Why Parents Should Learn Active Listening

Active Listening facilitates problem-solving by the child.

We know that people do a better job of thinking a problem through and toward a solution when they can "talk it out" as opposed to merely thinking about it. Because Active Listening is so effective in facilitating talking, it helps a person in his search for solutions to his problems. Everybody had heard such expressions as "Let me use you as a sounding board" or "I'd like to kick this problem around with you" or "Maybe it would help me to talk it out with you."

Active Listening influences the child to be more willing to listen to parents' thoughts and ideas.

It is a universal experience that when someone will listen to one's own point of view, it is then easier to listen to his. Children are more likely to open themselves up to receive their parents' messages if their parents first hear them out. When parents complain that their kids don't listen to them, it's a good bet that the parents are not doing an effective job of listening to the kids.

Active Listening "keeps the ball with the child."

When parents respond to their kids' problems by Active Listening, they will observe how often kids start thinking for themselves. A child will start to analyze his problem on his own, eventually arriving at some constructive solutions. Active Listening encourages the child to think for himself, to find his own diagnosis of his problem, to discover his own solutions. Active Listening conveys trust, while messages of advice, logic, instruction, and the like convey distrust by taking over the problem-solving responsibility from the child. Active Listening is therefore one of the most effective ways of helping a child become more self-directing, self-responsible, and independent.

Remember to always be Active Listening!

What are the Advantages to Active Listening?

Active Listening helps children become less afraid of negative feelings.

"Feelings are friendly" is an expression we use in our classes to help parents come to realize feelings are not "bad". When a parent shows by Active Listening that he accepts a child's feelings, the child is also helped to accept them. He learns from the parent's response that feelings are friendly.

Active Listening promotes a relationship of warmth between parent and child.

The experience of being heard and understood by another person is so satisfying that it invariably makes the sender feel warm toward the listener. Children, particularly, respond with loving ideas and feelings. Similar feelings are evoked within the listener--he begins to feel warmer and closer to the sender. When one listens empathically and accurately to another, he gets to understand that person, to appreciate his way of looking at the world--in a sense, he becomes that person during the period of putting himself in his shoes. Invariably, by allowing oneself to "get inside" the other person, one produces feelings of closeness, caring and love. To empathize with another is to see him as a separate person, yet be willing to join with him or be with him. It means "becoming a companion" to him for a brief period in his journey through life. Such an act involves deep caring and love. Parents who learn empathic Active Listening discover a new kind of appreciation and respect, a deeper feeling of caring; in turn, the child responds to the parent with similar feelings.

More tomorrow on a few more reasons why Active Listening is important.

*Excerpt from Dr. Thomas Gordon's book, Parent Effectiveness Training, P.E.T.

Why Should Parents Learn Active Listening?

Some parents who are introduced to this skill in our P.E.T. course say:

"It seems so unnatural to me."

"That isn't the way people talk."

"What's the purpose of Active Listening?"

"I'd feel like a dork responding to my kid that way."

"My daughter would think I flipped my lid if I started to use

Active Listening with her."

These are understandable reactions because parents are so accustomed to telling, preaching, questioning, judging, threatening, admonishing, or reassuring. IT is certainly natural for them to ask if it will be worth the trouble to change and learn Active Listening?

One of the more skeptical fathers in a P.E.T. class became convinced after an experience with his daughter, aged fifteen, during the week following the class session in which he was introduced to this new way of listening.

"I want to report to the class an amazing experienced I had this week. My daughter, Roxanne, and I haven't said a civil word to each other for about two years, except maybe, 'Pass the bread', or 'Can I have the salt and pepper?' The other night she and her boyfriend were sitting at the table in the kitchen when I came home. I overheard my daughter telling her boyfriend how much she hated school and how she was disgusted with most of her girlfriends. I decided right then and there I would sit down and do nothing but active listen, even if it killed me. Now, I"m not going to say I did a perfect job, but I surprised myself. I wasn't too bad. Well, will you believe it, they both started talking to me and never stopped for two hours. I learned more about my daughter and what she is like in those two hours than I had in the past five years. On top of that, the rest of the week she was downright friendly to me. What a change!"

This amazed father is not unique. Many parents have immediate success when they try out this listening skill. Even before they acquire a reasonable level of competence at Active Listening, they often report some startling results.

Many people think that they can get rid of their feelings by suppressing them, forgetting them, or thinking about something else. Actually, people free themselves of troublesome feelings when they are encouraged to express them openly. Active Listening fosters this kind of catharsis. It helps children to find out exactly what they are feeling. After they express their feelings, the feelings often seem to disappear almost like magic.

Find out tomorrow other reasons why parents should learn Active Listening.

