Do Kids Really Need to be "Toughened Up" for the Real World?

Some parents believe that their children should be treated with the use of punitive power in order to prepare them for the "real world".

This belief leans toward the idea that in the crass adult world, kids need to be "toughened up" in their childhood in order to survive as grown-ups. Those who belong to this school of thought believe that this tough love should be shown in form of punishment and the use of punitive, parental power. 

Here's why this theory is amiss:

Let's start with the general idea that parents want their children to grow up to become responsible, capable adults. They raise their children to show them the differences between "right and wrong" and the skills needed to fulfill their basic needs. Growing up, children learn a language for communicating with others, how to use numbers, how to drive, etc. Very few of these children take a course that teaches how to communicate effectively with others in order to get their needs met, especially during times of conflict. They learn how to talk with people and how to problem solve by mimicking what their parents do. After all, "modeling" is the most powerful way to teach anyone, anything.

In a world where most of us grow up with the use of punishment and parental superiority, it's no wonder that the "real world" we are planted in is so tough. Imagine millions of crying, whining adults scolding each other, telling each other what to do, striking out in anger and stepping on the heads of others; all of this in attempt to get some need met. The inadequacy of trying to solve problems this way is monumental.

Let's delve deeper into the mind of a child raised this way. What happens to the human psyche when our needs are met with threats, commands, blame, judgement and name-calling (just to name a few)?

These common reactions to children produce a countless number of side-effects. When a child begins to fear a parent, they are also hearing a threat of getting hurt by someone bigger and stronger than they are. While the power might work to modify the child's behavior for the moment, the child will almost ALWAYS fester resentment, which will trigger hostile responses in the future. Alternatively, this may cause a child to become submissive and fearful. 

Parents' use of demanding or ordering their children to do something communicate to the child that the parent does not have faith in the child's own judgement or capability. Patterns like this create reluctance in decision-making and an inability to problem-solve on their own, simply because they haven't been given the chance to practice using their own judgement. The common thought here would be, "I always do it wrong so why try?"

Criticizing and name-calling have some of the worst effects on children. Dr. Thomas Gordon wrote, "A child's self-concept gets shaped by parental judgement and evaluation. As the parent judges the child, so will the child judge himself." Like adults, children will respond with defensiveness even in cases disguised as "constructive criticism." In order to protect their own self image, children can become very hostile in the face of blame, ridicule and disagreement.

Stepping out from behind the microscope, we know how and why punitive parenting causes hostile and apprehensive adults. The failure of many marriages, business partnerships and friendships can be found as a result of "how you were raised" versus "how he/she was raised." It's important to know that the true test of a relationship isn't how many conflicts occur, but rather, how each conflict is handled. Gordon said conflict to be the "true test of a relationship."

When one learns how to deal with their own feelings AND the intense feelings of others, while accomplishing the common goal of each person getting what they need WITHOUT having to compromise, our work here is done.
 By now, you might be wondering: "How can I do that?!" Well, ahem, there are half a dozen books that can explain it all! Check out the work of Dr. Thomas Gordon and Linda Adams here.

And as always, let us know what you think.

written by: Selena George

One Skill to Help Get You Through Any Problem With Your Children

Before Parent Effectiveness Training or P.E.T., handling a problem with your child or teen usually means one of two things: either you punish them or you let them "get away with it." We were all raised to believe that these are our only options. The world we live in still tells us that these are our only two choices when it comes to handling children.

When problems arise, it can be our initial instinct to solve the issue in the fastest way possible. While many parents are quite skilled in the speediness of their dealing with heated conflicts, the effectiveness of their solution leaves much to be questioned.

Instead of coming up with the quickest way to still troubled waters, try instead to listen for what the true need is. Active Listening is an incredibly powerful and effective communication skill that can change the way that we deal with our problems and the problems of others. Over time, practice and skill, the psychology behind Active Listening builds bonds that are closer, more trusting and more loving.

As every human is entitled to get their basic needs met, so are all children. While your 8-year-old might be throwing her entire box of toys around the room, she very likely might be in need of some love and attention. Although this behavior is not acceptable by most, parents should realize that her need here is not to throw things around the room. Her need is a deeper, emotional one.

