and respectful of another person's needs. They are in no way interfering with our own. But the emergence of a conflict can change all that--now we can feel threatened, anxious and angry. The same person whom we enjoyed working with yesterday now seems like an adversary. That's because of our vast, past experience with conflict, most of which was negative.

We have a negative attitude toward conflict primarily because we haven't learned constructive ways to deal with it--in fact, the converse is true: we have learned destructive ways of handling conflict. As children, as students and as employees (and too often as spouses) we have experienced losing in a conflict because parents, teachers and bosses use/d their power to win at our expense. Even though we know the feelings of resentment, anger, dislike, even hostility that we experience as a result of losing, the win-lose posture is deeply ingrained and when we get in positions where we have power over people, we often choose to win at their expense.

A great deal of research shows the damaging effects that win-lose conflict resolution has on interpersonal relationships. It creates distance, separation, dislike, even hatred. It's the main reason people leave their jobs for new ones and marriages break up.

Viewing Conflict as Constructive

How conflicts get resolved is the critical factor in any relationship. In fact, it is the most critical factor in determining whether a relationship will be healthy or unhealthy, mutually satisfying or unsatisfying, friendly or unfriendly, deep or shallow, intimate or cold.

As most of us are aware, there is an alternative to the win-lose posture. It's often been called "win-win" or "no-lose" because the goal is to find a solution to the conflict that meets the needs of both people. Resolving conflicts this way requires three important attitudes and behaviors: 1) the attitude that conflict in general presents the opportunity for constructive change; 2) the willingness to engage in the process of mutually searching for a solution that meets the needs of both people; 3) the communication and problem solving skills that it takes to make this win-win method work. Too often, people want to resolve conflicts this way, but either are not truly willing in their heart of hearts to work for a mutually-acceptable solution or do not have the skills required to work together to find one. When this occurs, the win-win method is doomed to failure.

"Let's Keep Talking"

When you're in conflict with another person, you both are usually aware of it at some level. There's a sense of disruption, unease, something is not right. The communication between you might change, perhaps becoming superficial or terse. Or there's silence.

Once you're aware that you're in conflict, what you do next really matters. Acknowledge that a conflict exists. Very often, we decide not to acknowledge this hoping that the conflict will somehow go away or resolve itself. That rarely happens. Only when conflicts are brought out into the open, do they have the chance of being dealt with effectively.

And as I just mentioned, dealing with conflict effectively requires skills--skills that are proven to work, sometimes like magic. When you have these skills, the idea of facing conflicts with others is not nearly so daunting, and in fact can be stimulating and energizing. (There are very few intractable problems to which there are no mutually-acceptable solutions.)

Dialogue is the key element in constructive conflict resolution. Dialogue is made up of two very different communication skills, both of which are essential--listening with empathy and non-blameful self-disclosure. As Reuel Howe states in his book, The Miracle of Dialogue: "...it must be mutual and proceed from both sides, and the parties to it must persist relentlessly...when two persons undertake it and accept their fear of doing so, the miracle-working power of dialogue may be released."

The importance of listening with empathy to the other person's needs, feelings and beliefs cannot be overstated. This means experiencing what it feels like to be in the other person's shoes at that moment and then reflecting what you hear back to them to check whether you understood correctly. This can be very difficult to do especially when you have strong opposing viewpoints or feelings, but it's possible when you're truly intent on understanding. Something amazing happens when people feel understood and accepted at a deep level. Their need to hold onto their preconceived solution to the conflict often dissipates. And often their strong emotional feelings subside.

The other essential part of dialogue is non-blameful self-disclosure. Now it's your turn to talk about your needs and disclose your feelings without blaming the other person. Ideally, they will be committed to listening empathically to you, to put themselves in your shoes, to experience your reality. When that happens, you too can feel catharsis, and be more open to finding a mutually-satisfying solution. Once the basic needs of each person are clearly defined and understood, moving through the other steps needed to find a solution can be done in a climate of mutual consideration and respect.