Do Families Need Rules?

All groups, of whatever size or nature, need laws, regulations, rules, policies, and standard operating procedures. Without them, groups may very well fall into confusion, chaos and conflict. The functions that rules and policies can serve are indispensable. They can prevent misunderstandings and conflicts between people; define rights and privileges; legislate 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 policy that we had no voice in making. Denied the opportunity to participate in establishing 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, and it has proven its effectiveness in numerous research studies.

When children are given the opportunity to participate in setting rules or making decisions that will affect them, several good things happen. Children feel better about themselves, have higher self-esteem and self-confidence. Most important, they feel they have gained more "fate control"--more personal control over their own lives. They also feel they are equal members of the family with an equal voice in making decisions and establishing rules--they're part of a team, not second-class citizens. This means that families that function collaboratively and democratically will have closer and warmer relationships than those in which the adults act as bosses or authorities expecting the children to obey the rules made for them.

Another important reason for encouraging the full participation of family members in decision making is that it often produces higher-quality solutions to problems. Two heads (or three, or four) are better than one; shared decisions will be based not only on the knowledge and experience of the adults but also on the knowledge and experience of the children.

The admonition "Father knows best", which implies that father knows better than son or daughter, should be challenged with the more reasonable, "Yes, but does father know better than father and children?"

Enlisting the participation of children in rule-setting results in important benefits:

• A higher motivation on the part of all family members to implement or comply with the rules
• Decisions of higher quality
• Closer, warmer relationships between family members
• Higher self-esteem, self-confidence, and sense of control over fate on the part of the children
• More personal responsibility and self-discipline
• Less need for parents to enforce compliance

Obviously, not all decisions that affect the family are open for participative rule-setting and decision-making. These will be issues that don't affect all the family members or issues that are not negotiable (because they're against the law, etc.). In other words, some issues will be outside the Area of Freedom for family rule-setting and decision-making. For example, how the family income gets spent, whether one of the parents looks for another job or if and what kind of exercise family members get are probably outside the Area of Freedom of other family members to decide.

The most important rule of thumb is that family rule-setting and decision-making meetings should include all the members who will be affected by the rule or decision, and only those members.

It's important that your family agree on which issues, situations and tasks are within the Area of Freedom of the family members.

The list of items that potentially can be handled by participative rule-setting or decision making are many and vary from family to family.

Here's a list of just some of the issues that lend themselves to family rule-setting and decision-making:

• Bedtime
• Household chores
• Ownership and care of pets
• Yard work
• How to spend family vacation time, holidays or other free time
• Use of car/s, bicycles, etc.
• Allowances
• TV watching
• Use of computer

Please Note: Participative Rule-Setting requires some communication skills that you will can learn in the P.E.T. program. These skills are:

• Expressing your needs and problems
• Hearing others when they have needs or problems
• Solving problems and conflicts

Why are I-Messages More Effective?

I-Messages are more effective in influencing a child to modify behavior that is unacceptable to the parent as well as healthier for the child and the parent-child relationship.

The I-Message is much less apt to provoke resistance and rebellion. To communicate to a child honestly the effect of her behavior on you is far less threatening than to suggest that there is something bad about her because she engaged in that behavior. Think of the significant difference in a child's reaction to these two messages, sent by a parent after a child kicks her in the shins:

"Ouch! That really hurt me--I don't like to be kicked."

"That's being a very bad girl. Don't you ever kick anybody like that!"

The first message only tells the child how her kick made you feel, a fact with which she can hardly argue. The second tells the child that she was "bad" and warns her not to do it again, both of which she can argue against and probably resist strongly.

I-Messages are also infinitely more effective because they place responsibility within the child for modifying her behavior. "Ouch! That really hurt me" and "I don't like to be kicked" tell the child how you feel, yet leave her to be responsible for doing something about it.

Consequently, I-Messages help a child grow, help her learn to assume responsibility for her own behavior. An I-Message tells a child that you are leaving the responsibility with her, trusting her to handle the situation constructively, trusting her to respect your needs, giving her a chance to start behaving constructively.

Because I-Messages are honest, they tend to influence children to send similar honest messages whenever they have a feeling. I-Messages from one person in a relationship promote I-Messages from the other.

What is a Suitable Code?

In yesterday's post, we discussed the difference from a You-Message and an I-Message. Today, we determine what this looks like as a suitable code.