When needs are uncovered with Active Listening, problem solving goes much smoother and results last much longer.

For more on Active Listening, please visit our article here: http://www.gordontraining.com/wp-content/uploads/ActiveListening_RogersFarson.pdf

by: Selena Cruz George, Program Manager

How to Conduct a Family Rule-Setting Meeting

Objective: To arrive at a mutually acceptable rule or decision on an important family issue or situation.

Set the Stage

_________________________________________________

1. Agree on a time when everyone who will be directly affected by the rule or decision can be present. (Involve only those affected).
2. At the appointed time, sit in a circle (around a table) so that all can see each other. Have the "Family Rule-Setting Guide" or paper and pen available.
3. Start by making sure that everyone understands the objective of this meeting. A parent might start off with something like: "I've called this meeting so that all of us will have a chance to decide on some rules we need about ________________ so that everyone has the best chance of feeling comfortable and happy with the arrangement. I want for all of us to work on ________________ together so we're all satisfied with the solution (or decision)."
4. Make sure that all members understand Method III:

• Parent will not use power on kids.
• Parent will not let kids use power on parent.
• Everyone must be satisfied with the solution.
• This is not a subtle way to get kids to agree to the parent's rules.

Tasks of the Group

__________________________________________________

1. State the family situation/s you want to deal with or build an agenda for the meeting,i.e., what situation/s needing rules or decisions will be discussed in which everyone contributes their needs regarding family issues or situations.
2. Next, post or mention the six steps of the problem-solving process.

a. Define the problem by developing needs, facts and feelings surrounding the item.

b. Brainstorm as many ideas about it as possible without evaluating them; have a family member simply record them.

c. Then, evaluate and test the proposed ideas or solutions for reality, appropriateness, acceptability, etc.

d. Decide which ideas or solutions are to be adopted.

e. Record the decision in term of WHO does WHAT by WHEN.

f. Later, check to see if rule or solution worked. (This usually happens automatically. Reconvene the group if it turns out the rule does not meet the members' needs well enough (bad rule, not bad people).

Parent's Role

____________________________________________________

1. Sees that tasks are accomplished, problems solved.
2. Uses Active Listening to handle inevitable feelings that will arise as well as to clarify the meaning of other member's inputs when necessary.
3. Uses I-Messages to express his/her own needs and feelings. Avoids You-Messages and Roadblocks.
4. Leads the group through the Six Steps of Problem-Solving.
5. Keeps the group on track by handling free associations or new problems by noting "That's another issue," and if applicable, adding it to the agenda for later consideration.
6. Avoids voting; facilitates consensus by use of communication and problem-solving skills. When it seems consensus has been reached, tests for it by stating the apparently favored decision and asking "Any objections?"
7. Is active, "hangs in there" for his/her own needs, respects other family members' needs, remains sensitive (Active Listens) to resistance and possible hidden resistance.*

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

Benefits You Can Look Forward To

Many young people who have learned the Gordon Model of building democratic relationships have willingly shared the benefits and rewards they have experienced.

They always begin by talking about their own family:

• "When my Mom and Dad and I don't agree on everything, it (the skills) really helps because we don't let things get out of control and everyone's feelings are less likely to get hurt."
• "I have learned not to yell as much and have learned to be patient until finding a compromise."
• "I know what to do when an argument starts."
• "I can now talk to my parents about anything, and I know they will listen without preaching--even if what I tell them might upset them or disappoint them."
• "My friends find it hard to believe that I have really good relationship with both of my parents."
• "I feel that my parents are my best friends."
• "Nobody in my family is the boss."

These young people also describe the benefits they have received in their relationships with their friends or at work:

• "All my friends know they can come to me with any kind of problem and get heard. They know I am a good Active Listener."
• "I know that any conflict that comes up with my friends can be resolved using the skills I've learned."
• "I'm able to distance myself from my friends' problems and let them be the owners of their problems."
• "The training has made me a better problem-solver when things go wrong in my life. I know how to brainstorm."