Having positive conflict resolution experiences like these are both rewarding and reinforcing. And that's a great thing.

Is Active Listening & I Messages Required with the No-lose Method?

The Need for Active Listening and I-Messages

Because the no-lose method requires the involved parties to join together in problem-solving, effective communication is a prerequisite. Consequently, parents must do a great deal of Active Listening, and must send clear I-Messages. Parents who have not learned these skills seldom have success with the no-lose method.

Active Listening if required, first, because parents need to understand the feelings or needs of the kids. What do they want? Why do they persist in wanting to do something even after they know it s not acceptable to their parents? What needs are causing them to behave in a certain way?

Why is Bonnie resisting going to nursery school? Why does Jane not want to wear the "ugly" coat? Why does Nathan cry and fight his mother when she drops him off at the baby-sitter's? What are my daughter's needs that make it so important for her to go to the beach during the Easter vacation?

Active Listening is a potent tool for helping a youngster to open up and reveal his real needs and true feelings. When these become understood by the parent, it is often an easy next step to think of another way of meeting those needs that will not involved behavior unacceptable to the parent.

Since strong feelings may come out during problem-solving--from parents as well as youngsters, Active Listening is critically important in helping to release feelings and dissipate them, so that effective problem-solving can continue.

Finally, Active Listening is an important way to let kids know that their proposed solutions are understood and accepted as proposals made in good faith; and that their thoughts and evaluations concerning all proposed solutions are wanted and accepted.

I-Messages are critical in the no-lose method process so kids will know how the parent feels, without impugning the character of the child or putting him down with blame and shame. You-Messages in conflict-resolution usually provoke counter You-Messages and cause the discussion to degenerate into a nonproductive verbal battle with the contestants vying to see who can best clobber the other with insults.

I-Messages also must be used to let kids know that parents have needs and are serious about seeing that those needs are not going to be ignored just because the youngster has his needs. I-Messages communicate the parent's own limits--what he cannot tolerate and what he does not want to sacrifice. I-Messages convey, "I am a person with needs and feelings," "I have a right to enjoy life," "I have rights in our home."*

*Excerpt from Dr. Thomas Gordon's P.E.T. book

Do Parents Have to Put Up a "United Front"?

Parents Don't Have to Put Up a "United Front"

Even more important, the advice to be consistent has led many a mother and father to think that they should always be together in their feelings, presenting a united parental front to their children. This is nonsense. Yet, it is one of the most entrenched beliefs in child-rearing. Parents, according to this traditional notion, should always back each other up so that the child is led to believe that both parents feel the same way about a particular behavior.

Apart from the utter unfairness of this strategy--ganging up on the child in a two-against-one alignment--it often promotes "unrealness" on the part of one of the parents.

****

A sixteen-year-old girl's room is generally not kept clean enough to meet her mother's standards. This daughter's cleaning habits are unacceptable to Mother (in her area of nonacceptance). Her father, however, finds the room acceptably clean and neat. The same behavior is within his area of acceptance. Mother puts pressure on Father to feel the same way about the room as she does, so that they can have a united front (and thus have more influence on the daughter). If Father goes along, he is being untrue to his real feelings.

A six-year-old boys is playing with his video games and making more racket than his father can accept. Mother, however, is not bothered at all. She is delighted that the child is playing independently instead of hanging around her as he did all day. Father approaches Mother. "Why don't you do something to stop him making all that noise?" If Mother goes along, she is being untrue to her real feelings.*

*Excerpt from Dr. Thomas Gordon's P.E.T. book

Remember: You can be supportive, but not have a "united front"

Self-Disclosure Benefits to You and Your Relationship

Self-discloure is communication which describes you, your inner experiences, literally--your self. Self-disclosing messages are about your beliefs and ideas, your likes and dislikes, your feelings, thoughts, and reactions. Self-disclosing messages let your children and others know how you feel and where you stand.