Here's an example:

For the parent who is tired and does not feel like playing with her five-year-old child, the encoding process is--

PARENT - Tired - (Encoding process) = (Code) "I am tired"

But if this parent selects a code that is "you" - oriented, she would not be coding her "feeling tired" accurately:

CHILD - Parent being Tired - (Encoding process) = (Code) "You are being a pest"

"You are being a pest" is a very poor code for the parent's tired feeling. A code that is clear and accurate would always be an I-Message: "I am tired," "I don't feel up to playing," "I want to rest." This communicates the feeling the parent is experiencing. A You-Message code does not send the feeling. It refers much more to the child than to the parent. A You-Message is child-oriented, not parent-oriented.

Remember to always use I-Messages!

*Excerpt from Dr. Gordon's book, Parent Effectiveness Training, P.E.T.

Do You Use I-Messages?

You-Messages and I-Messages

An easy way for parents to see the difference between ineffective and effective confrontation is to think sending either You-Messages or I-Messages. When we ask parents to examine the previously noted ineffective messages, they are surprised to discover that almost all begin with the word "You" or contain that word. All these messages are "You" - oriented:

You stop that.

You shouldn't do that.

Don't you ever...

If you don't stop that, then...

Why don't you do this?

You are naught.

You are acting like a baby.

You want attention.

Why don't you be good?

You should know better.

But when a parent simply tells a child how some unacceptable behavior is making the parent feel, the message generally turns out to be an I-Message.

"I don't feel like playing when I'm tired."

"I feel frustrated when I come to pick you up and you're not there."

"I sure get discouraged when I see the mess in the kitchen after I just cleaned it up."

Parents readily understand the difference between I-Messages and You-Messages, but its full significance is appreciated only after we return to the diagram of the communication process, first introduced to explain Active Listening. It helps parents appreciate the importance of I-Messages.

When a child's behavior is unacceptable to a parent because in some tangible way it interferes with the parent's enjoyment of life or her right to satisfy her own needs, the parent clearly "owns" the problem. She is upset, disappointed, tired, worried, harassed, burdened, etc., and to let the child know what is inside her, the parent must select a suitable code.

Stay tuned for tomorrow's post, which explains what a "suitable code" is and how to decipher them.

Do You Plan Ahead?

Here is a quick re-cap of the first seven methods of changing unacceptable behavior by changing the environment:

1. Enriching the environment.
2. Impoverishing it.
3. Simplifying it.
4. Restricting it.
5. Child-proofing it.
6. Substituting one activity for another.
7. Preparing the child for changes in her environment.

Now, we have reached the eighth and final method:

Planning Ahead With Other Children

Conflicts can be prevented by thoughtfully arranging the environment of teenagers, too. They also need adequate space for their personal belongings, privacy, opportunity for independent activity. Here are suggestions for "enlarging your area of acceptance" for older children:

• Provide the child with her own alarm clock.
• Provide adequate closet space with numerous hooks.
• Establish a message center in the home.
• Provide a child with her own personal calendar for recording commitments.
• Go over instructions on new appliances together.
• Inform children ahead of time when you expect guests, so that they know when to clean up their rooms.
• Provide a house key on a fun key ring the choose.
• Give allowance monthly, instead of weekly, and agree ahead of time what things a child is not expected to purchase out of her allowance.
• Discuss in advance such complicated matters as the curfew, auto liability insurance, responsibility in case of auto accidents, use of alcohol and drugs, and so on.
• When a teenager is doing her own laundry, make the job easier by having all necessary equipment and supplies readily available.
• Suggest that a child always carry a phone card for an emergency telephone call.
• Tell a child what foods in the refrigerator are earmarked for guests.
• Have a child write out a list of friends and their telephone numbers, in case the child has to be located unexpectedly.
• Give a child advance notice whenever special work needs to be done to prepare for company.
• Encourage a child to work out a personal list and time schedule for things to do to prepare for a family trip.
• Encourage a child to read the morning weather forecast in the paper (or listen on TV or radio) as a guide for what to wear to school.
• Tell a child ahead of time that bathtime and bedtime will be earlier than normal because you need to work at home on a project without interruption.
• Tell children well in advance when you are going out of town so they can make their own plans for activities.
• Teach a child how to take phone messages.
• Always knock before entering a child's room.
• Include children in discussions involving family plans that will affect them.

Most parents can think of many other examples in each of these categories. The more parents use environmental modification, the more enjoyable living with their children can be and the less parents need to confront the kids.

Are there other suggestions for "enlarging your area of acceptance" for your child(ren)? If so, please share with all of us!

We love to hear your feedback!

Are You Prepared?

The seventh method of changing unacceptable behavior by changing the environment is:

Preparing The Child For Changes In The Environment

Many unacceptable behaviors can be prevented by preparing the child ahead of time for changes in her environment. If her usual baby-sitter is unable to come on Friday, start talking with the child on Wednesday about the new babysitter who is going to come. If you are going to spend your vacation at the beach, prepare the child weeks ahead for some of the things she is going to encounter--sleeping in a strange bed, meeting new friends, not having her bicycle with her, the big waves, proper behavior in a boat, and so on.

