The Kind of Rules That Kids Will Stick To

One of the number one complaints we hear from parents is that their kids don't do as their told and that they disobey "the rules." On the other hand, when using P.E.T. methods to set rules parents find more often than not, that these same kids end up adhering to the rules that are set. But why is this so? What is the key difference in setting rules the "traditional" way versus setting rules the P.E.T. way?

Like most people, when children are ordered to do things without reason or having any say in the matter, you might have a pretty hard time getting them to follow through without feeling (at least) some resistance from them. Telling children to follow the rules "because I said so" or "because I know what's best for you" or even "because I am the grown-up" is a classic form of flexing your parental power in the relationship. And in all relationships with an imbalance of power, you will find that the subservient will grow increasingly resentful of the controller. Time after time, the use of power always ends up failing in the long run.

After all, it is an innate human characteristic to want to feel in control of our own lives and behavior.

With P.E.T., Dr. Gordon founded a new way of setting rules so that the needs of everyone are considered and at the same time, things get done. The six-step process of Method III allows all parties involved to come together to discuss the needs are of everyone and what needs to get done. The reason why Method III is so highly effective is that it utilizes the theory of the principle of participation.

The principle of participation states that an individual is much more motivated to carry out a decision when they have participated in the decision-making process.

Makes sense, huh? We thought so too.

Try it at home and let us know how it works! For more detailed information on what the six steps of Method III are, check out our article here: Get What You Need Every Time.

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

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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

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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

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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

What is the Principle of Participation?

Families Need Rules

All groups, of whatever size of nature, need laws and rules. Without them, groups may very well fall into confusion and conflict. The functions that rules can serve are essential. They can prevent misunderstandings and conflicts between people; define rights and privileges; establish what is considered appropriate, fair and equitable in human relationships; and provide guidelines to help people know what limits they must set on their own behavior.

The issue is not whether groups need rules. They do need them. The real issue is how to motivate all group members to comply with them.

At some time in our lives we all have felt unmotivated to comply with some rule or making a rule. Most people feel imposed upon and resentful of the new rule. But when people actively participate in setting a rule or making a decision that will affect them, they are more highly motivated to comply with it. We call this the Principle of Participation.

When family members are given the opportunity to participate in setting rules, several good things happen. They are: (1) a higher motivation on the part of all family members to carry out or comply with the rules; (2) better decisions; (3) closer, warmer relationships between family members; (4) higher self-esteem, self-confidence, and sense of control over fate; (5) more personal responsibility and self-discipline, and (6) less need for parents to enforce the rules.*

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

Understanding"Discipline"

The Noun and the Verb of "Discipline"

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As a noun, discipline is usually understood as:

• behavior in accordance with rules and regulations
• instruction to obtain proper action
• the training effect of experience or adversity
• behavior maintained by training

Example: "The basketball team showed a lot of discipline."

As a verb, "to discipline" is usually understood by parents as:

• to bring to a state of order and obedience
• to punish or penalize in order to train and control

Example: "Parents discipline their children when they misbehave."

You seldom get much controversy about the noun, because it makes us think about order, cooperation, knowing and following correct procedures--such as the discipline of a marching band or symphony orchestra.

However, the verb "to discipline" makes us think of control, punishment, penalty. The controlling and punishing type of discipline creates a lot of controversy. Here is a list of its synonyms: curb, restrain, keep in line, correct, harness, inhibit, chastise, reprimand, criticize, punish.

Think of the "teach-train-guide" kind of discipline as an effort to influence, while the "restrain-restrict-punish" kind of discipline is an effort to control.

Obviously, most parents strongly want to have the ability to influence kids have a positive effect on their lives. But in practice, most parents fall into the trap of trying to control kids by making rules, imposing limits, giving orders and commands, punishing or threatening to punish.

Such control-type methods don't influence children; they only coerce or compel them. This is a crucial difference.*

*Excerpt from Dr. Thomas Gordon's Family Effectiveness Training Adult Resource book