There is one final benefit you may not be aware of. Young people, like yourself, raise in a non-punitive and democratic family will themselves to create such a family when they marry and have children. Then those children will do the same, and the next generation of children will follow, and so on.

Can you see that you can make a valuable contribution to society? In successive generations there will be more and more young people like yourself and more and more democratic families. You will be helping create a whole "new species" of young people, clearly different from the typical youth of today. There will be fewer acts of injustice and violence, few juvenile delinquents, fewer divorces, and so on.

In short, you can now contribute to our society by being one of the people who makes democracy a way of life.*

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

Have You Blocked Communication by Using a Roadblock?

The 12 Roadblocks

When other people have problems, you may want to give "good" advice, ask key questions, reassure them that "everything will be okay," take sides, warn them, or judge them.

However, as these 12 Roadblocks or barriers indicate, these common attempts to help often do more harm than good. They take "ownership of the problem" away from the other person. They usually make people defensive. They block communication and they block people from doing their own problem solving.

1. Ordering, Directing: Telling the other person what to do.

Examples: "Don't worry about it.", "Stop it!"

2. Warning, Threatening: Telling the other person what will happen if s/he does something.

Examples: "If you don't start studying, you're going to fail.", "If you keep acting like this, you're just going to be in more trouble."

3. Preaching, Moralizing: Telling the other person what s/he should do.

Examples: "You shouldn't talk like that about him.", "You shouldn't feel that way."

4. Advising, Giving Solutions: Telling the other person how to solve his/her problem.

Examples: "If I were you I would just forget about it. It's no big deal.", "If that happens again, why don't you tell someone?"

5. Arguing, Persuading with Logic: Trying to influence the other person with facts, logic or your opinions.

Examples: "The fact is, most parents are like that.", "The logical thing to do would be to just ignore him."

6. Judging, Criticizing: Making negative judgments or evaluations of the other person.

Examples: "You're just being stubborn.", "If you weren't so touchy, you wouldn't get so upset when someone says something about you."

7. Praising, Agreeing: Offering a positive judgment about the other person.

Examples: "You guys have always been good friends.", "I'm sure you can work this out. You're so good at that."

8. Name-Calling, Labeling: Making the other person feel foolish, stereotyping or categorizing him.

Examples: "You're acting like a baby.", "You act so lame sometimes."

9. Interpreting, Analyzing: Telling the other person why s/he's acting this way, analyzing why s/he's saying or doing something.

Examples: "You're saying that just to get attention.", "You're just tired."

10. Reassuring, Sympathizing: Trying to make the other person feel better, talking him/her out of his/her feelings.

Examples: "Don't feel bad, it'll be okay.", "By Friday, you'll forget all about it."

11. Questioning, Probing: Trying to find reasons, motives or causes; searching for more information information to help you solve the problem.

Examples: "How long have you been this mad at her?", "Why didn't you do something about this before now?"

12. Distracting, Humoring: Trying to get the other person away from the problem, pushing the problem aside, kidding him/her out of his/her feelings.

Examples: "Well, it's a good thing the President doesn't have problems as serious as yours.", "Let's talk about something else."*

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

Active Listening Benefits

Active Listening Benefits

Here is a list of some of the main benefits of using Active Listening.

1. It is your check on the accuracy of your listening.

2. It shows the sender that you are interested in him/her.

3. It proves to the sender that not only have you heard, you have understood.

4. It tells the sender you can accept him/her as a troubled person.

NOTE: The key word is accept (i.e., the sender's behaviors are in the top of the Behavior Window), not agree with. You can accept his/her having a feeling you might not have or a thought you don't agree with.

5. It gives the sender a chance to ventilate, to feel relieved, to have catharsis. When feelings are expressed and accepted, they lose their grip on the person and become less disabling. When held in, feelings tend to remain strong and fester (as opposed to a popular fear that if one listens to and accepts another's feelings, those feelings will get out of hand).

6. Active Listening fosters others doing their own problem definition and problem solving. It keeps the responsibility with the sender, yet the listener remains involved. The sender holds onto the ball.