Children have an amazing capacity to adjust comfortably to changes, if parents would only discuss these things ahead of time. This holds true even when children may have to suffer some pain or discomfort, as in the case of going to the doctor to get shots. Discussing hurt for a second, can do wonders to help them cope with such a situation when it occurs.

Remember to always prepare!

Tomorrow's post is the eight and final method of changing the environment:

Planning Ahead With Other Children

May I Trade With You?

The sixth method of changing unacceptable behavior by changing the environment is:

Substituting One Activity For Another

If a child is playing with a sharp knife, offer her a dull one. If she is bent on examining the contents of your cosmetic drawer, give her some empty bottles or cartons to play with on the floor. If she is about to rip out pages in a magazine you wish to keep, give her one you don't want. If she wants to draw with a crayon on your wallpaper, get her a large piece of wrapping paper to draw on.

Failure to offer a child an alternative before taking something away from her will generally produce frustration and tears. But children frequently accept a substitute without fuss, provided the parent offers it gently and calmly.

Let's trade!

Stay tuned for tomorrow's post, the seventh method:

Preparing the Child for Changes in the Environment

*An excerpt from Dr. Thomas Gordon's book, PE.T., Parent Effectiveness Training

Is Your Child's Environment Child-Proof?

There are eight methods of changing unacceptable behavior by changing the environment. We have discussed four of the methods thus far:

1. Enriching the environment.
2. Impoverishing it.
3. Simplifying it.
4. Restricting it.

Now, we move on to the fifth method:

Child-proofing it

Child-Proofing the Environment

Although most parents remove medicines, sharp knives, and dangerous chemicals from the reach of children, a more thorough job of child-proofing might include such things as:

• Turning pot handles to the back of the stove when cooking.
• Buying unbreakable cups and glasses
• Putting matches out of reach.
• Repairing frayed electric cords and plugs.
• Keeping the basement door locked.
• Removing expensive breakable objects.
• Locking up sharp tools.
• Putting a rubber mat in the bathtub.
• Making upstairs screens secure.
• Storing slippery throw rugs.

Each family should conduct its own child-proofing inspection. With very little trouble most parents can find many ways to child-proof the home more thoroughly to prevent behaviors that would be unacceptable to them.

Happy child-proofing!

What is "Limiting the Child's Life Space" mean?

The fourth method of changing unacceptable behavior by changing the environment is:

Restricting it

Limiting the Child's Life Space

Placing an unacceptably behaving child in a playpen, is an attempt to limit the child's "life space" so that her subsequent behaviors will be acceptable to the parent. Fenced-in backyards are effective in preventing such behavior as running out into the street, walking through the neighbor's flower garden, getting lost, and so on.

Some parents designate a special area in the house where the child is permitted to play with clay, to paint, to cut up paper, or to glue, limiting such messy activities to that special area. Special areas can also be designated as places for children to be noisy, roughhouse, dig in the mud, and so on.

Children generally accept such limitations of their life space, provided they seem reasonable and leave children considerable freedom to meet their own needs. Sometimes a child will resist the limitation and cause conflict with the parent.

*Excerpt from Dr. Thomas Gordon's P.E.T., Parent Effectiveness Training book

How Do I Simplify the Environment?

Let's do a quick re-cap on the first two methods of changing unacceptable behavior by changing the environment:

1. Enriching the environment
2. Impoverishing the environment

Which, leads us to the third method:

Simplifying the Environment

Children often engage in "unacceptable behavior because their environment is too difficult and complex for them; they pester the parent for help, give up an activity entirely, show aggression, throw things on the floor, whine, run away, cry.

The home environment needs to be modified in many ways to make it easier for a child to do things for herself, to manipulate objects safely, and to avoid frustration that comes when she cannot control her own environment. Many parents consciously make an effort to simplify the child's environment by:

• Buying clothes that are for the child to put on by herself.
• Providing a stool or box the child can stand on to reach her clothes in the closet and the bathroom faucet.
• Purchasing child-sized eating implements.
• Putting closet hooks at a low level.
• Buying unbreakable cups and glasses.
• Nailing a door handle on screen doors low enough for the child to reach.
• Putting washable paint or wall covering on the walls of the child's room.

Easy enough! Let's simplify the environment for our child(ren)!

What is the Second Method of Changing the Environment?