Although there are some risks in being self-disclosing, the potential benefits are overwhelming--both for yourself and for your relationships with others, especially your children. These benefits include:

Knowing Yourself Better

When you disclose yourself to your children and others, you are, at the same time, talking to yourself, keeping in touch with your own thoughts and feelings, values, and beliefs. You maintain awareness, responsibility, and control of your inner experiences.

Liking Yourself Better

You feel better about yourself as a parent, and as a person, when you are open, honest, and clear with your children; when you express who you are and what you think and believe, you feel strong, responsible, confident.

Being Better Understood By Others

Your self-disclosure leads to a more accurate understanding by others of who you really are. Your children will know the important thoughts, feelings, and values you want them to know. They won't be confused, in the dark, and worried about where you stand on certain issues. Tension and uncertainty will be replaced by a new, secure awareness of who you reall are.

Encouraging Self-Disclosure In Your Child

Your openness, directness, and sincerity will invariably encourage the same from your children and from others around you. Honesty is very contagious in families when it is modeled by the parent, along with the attitude that the home is a "safe place" for everyone to express true thoughts and feelings. Generally, this kind of self-disclosure draws families closer together. Indifference, alienation, and tension recede. Trust and mutual caring take their place.

Conflicts Are Prevented

The other members of your family can better meet your needs when they have a clear picture of what you want. The chances of having conflicts with your children resulting from unknown or uncommunicated needs are thus greatly reduced. Expressing yourself openly and clearly will eliminate unwanted surprise, unpreparedness, and the unexpected from your relationships. In a family where openness and genuineness prevail, tension, resentment, and silent suffering simply have no opportunity to grow.

For more on how to use effective self-disclosure, email info@gordontraining.com, or check out the P.E.T. book.

Setting the Stage: The Important Step to Take Before Method III

Before beginning Method III for the first time it is essential that you lay the ground work with your child or other person. In P.E.T. this is called "Setting the Stage" and it is something you need to do before starting with Step 1.

Just because you want to use a win-win way to solve problems, don't expect the other person to immediately be enthusiastic about trying something new. If your child, partner or other person is used to Method I or Method II as the way you solve problems together, he or she may be very suspicious when you try to introduce Method III. To her it may seem hard to believe and it may take time and energy to help her accept and embrace Method III.

"Setting the Stage" provides a way for you to introduce both the idea and steps of Method III while dealing with any feelings of mistrust or uncertainty on the part of the child/other. It's important that you not use Method I (power) to get them to agree to try Method III.

Once you have used Method III with your child/other and she is familiar with it and has trust that her needs will get met (you will both be winners), then "Setting the Stage" goes very quickly. The process becomes much less formal and usually involves only having to identify there is a problem and agreeing on a time to address it using Method III.

SETTING THE STAGE:

• Choose best possible time/situation.
• Tell child you would like to talk with him/her about a problem.
• Convince child you both need to be happy with the results.
• Explain Method III.
• Agree to use Method III and schedule a time to begin.

Choose the best possible time/situation.

The very first time you introduce the idea of using Method III to your child or family, do it when there is no conflict and you are both in the No Problem Area. Talk about how and why you would like to solve problems differently in the future.

For best reception and acceptance of Method III, try it first on a "No Problem Area" decision such as what to do during the next family vacation or choose a very small problem which is free of strong feelings and past history.

Tell the child/other you would like to talk with him or her about a problem.

When you do finally introduce an actual problem, indicate that you would like to work it out differently than you have in the past. Let him know you want to work together to solve it and that his thoughts, feelings and needs are important to you.

Convince the child/other you both need to be happy with the results.

This is a place for Gear Shifting. "Convince" doesn't mean you try to talk him into it, in fact it means you will probably need to do a lot of Active listening.

Begin with an I-Message about why you want to solve this problem in a different way and then be ready to Gear Shift and use Active Listening to deal with any suspicion, resistance or confusion on the part of your child or other. 