7. It relieves "emotional flooding" and frees the intellect to get back to work.

8. It fosters the sender moving from superficial to the deeper, more basic problem.

9. It avoids fastening onto and "solving" the "presenting problem".

10. It helps the sender deal with feelings, not just the facts.

11. Active Listening frequently fosters the sender's insights--new ways of seeing things, new attitudes, new behaviors, new understanding of self.

12. It fosters the sender being more open and honest with you--more willing to use you as a helping agent.

13. It promotes a more intimate and warm relationship. The sender feels warm and positive toward the listener. The listener better understands the sender and feels more positive toward him/her.

14. It helps the sender grow toward being an internal problem-solver, toward being less dependent on others for solutions, toward being more self-responsible, more self-directing; master of his/her own fate or destiny.*

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

What Are Your Family Vacation Rules?

The following example is taken from a report of an actual situation submitted by a parent after completing P.E.T.

A Family's Vacation Rules

"Last summer we decided that we and our four children (nine, eight, four and two) would go to the Canadian National Exhibition, a huge annual event in Toronto. We live nearby, but the decision was made somewhat reluctantly because my husband, Dave, and I didn't know whether we really wanted to face up to thousands of people, four tired children, attractions to spend lots of money, whining, etc. But we decided to sit down the day before with the oldest three to lay out our concerns and to problem solve.

We got out everyone's needs as far as what each one wanted to see and do at the exhibition and how we would handle temptations to overspend. We all decided on a specific amount of money per person for the day for food, rides, and souvenirs. Each person could decide for himself how he wanted to spend his own money. (For example, if a child chose to spend it all on rides and forget meals for the day, it was OK.) Lisa (nine) and Jennifer (eight) carried their own money and looked after it themselves; Dave and I helped the younger two manage their money. Much to our amazement and delight, we spent eleven hours there (plus an hour of travel each way) and did not have one fight or one hassle! Everyone saw and did what he had expressed an interest in during problem-solving, we stayed longer than we would have predicted, and we all enjoyed being there, together. Great!"

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

How Do You Coach/Talk to Your Soccer Team?

We would like to share a great testimonial/letter we received from our friends from down under. A P.E.T. Instructor from Australia recently held a P.E.T. course and here is a great e-mail letter the soccer dad/coach sent to the parents of his soccer team:

We hope you enjoy the letter as much as we did! :)

****

You may have noticed that I take a slightly unorthodox approach to the way I communicate with the boys and discipline the team. This is because I have almost finished a Parent Effectiveness Training (P.E.T.) course, which was recommended to me.

I very highly recommend the course to all parents and wish it were a compulsory course for all parents to do. The course has caused me to completely re-evaluate the relationships I have with my children (and my partner and other children) and has had a profound impact on the way our family now communicates.

My wife and I have found that:

• We are much more aware of our children's behaviour, and how our level of acceptance dictates how we respond - we now have a much broader level of acceptance which means less unnecessary conflict (sometimes we used to say NO for no good reason).
• We have learned how to actively listen to our children and identify their real needs, not just react to the behaviour they are displaying at the time
• We have learned how to understand and convey our needs to our children, so that they will initiate and willingly modify their own behaviour to accommodate our needs, without us ordering them to do it (sounds too good to be true!).
• We have learned how to problem solve with our children to get a win-win outcome
• We now have almost no need to use physical force to change our childrens' behaviours - ie no pulling, pushing or holding against their will.
• We have much more meaningful and deep conversations with our children and they are willing to tell us about things they were previously fearful to share and there is still a week to go.....

We have noticed real changes in ourselves and in our children - there is much less shouting, less tantrums, less fighting, and less stress. Our children (9, 5 and 3) have told us how they like the change a lot. Even my 3-year-old son’s play schoolteacher has commented that he is much less aggressive, more considerate and more cuddly than he used to be (he used to be a "problem" child).

It is a very well established course (30 years in Australia).

I recommend it to all parents, and if possible both parents should do the course together, but if you can't manage that then one should do it. It's well worth the time and money. The course books out fast so act soon.

Regards

Much happier Parent

What Are the Negative Effects of the 12 Roadblocks?