To continue with the different methods of changing unacceptable behavior by changing the environment, we move on to the second method:

Impoverishing the Environment

At times children need an environment with few stimuli--for example just before bedtime. Parents, especially fathers, sometimes overstimulate their children before bedtime or mealtime and then expect them suddenly to become quiet and controlled. These are times when the child's environment should be impoverished, not enriched. Much of the storm and stress that occurs at these times could be avoided if parents made an effort to reduce the stimulation of the child's environment.

Stay tuned for tomorrow's post--The third method of changing the environment:

Simplifying the Environment

*An excerpt from Dr. Thomas Gordon's book, P.E.T., Parent Effectiveness Training

What is the First Method of Changing the Environment?

As we briefly discussed on yesterday's post, it is essential to change unacceptable behavior by changing the environment. The first method of changing the environment:

Enriching the Environment

Every good nursery school teacher knows that one effective way of stopping or preventing unacceptable behavior is to provide children with a great many interesting things to do--enrich their environment with play materials, reading materials, games, clay, dolls, puzzles, and so on. Effective parents, too, make use of this principle: if children are involved in something interesting, they are likely to "get into things" or pester parents.

Some of our parents in training have reported excellent results from setting up a special area in the garage or in a corner of the backyard and designating it as a place where the child is free to dig, pound, build, paint, mess, and create. The parents select a place where the child can do almost anything she wants to do without damaging anything.

Car trips are times when kids especially "bug" their parents. Some families make certain that their children have play materials, games, and puzzles that will keep them from becoming bored or restless.

Most parents know that their children are less likely to behave unacceptable if arrangements are made to have friends and playmates come over to the house. Frequently, two or three children will find it easier to find "acceptable" things to do than will a child alone.

Easels for painting, clay for modeling, puppet theaters for putting on shows, a doll family and a dollhouse, Play-Doh, finger paints for smearing, fun card games--all these can greatly reduce aggressive, restless, or troublesome behavior. Too often parents forget that children need interesting and challenging activities to keep them occupied, just as adults do.

Tomorrow, we discuss the second method of changing the environment: Impoverishing the environment

Do You Need to Change Your Environment?

Changing Unacceptable Behavior by Changing the Environment

Not enough parents try to change the behavior of their children by changing their children's surroundings.

Environmental modification is used more with infants and small children than with older children because, as kids get older, parents start relying more on verbal methods, especially those that "put down" a child or threaten her with parental power; they neglect environmental modification and try to talk the child out of unacceptable behavior. This is unfortunate, since environmental modication is often very simple and extremely effective with children of all ages.

Parents begin using this method more extensively once they become aware of its wide range of possibilities:

1. Enriching the environment.
2. Impoverishing it.
3. Simplifying it.
4. Restricting it.
5. Child-proofing it.
6. Substituting one activity for another.
7. Preparing the child for changes in her environment.
8. Planning ahead with older children.

More tomorrow on the first method: Enriching the environment

Stay tuned!

Does a Parent Run Out of Power?

Parents Inevitably Run Out of Power

Using power to control children works only under special conditions. The parent must be sure to possess the power--the rewards have to be attractive enough to be wanted by the child and the punishments have to be potent enough to warrant avoidance. The child must be dependent upon the parent; the more the child depends on what the parent possesses (rewards), the more power the parent has.

This is true in all human relationships. If I need something very badly--say money to buy food for my children--and I must depend solely on another person for money--probably my employer, then obviously he will have a great deal of power over me. If I am dependent on this one employer, I will be inclined to do almost anything he wants in order to insure getting what I need so desperately. But a person has power over another only as long as the second is in a position of weakness, want, need, deprivation, helplessness, dependency.

As a child becomes less helpless, less dependent upon the parent for what she needs, the parent gradually loses power. This is why parents discover to their dismay that rewards and punishment that worked when their child was younger, become less effective as she grows older.

Parents express feelings that most parents experience as their children begin to grow out of their dependency. This inevitably occurs as children approach adolescence. Now they can acquire many rewards from their own activities (school, sports, friends, achievements). They also begin to figure out ways to avoid their parents' punishments. In those families where the parents have relied principally on power to control and direct their children throughout their early years, the parents inevitably come in for a rude shock when their power runs out and they are left with little or no influence.

The Parent-Child Power Struggle: Who Wins, Who Loses?

Rarely do we find a parent in our classes who does not think of conflict resolution in terms of someone winning and someone losing. This "win-lose" orientation is at the very root of the dilemma of today's parents--whether to be strict (parent wins) or to be lenient (child wins).

Most parents see the whole problem of discipline in child-rearing as a question of being either strict or lenient, tough or soft, authoritarian or permissive. Because they are locked into this either-or approach to discipline, they see their relationship with their children as a power struggle, a contest of wills, a fight to see who wins--a war. Today's parents and their children are literally at war, each thinking in terms of someone winning and someone losing. They even talk about their struggle in much the same way as two nations at war.