Once you have Active Listened, use another I-Message to restate your genuine desire to work the problem out in a win-win way so you end up agreeing on a solution that you both are happy with.

Explain Method III.

Don't expect your child or the other person to automatically understand what you mean by Method III Problem Solving. Because of their life experiences, the words "Problem Solving" means Method I, II or Compromise to them. You will need to explain exactly what the Six Steps are and how they work.

Start by briefly reviewing the ways of solving problems they are most familiar with, Method I, and Method II (win-lose).

Example - you might explain this to your child by telling her: "One way for us to solve a problem is for me to tell you what to do - and you have to do it. You'll end up unhappy and feeling like the loser. Another way is for you to decide to do whatever you want - and I end up feeling like the loser."

"Our relationship is important to me. I want you and me to feel good about how we solve our problems together."

"I'd like to do things differently. There is a better way to work things out so there are no losers and everyone wins."

Be ready at any point to Active Listen to more suspicion or confusion.

When your child/other is ready to hear it, explain what each of the Six Steps are. Use language and examples that fit the age of your child.

Agree to use Method III and schedule a time to begin.

Once your child or other understands how Method III works, and she is willing to try it, agree on when you will begin Step 1. You may decide to start immediately or at a later time.

Note that how precisely you follow the process of "setting the Stage" and how much detail you present will depend on the age of the child and on the relationship.

Please leave any comments or questions you have!

Get What You Need Every Time: Method III

Last month, the Family Connection explored how compromise can be detrimental to a relationship rather than healthy. Compromising involves people in a conflict trying to keep as much of their own solution as possible, and lose as little as possible. In the end, someone’s needs are what actually end up being compromised, and this usually results in feelings of anger, resentment, sadness, etc. 

Method III is a different way of resolving conflict that fosters healthy, close relationships. Instead of putting ourselves through the frustration of not having our needs met through compromise, or feeling like we have to battle our loved ones in a "my needs vs. your needs" battle, we can clearly state our needs and then discuss and reach a solution that meets everyone's needs. In other words, we really can make sure everyone gets what they need all of the time. 

Next time you have a conflict, instead of giving in to the other person and sacrificing your needs for theirs (Method II), implementing your own solutions and putting your needs ahead of theirs (Method I), or going through the frustration of a compromise, try these six simple steps of Method III instead:

1. Define everyone’s needs

2. Brainstorm solutions

3. Evaluate the solutions

4. Decide on final solutions

5. Implement solutions

6. Evaluate solutions

Let’s take a look at how this would work using one of last month’s examples. 

"I don't want to eat my broccoli; it makes me gag!"

"You need your vegetables. Now just take 5 bites!"

Before you launch into Method III, make sure you set a time that everyone involved in the conflict can sit down and go through all six steps. Depending on the conflict and who is involved, Method III could take 5 minutes, or it could take 30. Make sure you leave adequate time open, and that it is a good time for everyone! 

Method III is about getting your needs met, not getting your solution “met” as it were. It can be a challenge separating solutions from needs. For example, when a child says "I need my own room," they have presented a solution for his/her underlying needs. What s/he actually might need may be more privacy or more space—and that need is something both parties involved can determine together with Active Listening. 

Defining needs (Step 1) is the most critical of the six steps, since steps 2-6 are all about finding solutions for the needs defined in the first step. The next Family Connection will discuss Step 1 and separating needs from solutions in more detail.

Both of these things--making sure you choose a good time, and begin Method III without predetermined solutions--are part of what P.E.T. calls “Setting the Stage.” For more information on “Setting the Stage,” check out the P.E.T. blog! 

Step 1: Define Everyone’s Needs

 Parent: So you really hate that broccoli, don’t you?

 Child:   Yeah. It really grosses me out! I gag! I can’t eat it.

 Parent: Ok, so you need to stay away from broccoli.

 Child:   Yeah!

 Parent: Well, I need to make sure you’re getting all of your veggies. 