The Negative Effects of the 12 Roadblocks

Here's a list of reactions people have told us they had when they owned a problem and the other person used the Roadblocks:

They made me:

• stop talking, shut me off.
• argue.
• feel resentful or angry.
• feel I'm being pressured to change--not accepted as I am.
• feel I'm not being understood.
• feel I've been interrupted.
• feel I'm on the witness stand being cross-examined.
• defensive and resistant.
• feel inadequate, inferior.
• feel guilty or bad.
• feel the other person doesn't trust me to solve my problem.
• feel my feelings aren't justified.
• feel frustrated.
• feel the listener is just not interested.*

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

Why Are There Conditions for Active Listening?

The Appropriate Conditions for Active Listening

To listen to another with the intention of helping that person deal with a personal problem is to assume a counseling posture. Such a postures is characterized by having the intention of helping another person; using good attending behavior; being accepting, empathic, and genuine; and using Active Listening. For this counseling posture to work well, certain conditions must be present; otherwise, either the sender of the listener, or both, may resent or regret the experience. The following are the necessary conditions:

Conditions Within the Other Person

____________________________________________________________

1. Must be having strong feelings and/or be aware of having a problem,

2. Must be giving off cues and clues that express those feelings or problems ("I'm worried, I've got a problem," crying, sulking, etc.) and

3. Must be willing to talk to the listener about the situation.

What happens if these conditions are not present in the other person?

If feelings or problems are not present in the other person, or s/he is not willing to talk, taking a counseling posture can imply that the sender is "sick" and the listener is well, and Active Listening may seem like a maddening, demeaning word game. The "counselor" at such times may be greeted with scorn or hostility.

Conditions Within the Listener

______________________________________________________________

The listener must have a genuinely helpful "set" in the following areas:

1. Feel genuinely accepting (not needing to change the sender).

2. Want to help (not just be turning on a technique).

3. Have, and want to take, enough time.

(If not, a later appointment can be set up. Or if talk takes more time than expected, it can be continued at a later, agreed upon time.)

4. Trust that the other, with some helpful support, can solve their own problem better than the listener can.

What sometimes makes this difficult to believe is our long exposure to the authoritative, culturally-accepted "medical model" for helping another. In that model, any helper is seen as analogous to a "doctor" who gathers symptoms and data, diagnoses the patient's problem, and decides on an prescribes the best treatment. The helpee, as the "patient", is then expected to follow "doctor's orders." Within this cultural orientation, it is often hard to believe that the other people are their own best experts for solving their own problems.

(Incidentally, the medical profession itself is beginning to trade in this archaic approach in favor of involving patients more more in their own treatment.)

5. Feel reasonably separate from the other person and the problem.

This means recognizing clearly that you are not the other person; that his or her pain is not your pain; the other person owns the problem, not you; and that you are empathizing, not identifying.

What happens if these conditions are not present in the listener?

If these conditions are not met, the listener's Active Listening will inevitably (and usually unconsciously) reflect that in the form of:

1. Attempts to change or influence the other person with hidden solutions, judgments, etc. buried in the feedbacks.
2. Nonverbal cues of unacceptance or lack of interest.
3. Inability to decode the other person's real messages. The "inner ear" will be turned off.

The send will experience such Active Listening as manipulative, condescending, frustrating or boring, and will react with scorn or hostility.

In short, if these conditions are not met inside the listener, the time is not right for him/her to become a counselor. Instead, the listener should reevaluate the behavior responded to in terms of its placement in the Behavior Window and look again for the most appropriate choice of skills.*

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

What Are The Benefits of Active Listening?

The Benefits of Active Listening to Children

Feelings get dissipated

Troublesome, negative feelings are more apt to go away when they are expressed and accepted.

Feelings become friendly

If a parent accepts a child's feelings with Active Listening, it helps the child accept them and not feel they're "bad."

Produces a deeper feeling of caring

Being heard and understood by their parent makes children develop warm feelings toward the parent.

Children will start listening to the parent

If parents take the time to hear out their children, then children will be more apt to want to listen to the parent.

Children will become more responsible

Talking out a problem helps them think it through, discover their own solutions and become more self-responsible.

Parents will learn to trust their children

As the child begins to solve his/her problem, the parent will gain more trust in the child's capacity to handle problems.