When conflict arises between parents and children, most parents try to resolve it in their favor so that the parent wins and the child loses. Others, somewhat fewer in number than the "winners," consistently give in to their children out of fear of conflict of frustrating their children's needs. In these families the child wins and the parent loses. The major dilemma of parents today is that they see only these win-lose approaches.

Are You Listening without Empathy?

A real danger for parents who try to learn Active Listening solely from a book's printed page is their inability to hear the warmth and empathy that must accompany their efforts. Empathy means a quality of communication that conveys to the sender of a message that the listener is feeling with her, putting herself in the shoes of the sender, living, for a moment, inside the sender.

Everyone wants others to understand how she feels when she talks, not just what she is saying. Children, especially, are feeling people. Therefore, much of what they communicate is accompanied by feelings: joy, hate, disappointment, fear, love, worry, anger, pride, frustration, sadness, and so on. When they communicate with parents, they expect empathy with such feelings. When parents don't empathize, children naturally feel that the essential part of them at that moment--their feeling--is not being understood.

Probably, the most common mistake parents make when they first try out Active Listening is to feed back a response devoid of the feeling component of the child's message. Here's an example:

Little Carey, aged six, pleads with his father, who has been trying to encourage him to come into the water while the family is enjoying a day at the beach:

CAREY: I don't want to go in. It's too deep! And I'm afraid of the waves.

FATHER: The water is too deep for you.

CAREY: I'm scared! Please don't make me go in!

This father is completely missing the child's feelings, and his attempt at feedback shows it. Carey is not sending an intellectual evaluation of the depth of the water. He is sending an urgent plea to his father: "Don't make me come in because I'm scared stiff!" The father should have acknowledged this with, "You're scared and don't want me to force you into the water."

Some parents find out they are very uncomfortable with feelings--their own as well as their child's. It is as if they are compelled to ignore a child's feelings because they cannot tolerate her having them. Or they want quickly to push her feelings out of the picture, and therefore deliberately avoid acknowledging them. Some parents are so frightened of feelings that they actually fail to detect them in their child's messages.

So, please reflect and ask yourself, "are you listening without empathy?"

What happens when Method III doesn't work?

Need a quick refresher on what Method III is?

The Six Steps of Method III

I. Define Needs

II. Brainstorm Solutions

III. Evaluate Solutions

IV. Choose Solution

V. Implement Solution

VI. Check Results

Now that we have quickly went over the Six Steps of Method III, what happens if these steps don't work?

Your success with Method III will increase with time as you become more and more skillfull with the process and your Active Listening, I-Messages and Gear Shifting skills become more natural.

When Method III does not work, it is usually related to one of these factors:

• The skill, experience and comfort level of the parent is lacking.

WHAT TO DO - continue to develop your skills; use Method III in No Problem Area decision making, e.g. planning for a fun weekend and use it first on small problems before taking on big ones.

• There are clear limits of time and/or resources or the chance for physical harm is imminent.

WHAT TO DO - explain the situation, e.g. must leave now because there are only 30 minutes before your flight leaves, etc., take action but make the commitment to use the process when time or resources are more plentiful.

• The child or other person is not ready because they are "flooded" by built up mistrust, anger, resentment or other strong feelings.

WHAT TO DO - before you try Method III, invest time in Active Listening to the child and in sending I-Messages to improve the relationship.

These are just a few factors when Method III doesn't work. Learn more of these tips from Dr. Thomas Gordon's, Parent Effectiveness Training book.

Acceptance Must Be Demonstrated

It is one thing for a parent to feel acceptance toward a child; it is another thing to make that acceptance felt. Unless a parent's acceptance comes through to the child, it can have no influence on him. A parent must learn how to demonstrate his acceptance so that the child feels it.

Specific skills are required to be able to do this. Most parents, however, tend to think of acceptance as a passive thing--a state of mind, an attitude, a feeling. True, acceptance does originate from within, but to be an effective force in influencing another, it must be actively communicated or demonstrated. I can never be certain that I am accepted by another until he demonstrates it in some active way.

The professional psychological counselor or psychotherapist, whose effectiveness as a helping agent is so greatly dependent on his being able to demonstrate his acceptance of the client, spends years learning ways to implement this attitude through his own habits of communication. Through formal training and long experience, professional counselors acquire specific skills in communicating acceptance. They learn that what they say makes the difference between their being helpful or not.

Talk can cure, and talk can foster constructive change. But it must be the right kind of talk.

The same is true for parents. How they talk to their children will determine whether they will be helpful or destructive. The effective parent, like the effective counselor, must learn how to communicate his acceptance and acquire the same communication skills.