Remember, this is a simple example; often times, there are several needs. Write everyone’s needs down if you like!

Step 2: Brainstorm Solutions

Next, put your heads together and brainstorm solutions. The purpose of this is to generate lots of alternative solutions without any discussion or evaluation; keeping evaluation out of this step encourages thinking off the top of your heads. It is important to write down every solution that is suggested, even if it seems silly or impossible. Save the evaluation for later! Evaluating during brainstorming might discourage people from voicing their ideas, and you might miss a good one!

Parent: So what can we do so that you don’t have to eat broccoli and I know you’re getting all your vitamins?

Child: Eat more vitamins!

Parent: Ok, I’ll write that idea down. And I’m also going to write down serving vegetables you like!

Child:  Or what about smoothies?

Once you’re done brainstorming ideas, go ahead and move on to the next step.

Step 3: Evaluate the Solutions

Go down the list and discuss all of the ideas with each other. A good idea is to put a checkmark next to the ideas you both agree on, cross out the ones no one agrees on, and put a question mark next to the ones on which you have a difference of opinion. You can use your I-Messages and Active Listening skills to discuss the items with a question mark, until you can both agree on a checkmark or crossing it out. You should be left with a list of solutions that you both agree on.

In this case, our parent-child pair put a checkmark next to the smoothies solution, and the choosing vegetables that the child likes solution. They both agreed to cross out the vitamins after a brief discussion, since the parent says that there’s a limit on how many vitamins the child can safely take per day. 

Step 4: Decide on Final Solution(s)

Decide together on the final solution to your conflict. This could include putting one or more of your ideas into action. Since the parent and child here put checkmarks next to 2 solutions, they take a closer look at these two. They decide that choosing a vegetable the child likes and drinking smoothies will both work. The child will be eating something s/he likes, and the parent will know that his/her child will be getting proper nutrition. Remember, the final solution(s) should be mutually agreed on!

Step 5: Implement Solution(s)

At this point, all parties involved should decide who is responsible for the different parts of the solution(s) and what each agrees to do to carry it out. It’s important to agree on when to begin and then put your solution into practice. 

In this example, the child agrees to prepare a list of vegetables he likes and get it to the parent before her next grocery shopping trip, which will be on Friday. The parent agrees to pick up these veggies and serve them with dinner, and s/he also agrees to make smoothies for the child on Tuesdays, Thursdays, and Saturdays.

Step 6: Evaluate Solution(s)

The next step is to work out a plan to check later on to be sure the solution(s) is still working and everyone’s needs continue to be met if it is an ongoing situation. If it is a one-time event, then be sure that everyone’s needs have been met and the problem has been solved. 

Parent and child decide that they will sit down to talk again in a month. They choose a date on the calendar that works for both of them. 

If the solution(s) isn’t working at that point, they may need to re-evaluate, discuss a different way of implementing their solution, or even brainstorm more ideas.

Method III can help you resolve conflicts without power struggles, hurt feelings, resentment, or anger. It makes sure everyone's needs are met, and everyone will feel satisfied. 

Give it a try! 

Conflict: An Opportunity for Your Relationship to Grow!

Conflict is a disagreement, a clash, a quarrel, a fight between two or more people--family members, friends, coworkers and the like. It's the moment of truth in a relationship; a test of its health; a crisis that can weaken or strengthen it.

Conflicts can push people away from each other or pull them closer together. Whether it occurs at home, at school, at work, or elsewhere, most people hate conflict and avoid it at all costs. They pretend nothing is wrong. 

They do this because in their experience most conflicts end with someone winning and someone losing or both losing. People end up distant from each other. Sometimes they end up hating each other, or worse, physically hurting each other.

Few people accept that conflict is a natural part of life and not necessarily bad. Actually, it would be a rare relationship in which one person's needs did not conflict with the other's over a period of time. When any two people (or groups) coexist, conflict is bound to occur just because people are different, think differently and have needs and wants that sometimes don't match.