Parents will become more accepting

Watching children deal constructively with their feelings, parents will become more accepting, too.

Parents will enjoy being a new kind of helper

Parents will find they won't have to shoulder the burden of finding solutions for their child's problems.

Parents will see children as separate persons

The child will become a separate person--with his/her own feelings, own problems, own solutions--no longer "joined at the hip" with the parent.

The parent won't have to be a "super-parent"

Parents will feel relieved not having to solve all their children's problems, be in charge, always be right, be totally responsible and even assume all the blame for their failures.*

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

Identifying Who Owns the Problem

Here are the answers to yesterday's quiz! The answers are in blue.

1. Your child tells you she is worried about failing an important test at school. - Child Owns Problem
2. Your daughter expresses her disapproval of her brother's friends. - Child Owns Problem
3. Your children often leave a mess in the kitchen and leave you the responsibility for cleaning. - Parent Owns Problem
4. Your child is learning to play the guitar and asks you to listen to the chords he's learned. - No Problem
5. Your child fails to come home on time to leave for a dental appointment which you must pay for anyway. - Parent Owns Problem
6. Your baby begins to cry while getting a tetanus shot. - Child Owns Problem
7. Your daughter often gets up too late to catch the school bus and then asks you to drive her to school. - Parent Owns Problem
8. Your son needs the car to pick up a friend at the airport; you need it to go to a meeting. - Both Own Problem

Please note: These are not the only correct answers; special circumstances in your family may make different answers correct for you.

Can You Identify Who Owns the Problem?

Here's an exercise/quiz to help identify who owns the problem and an opportunity to receive a 15% discount on your purchase from anything in our GTI store!

(http://www.gordontraining.com/store.html)

The purpose of this exercise is to learn to identify who has unmet needs and therefore "owns the problem."

Directions: Read the following situations. Have The Behavior Window handy to enter the number of the situation in the appropriate window. If you feel the behavior demonstrates that the child has a problem, place the number of the situation in the "Child Owns Problem" area of the window. If you feel the behavior cause the parent to have a problem, place the number in the "Parent Owns Problem" area of the window. If neither child nor parent seems to have a problem, place the number in the "No Problem" area of the window. If you feel that there is a conflict and both seem to have a problem, place the number in the "Both Own Problem" area.

Here are the situations:

1. Your child tells you she is worried about failing an important test at school.
2. Your daughter expresses her disapproval of her brother's friends.
3. Your children often leave a mess in the kitchen and leave you the responsibility for cleaning.
4. Your child is learning to play the guitar and asks you to listen to the chords he's learned.
5. Your child fails to come home on time to leave for a dental appointment which you must pay for anyway.
6. Your baby begins to cry while getting a tetanus shot.
7. Your daughter often gets up too late to catch the school bus and then asks you to drive her to school.
8. Your son needs the car to pick up a friend at the airport; you need it to go to a meeting.

E-mail us at family@gordontraining.com with answers that correctly identifies who "owns the problem" in the situations above. I will choose the first (5) winners. The contest will end tonight, Tuesday, April 20th at 7:30pm PST. I will post the answers to the questions tomorrow, Wednesday, April 21st.

Have fun identifying who owns the problem! Good luck to you! :)

Do I Keep Active Listening?

Beyond Active Listening to Method III

When the messages are not clear, as in the case of prolonged anger or silence, a lot of Active Listening is necessary. Sometimes even vigorous Active Listening isn't enough and the parent needs to introduce Method III and offer to guide the children through it. A good deal of confronting may be necessary to resist the children's tendency to either give up (Method II) or solve the problem with a solution imposed by the "rescuing" parent.

Children sometimes arrive at satisfactory solutions without anyone's help, but more often than not this does not happen because the real issues are not uncovered. The antagonists rarely listen to and understand each other (even though a lot of words get exchanged).

There is no process for the defusing of strong feelings, and problem-solving doesn't get organized and underway. Parents who facilitate their children to solve their own problems realize a triple benefit: resolution of the immediate problem between the children, more effective problem-solving skills in the future, and mutual respect within all family relationships.*

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

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

What Becomes of Discipline?