*Excerpted from the P.E.T., Parent Effectiveness Training, book by Dr. Thomas Gordon

The Power of the Language of Acceptance

When a person is able to feel and communicate genuine acceptance of another, he possesses a capacity for being a powerful helping agent for the other. His acceptance of the other, as he is, is an important factor in fostering 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, and actualize his fullest potential.

It is one of those simple but beautiful paradoxes of life: When a person feels that he is truly accepted by another, as he is, then he is freed to move from there and to begin to think about how he wants to change, how we wants to grow, how he can become different, how he might become more of what 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 entirely within his organism the capacity to develop. Acceptance is like the soil—it merely enables the child to actualize his potential.

Why is parental acceptance such a significant positive influence on the child? This is not generally understood by parents. Most people have been brought up to believe that if you accept a child he will remain just the way he is; that the best way to help a child become something better in the future is to tell him what you don’t accept about him 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, and commanding—messages that convey unacceptance of the child as he is.

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 therapist 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 tell him the worst about themselves—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.*

*Excerpted from the P.E.T., Parent Effectiveness Training, book by Dr. Thomas Gordon

Being an effective parent isn't a matter of luck

Being an Effective Parent Isn't a Matter of Luck

Parenthood need not be a difficult and demanding experience that brings problems, worries and anxiety. One survey by parent trainer, Dr. Harold Minden, found that the responses of hundreds of parents to the question, "How would you rate your parenting experience?" were as follows:


22% answered "fulfilling and positive"
37% answered "moderately fulfilling"
41% answered "frustrating and negative"


Dr. Minden also found that 69% of the satisfied parents said they would enroll in a parent training course, but only 37% of the frustrated and negative parents said they would do so. It appeared they did not recognize the need for assistance in parenting. Those parents typically think that how kids turn out is outside their control--a matter of luck. Many of them rely on the same method of raising children and dealing with problems in their families that were used by their parents and grandparents even though they know these methods don't work.

We now know without a doubt that parents who take training and learn how to create democratic, non-authoritarian relationships with both their spouses and their children will build happy marriages and create a "new species of children." Here is a list of the characteristics of this new species:

-They get their own needs get met, yet are sensitive when others may be affected negatively.
-They are very sensitive to all forms of unfairness they see in their world.
-They treat their friends the way they have been treated at home--they are good listeners, good counselors, good at expressing themselves, good at solving problems, and good at resolving conflicts with others.
-They are mature for their age, fun-loving, playful.
-They want their needs met, yet are unselfish, altruistic and giving to others.
-They have less need to be dependent on other people--yet they have friendships and make friends easily.
-They are less afraid of being laughed at, less afraid of what people will say, more individualistic.
-They are relatively unfrightened by the unknown, and they don't just cling to the familiar.
-They have a high degree of self-acceptance--accepting the way they are, yet this somehow frees them to change and improve themselves.

Raising children who develop these characteristics takes time and commitment. There's no gimmick or quick way to do it. Parents who take the time to understand and then put what they learn into practice are richly rewarded, usually far beyond their hopes and expectations.

The Not-So-Obvious Roadblock: Praising

Most of us instantly recognize why Criticizing, Threatening, Name-Calling, and Diverting (withdrawing or using humor) make it onto the list of the 12 Communication Roadblocks. However, I am often asked why "Praising" is a roadblock to communication.

Contrary to the common belief that praise is always beneficial to children, it often has very negative effects. A positive evaluation that does not fit the child's self-image may evoke hostility: "I am not pretty, I'm ugly." "I hate my hair." "I did not play well, I was lousy."

Children infer that if a parent judges positively, they can also judge negatively someo ther time. Also, the absence of praise in a family where praise is used frequently can be interpreted by the child as criticism: "You didn't say anything nice about my hair so you must not like it."

Praise is often felt by the child as manipulative--a subtle way of influenceing the child to do what the parent wants: "You're just saying that so I'll study harder."

Children sometimes infer that their parents don't understand them when they praise: "You wouldn't say that if you knew how I really felt about myself."

Children are often embarrassed and uncomfortable when praise is given, especially in front of their friends: "Oh, Dad, that's not true!"

Children who are praised a lot may grow to depend on it and even demand it: "You didn't say anything about my cleaning up my room." "How do I look, Mother?" "Wasn't I a good little boy?" "Isn't that a good drawing?"

Active Listening At the Wrong Times

Unsuccessful experiences of parents who first try Active Listening often occur because parents use it at inappropriate times. As with any good thing, Active Listening can be overdone.