Conflicts can be about friends, spouses, coworkers, chores, money, etc. 

Conflict in a family, with friends, with spouses, coworkers, etc., openly expressed and accepted as natural and inevitable, can be far healthier than most people think. It can be useful in identifying problems which need to be solved. And it can bring about constructive changes in relationships.

Probably the most important factor in any relationship is how conflicts get resolved, not how many conflicts occur. How they get resolved determines to a great extent whether a relationship will be healthy or unhealthy, friendly or unfriendly, intimate or cold, deep or shallow.

Last week, we examined compromise as one way of resolving a conflict, and the damages it can do to a relationship when one person wins and the other person loses. Next week, we will examine how to resolve conflicts so that our relationships can grow stronger. 

Is It Time to Rock the Boat? (reposted from GTI's main website)

By Linda Adams, President of GTI

"It's only for the weekend."
"I'll let well enough alone."
"I wouldn't want to cause an argument during Thanksgiving."
"It's not that big of a deal."

As the holiday season nears, do you find yourself resisting or even dreading being with certain relatives or friends because no true connection exists between you?  Will you be with them mostly out of a sense of duty or obligation?  Do you plan to make the best of it?  Get through it somehow and not rock the boat?    

Isn't it interesting, even intriguing, to consider the possibility of what these relationships could be if we were to reject this way of being and take the risk of having truly meaningful genuine dialogue with a parent, uncle, friend or adult child--any relationship where there's staleness, stiffness or indifference. 

While maintaining the status quo might seem innocuous, in reality it's anything but.  Every time we choose it, we collapse further.  It's insidious.  The more often we do it, the easier it is to continue.  Gradually it becomes a habit that we aren't even aware that we have.  We stop seeing that we have a choice.

In reality, we always have a choice.  If we want truly meaningful connections with people, we need to make an effort to bring that about and stop waiting for them to change or show interest in us first or whatever our expectation of them happens to be.  Each of us has the potential capability to improve our communication and as a result our relationships.  

As we are all aware, real and satisfying communication isn't easy and often our attempts at it fall flat in spite of our best efforts.  So we frequently settle for talking about and hearing about the traffic, the weather, the mundane details of our lives, etc. even though we might not have any real interest in discussing these topics and don't feel energized or excited when such conversations are over.  To truly connect with others who are important in our lives requires some skills--of clear, appropriate, non-blameful self-disclosure and of non-judgmental, empathic listening.        

1. First comes the awareness that you have some unsatisfying relationships with people who are important to you or significant in your life.  I think I can safely say that this would be true for each one of us.
2. Next comes the realization of the personal price that you pay for maintaining the status quo in these relationships.   Every time you miss an opportunity to make a meaningful connection or decide to let something go, you lose a bit of yourself, you miss a chance to grow.  Passing up these opportunities can cause us to feel indifferent, apathetic, as though we aren't fully living.  It also means that the relationship you have with the other person will not be strengthened or deepened, in fact, the opposite will happen--more distance will be created between you.   
3. You can decide to gently rock the boat, make a little wave--not a tsunami.  This means being willing to risk engaging in genuine dialogue with the other person--both honest, clear and non-blameful self-disclosure and empathic listening.   

• Make a conscious attempt to learn more about the other person by showing genuine interest in them and then Active Listen to show that you understand.  Do this with the intent of truly hearing their experience and not using it as a way segueing into a story of your own, i.e. "That reminds me of the time...".  Keep the ball in their court; let them have the floor; let them finish.     

• Ideally, the other person will reciprocate by actively showing an interest in you--your experience, ideas or opinions.  When that happens, it gives you an opportunity to share something important to you, to reveal something about yourself and contributes to the feeling of a real connection between you.  Unfortunately, the other person doesn't always show that interest, but that doesn't need to stop you.  When they don't, say something like: "I'd like to tell you about..." or "Here's something I've been thinking about...", etc.     