With the discovery of non-power methods of relating to children, power-based discipline is a concept that has outlived its usefulness-it has become dysfunctional in a democratic society. Moreover, it's time we discard the concept in all human relationships in which they live together, work together, or worship together in harmony.

As a society, we must begin to replace authoritarian relationships with egalitarian ones, obedience with reciprocity, coercion with influence. What better place to start than in the family, where children acquire their first lessons in life. With parents modeling open and honest communication, respect for the rights of others, and democratic problem-solving, their children will grow up understanding the true meaning of The Golden Rule.*

* Writings from Dr. Thomas Gordon

Can I Use Method III With Young Children?

A really good friend of mine that I've known since elementary school recently had a baby! :) So, I thought I would write a blog for everyone that has young children.

METHOD III PROBLEM-SOLVING WITH YOUNG CHILDREN

Many parents express doubts about using Method III with very young children. In fact, is is possible to apply the principals at a very early age by focusing on the non-verbal clues and cues your baby or child sends you. All behaviors are purposeful. Crying can be a communication about hunger, being cold, fear or an indication of another unmet need. When we relax, give up our preconceived ideas and listen to non-verbal as well as verbal clues from our infants and young children, we can find simple, creative solutions. Problems that could easily end up with parents using power are resolved in a true win-win fashion.

Case 1: with a 9 month old baby

Nine-month-old Erika got sick and resisted all attempts to give her medicine. Without it, her fever was increasing. Verbal encouragement did not work. Holding her firmly and putting small does into her mouth did not work either; she skillfully spit it out. Her increasingly desperate parents stopped and thought about their P.E.T. learning that behaviors are non-verbal messages about unmet needs. Her squirming behavior supported what they knew almost from birth - she did not like to be crowded or forced. The underlying message of her repeated reaching for the medicine spoon said, "I want some control." Tuning in to this they found a solution. Put part of the medicine in the spoon, let her hold it it with their help and aim it into her mouth. She made face but swallowed the three smaller doses. Even a nine-month-old can communicate her needs and show us a solution.

Case 2: with a 4-year old child

A four-year old girl put up a struggle each night at bedtime. Mom wanted some quiet time and was too tired to be patient by 10 p.m. The child explained she couldn't go to sleep right away and felt lonesome. It was mutually (and joyfully) agreed that the child would get tucked into bed, but could watch a DVD. Mom agreed to turn it off if the child fell asleep.

Case 3: with children ages 4, 6, and 8

Rhonda, age 8; Kim, age 6; and Danny, age 4, were confronted by their parents' irritation over their messy rooms. Rhonda and Kim complained that while they were at school, Danny came into their rooms and made a mess. Danny said he liked the girls' room because it has bunk beds. Mom and Dad listened to Danny say he really wanted a bunk bed. This wasn't feasible to Mom and Dad because the room was small and their baby brother, who shared the room, wasn't old enough to leave his crib. The family also couldn't afford it no. Many suggestions were made by all five people on how to construct a substitute bunk bed. Finally, Danny decided that he would be happy if his parents put a sleeping bag under the baby's crib and let him sleep there. He slept in the bag for three nights, and crawled into bed by himself on the fourth night. After that he slept in the bed, but left the bag under the crib to show his friends that Danny had two beds. After this, Danny tried hard to stay out of the girls' room.

Case 4: with a 2-year old child

A two-year boy wanted to stop and look into the display window of each store he and his mother passed. His mother was in a hurry to get to a store before it closed. She said, "You want to look in the windows, but if we do I will be late to the store. If we hurry now, I will let you look in the windows on our walk back to the car." Child agreed.

Case 5: with an 8-month old baby

An infant would spit out pureed vegetables every time they were offered. Her father, knowing she loved fruit, especially applesauce, decided to put a tiny big of vegetable on each spoonful of applesauce. The child did not reject it. Her father kept increasing the amount over a period of days until the child could eat vegetables without any applesauce.*

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

Give the Child a Chance to Meet His Needs Himself

How To Listen To Kids Too Young To Talk Much

Certainly the ultimate goal of most parents should be to help the very young child gradually develop his own resources--to become weaned away from dependence on the parent's resources, more and more capable of meeting his own needs, solving his own problems. The parent who will be most effective in this is the one who can consistently follow the principle of first giving the child a chance to solve his problems himself before jumping in with a parental solution.

In the following illustration, the parent follows this principle quite effectively:

CHILD (crying): Truck, truck--no truck.

PARENT: You want your truck, but you can't find it. [ACTIVE LISTENING]

CHILD: (Looks under sofa, but doesn't find truck.)

PARENT: The truck's not there. [FEEDING BACK NONVERBAL MESSAGE.]

CHILD: (Runs into his room, looks, can't find it.)

PARENT: The truck's not there. [FEEDING BACK NONVERBAL MESSAGE.]

CHILD: (Thinks; moves to back door.)

PARENT: Maybe the truck's in the backyard. [FEEDING BACK NONVERBAL MESSAGE.]

CHILD: (runs out, finds truck in sandbox, looks proud): Truck!

PARENT: You found your truck yourself. [ACTIVE LISTENING.]

This parent kept the responsibility for solving the problem with the child at all times by avoiding direct intervention of advice. By doing so, the parent is helping the child develop and us his own resources.

Many parents are far too eager to take over their child's problems. They are so anxious to help the child or so uncomfortable (nonaccepting) of his experiencing an unfulfilled need that they are compelled to take over the problem-solving and give the child a quick solution. If this is done frequently, it is a sure way of retarding the child's learning how to use his own resources and his developing independence and resourcefulness.

Can Molly, at 4 1/2 Year's Old, Use Method III?

THE CASE OF MOLLY AND JAY

MOM

DAD

MOLLY AGE 4 1/2

JAY AGE 3 1/2

This session was transcribed word-for-word from a recording of the conversation. Both parents were new to Method III.

The Problem:

Jay wakes up very early in the morning, any time from 5:30 a.m. on. Lately, he has been waking his older sister so that she will play with him until Mother and Dad get up (6:30 a.m.) to make breakfast. Molly gets up to go to the bathroom when Jay gets up, but then she likes to go back to bed and catch some more sleep.

****

Dad: Molly, you have a problem. Would you like to tell us what your problem is?

Molly: Do you know why? I don't want Jay to wake me up. Every time I get up in the morning to go potty, Jay says, "Do you want to play in the kitchen with me?" and I say, "No", and he says that again and comes into my room and then he wakes me up and tells me to get up again and then I get up and then I go back to bed.

Dad: You don't want Jay to wake you up early in the morning. You like to stay in bed.

Molly: Yes.

Mom: And, Jay, you like to have somebody to play with. Is that right?

Jay: (Shakes his head in agreement.)

Dad: Well, Jay, how do you think we can solve this problem?

Jay: I don't know.

Molly: I know how. Well, in-the morning, Jay could play in the kitchen by himself and get out a whole bunch of toys, and when you get up, he could pick the toys up.

Mom: You think Jay could play in the kitchen and get out all the toys he wants, but he'd have to put them away.

Molly: Yes.

Mom: How do you feel about that, Jay? And then you could go back to your room and play by yourself until Molly wakes up?

Jay: Okay, okay.

Jay: No, I don't care for that.

Mom: You don't care for that.

Jay: No.

Molly: Well, he could take two toys out, and then when he's through with them he could put them back, or Jay could put one back and I could put the other one back.

Mom: I see. Well, Jay, how about when you get up, you could come into Mommy and Daddy's room and one of us could get you your cereal.

Jay: Okay.

Mom: Do you think you'd really like that? But, then, you couldn't wake up Molly.

Jay: Uh-huh, I won't do that.

Dad: How does this sound to you, Molly?

Molly: Oh, well, that's a good reason, because if he goes back to his room after he eats his cereal, maybe that will work out fine.

Dad: Jay, you think if you get your cereal in the morning, you can play by yourself?

Mom: Is that right, Jay?

Jay: Yeah.

Mom: And if this doesn't work out, we'll just have to talk about it some more, if it doesn't work out, we'll just have to talk about it some more, if it doesn't work out the way we've decided...*

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