Empathic listening and congruent self-disclosure (I-Messages) are equally necessary skills because it's just as important to listen with understanding, empathy and acceptance of the other person as it is to let them know you at a deeper level.  If disclosing and listening are way out of balance, the interaction will be dissatisfying for at least one of you.  People have said to me:  "I like talking to you--you're such a good listener" and I value hearing that.  Still, if I have mostly listened and not disclosed meaningful things about myself that are heard and acknowledged, I come away feeling at least vaguely dissatisfied.  On the other hand, when another person and I engage in meaningful dialogue with each other, we both come away energized and enriched by the experience and eager for more.

Make a gentle wave and see what ripple effect it has.  It could make the difference between just surviving the holidays and having a meaningful experience. 

A Christmas Miracle!

About a month ago, an old friend of mine posted pictures of his snowshoeing trip online. There was something in these photos that caught my eye, and it wasn't the powdery white snow I'm so very homesick for...

It was my bright red ski coat that went missing about a year ago, around the same time this friend of mine moved in with his fiancee. The same red ski coat I asked him about before I moved, as I seemed to have remembered leaving it in his apartment. The same red ski coat that he said he didn't have; the red ski coat that his fiancee was happily modeling in all of his photos. MY red ski coat.

(I wouldn't ordinarily be so quick to jump to conclusions, except that this is the same "friend" who told me my bike had been stolen. I later discovered he had sold it...)

Anyway, if I would have found these photos before October, our interaction would have gone something like this:

me: I see your fiancee is wearing my coat...can I have it back?
him: That's not your coat!
me: Well it's identical to mine, and it's kind of a unique coat. And it's too big for her!
him: It's not your coat, it's hers! I can't believe you're accusing me of stealing your coat!
me: You did steal my coat! It's even missing the same zipper as mine! Send it back to me! NOW!
him: ...

Well, you get the idea.

However, in October, I attended a P.E.T. Instructor Training Workshop, and I picked up on a few things. I decided to put my newly learned P.E.T. skills to the test. Our interaction went like this instead:

me: I see that the coat in your pictures is identical to the one that I'm missing. Any chance that that's the one I lost?
Al: That's not your coat. I can't believe what you're implying, that's ridiculous.
me: You feel like I'm accusing you of something.
Al: Yes! You basically just told me I stole your coat. Like I'm a thief or something. That's not your coat!
me: So you didn't take my coat. But, look, I really miss my coat and I'm going to have to pay a lot of money for a new one this year if I can't find mine, and that's really stressing me out.
Al: Ok, look, I'll take another look around through the house and my storage unit, ok? Just don't accuse me of stealing your stuff.
me: Alright, I'm sorry I accused you of stealing. I would really appreciate your looking for it again. Thank you.
Al: No problem. I'll let you know if I find it.

Last week, my coat arrived at my front door in perfect condition, with a hand-written apology and a note about how he didn't realize that I had missed the coat at all.

This was a tricky situation, and I'm sure I could have handled it better. But as I have been learning through experience, I-messages tend to work in the trickiest of situations...even if you start things off on the wrong foot.

All hail Active Listening and I-messages!!! :)

Thanksgiving & P.E.T.

Hi everyone! Stephanie from GTI here.

The P.E.T. Blog's poll question for the past couple of weeks has been, "Do the holidays bring more or less conflict to your life?" Of the five answer choices, there was only one that that received zero votes: "What is conflict? We're all peace and harmony."

Most of us know by now that if we have human contact, we will encounter conflict. And we also know that is why we can be thankful that there is P.E.T.!

For the start of the holiday season, we would like to invite all of you to share your stories of conflict, and how you resolved (or didn't resolve) the conflict. Feel free to give as much or as little information about the story as you want.

This is a free-form, open-ended question!...here are some questions to consider if you like...Did you find any P.E.T. skills particularly helpful in the situation? If you could go back and do it all over again, would you handle it differently?

A word about P.E.T. from Dr. Thomas Gordon's daughter, Michelle

Being raised with P.E.T. was a blessing for which I am eternally grateful. What did P.E.T. do for me? Here are a few things:

1. Because I was listened to with respect and love, I learned that my ideas and feelings count, and I stand up for myself as a result.

2. Because I was confronted in a way that didn’t belittle or scare me, I was more open and willing to listen to them and I learned that my parents have needs, too, and that it was fair for me to listen to them as they listened to me.

3. Because I was included in decision-making, I learned that I have a voice—that my opinion matters. And I feel A LOT more motivated to carry out the solution when I helped create it.

4. Because I wasn’t spanked, and was confronted with I-Messages (and sometimes they were heated, intense I-Messages) instead, I learned that you can solve problems without force, fear, or physical punishment.

5. Because they didn’t simply tell me what to do, and instead talked openly with me about any problems they had with my behavior, I learned how to be self-directed—to police myself, if you will. This has helped me throughout my entire life, because I don’t wait to be rescued by others when I need help—instead, I look inside. And I know I can succeed because my P.E.T. parents supported me, encouraged me, and trusted me to find the best solution to life’s problems. And the love, respect, and trust that P.E.T. has created for me with my family and friends—it’s amazing. It’s hard work, and it takes time and patience, and there are times when I have frustrating exchanges with friends and family. At those times when I “lose” my skills in the heat of the moment, I know we’ll be okay…we can go back and clean it up. I can’t imagine my life without these skills. I wish every kid (and parent) on the planet could have P.E.T. in their lives.

The Power of the Language of Acceptance

By Thomas Gordon, Ph.D. (author of P.E.T., founder of Gordon Training International)

When people are able to feel and communicate genuine acceptance of another, they possess a capacity for being an effective helping agent for the other. Acceptance of the other, as s/he is, fosters a relationship in which the other person can grow, develop, make constructive changes, learn to solve problems, move in the direction of psychological health, become more productive and creative. It is one of those simple but beautiful paradoxes of life: When a person feels truly accepted by another, then that person is freed to move from there and to begin to think about how to change, how to grow, how to become different, how to become more of what s/he is capable of being.

Acceptance is like the fertile soil that permits a tiny seed to develop into the lovely flower it is capable of becoming. The soil only enables the seed to become the flower. It releases the capacity of the seed to grow, but the capacity is entirely within the seed. As with the seed, a child contains the capacity to develop. Acceptance is like the soil--it merely enables the child to actualize his/her potential.

Why is parental acceptance such a significant positive influence on children? This is not generally understood by parents. Most people have been brought up to believe that if you accept children they will remain just the way they are; and the best way to help children become something better in the future is to tell them what you don't accept about them now.

Therefore, most parents rely heavily on the language of unacceptance in rearing children, believing this is the best way to help them. The soil that most parents provide for their children's growth is heavy with evaluation, judgment, criticism, preaching, moralizing, admonishing, commanding and punishing--messages that convey unacceptance of their children.

The language of acceptance opens kids up. It frees them to share their feelings and problems. Professional therapists and counselors have shown just how powerful such acceptance can be. Those therapists and counselors who are most effective are the ones who can convey to the people who come to them for help that they are truly accepted. This is why one often hears people say that in counseling or therapy they felt totally free of the counselor's judgment. They report that they experienced a freedom to share the worst about themselves because they felt their counselor would accept them no matter what they said or felt. Such acceptance is one of the most important elements contributing to the growth and change that takes place in people through counseling and therapy.

Of all the effects of acceptance none is as important as the feeling of being loved. For to accept others as they are is truly an act of love; to feel accepted is to feel loved. And in psychology, we have only begun to realize the tremendous power of feeling loved: It can promote the growth of mind and body, and is probably the most effective therapeutic force we know for repairing both psychological and physical damage. Your use of Active Listening and the other helping skills can communicate your acceptance and understanding of the significant people in your life