There are times when kids don't wnt to talk about their feelings, even to two empathic ears. They may want to live with their feelings for awhile. They may find it too painful at the moment to talk. They may not have the time to enter into a lengthy cathartic session with a parent. Parents should respect the child's need for privacy in her world of feelings and not try to push her to talk.

No matter how good a door-opener Active Listening is, kids often don't want to walk through. One mother told how her daughter found a way to tell her when she did not feel like talking: "Knock it off! I know it might help to talk, but I just don't feel like it now. So, please, no Active Listening right now, Mother."

Sometimes parents open the door with Active Listening when they lack time to stick around and hear all the feelings bottled up within the child. Such hit-and-run tactics are not only unfair to the child, but hurt the relationship. The child will come to feel her parents do not care enough to hear her out. We tell parents: "Don't start Active Listening unless you have the time to hear all of the feelings this skill so often releases."

Some parents have experienced resistance because they used Active Listening when a child needs different help. When a child is legitimately asking for information, for a helping hand, or for some special resource of the parent, she may have no need to talk out or work through something.

Parents sometimes gro so enamored of Active Listening that they employ it when the child does not need to be "drawn out" or encouraged to get in touch with her deeper feelings. It will be obvious how inappropriate Active Listening is in the following theoretical situations:

1.

CHILD: Hey, Mom, can you give me a ride downtown Saturday? I've got to do some shopping.

MOM: You'd like a ride downtown Saturday.

2.

CHILD: What time are you and Mom coming home?

PARENT: You are really puzzled as to when we are coming home.

3.

CHILD: How much will I have to pay for insurance if I buy my own car?

PARENT: You're worried about the cost of your insurance.

These children probably do not need to be encouraged to communicate more. They are asking for a specific kind of help that is quite different from the help that Active Listening provides. They are not transmitting feelings. They are asking for factual information. To respond to such requests with Active Listening will not only seem strange to teh child; it will often produce frustration and irritation. These are times when a direct answer is what is wanted and called for.

Parents also discover that their children become perturbed when the parent continues to try Active Listening long after the child is finished sending messages. Parents need to know when to quit. Generally, clues will be forthcoming from the child--a facial expression, getting up to leave, silence, being fidgety, looking at her watch, and so on--or the child may say such things as:

"Well, I guess that's about it."

"I don't have time to talk anymore."

"I see things kinda different now."

"Maybe that's enough for now."

"I got a lot of studying tonight."

"Well, I'm taking a lot of your time."

Wise parents back off when they get these clues or messages, even though it does not seem to them that the particular problem has been solved by the child. As professional therapists realize, Active Listening only starts children on the first step of problem-solving--getting the feelings out and the problem defined. Frequently, the children themselves take it from there, eventually winding up with a solution on their own.

Withdrawing, Escaping, Daydreaming, Regression

When it becomes too difficult for children to cope with parental authority, they may try to escape or withdraw. The power of parents may cause withdrawal if punishment is too severe for the child, if parents are inconsistent in adminitsering rewards, if rewards are too difficult to earn, or if it is too difficult to learn behaviors required to avoid punishment. Any of these conditions may cause a child to give up trying to learn "the rules of the game." She simply quits trying to cope with reality--it has become too painful or too complex to figure out. This child cannot find suitable adjustment to the forces in her environment. She can't win. So her organism somehow tells her it is safer to escape.

The forms of withdrawal and escape may range from almost total to only occasional withdrawal from reality, including:

• Daydreaming and fantasizing.
• Inactivity, passivity, apathy.
• Regressing to infantile behavior.
• Excessive TV watching and video game playing.
• Solitary play (often with imaginary playmates).
• Getting sick.
• Running away.
• Joining gangs.
• Using drugs.
• Eating disorders.
  
• Depression.

Conformity, Lack of Creativity, Fear of Trying Something New, Requiring Prior Assurance of Success

Parental authority fosters conformity rather than creativity in children, much as an authoritarian work climate in an organization stifles innovation. Creativity comes from freedom to experiment, to try new things and new combinations. Children reared in a climate of strong rewards and punishment are not as likely to feel such freedom as children reared in a more accepting climate. Power produces fear and fear stifles creativity and fosters conformity. The formula is simple: "In order to get rewards I will keep my nose clean and conform to what is considered proper behavior. I dare not do anything out of the ordinary--this would risk my getting punished."

Apple Polishing, Courting Favor

One way of coping with a person who has power to reward or punish is to "get on her good side," to win her over by special efforts to make her like you. Some children adopt this approach with parents and other adults. The formula: "If I can do something ncie for you and get you to favor me, then perhaps you will give me your rewards and withhold your punishment." Children learn early that rewards and punishments are not metered out equitably by adults. Adults can be won over; they can have "favorites." Some children learn how to take advantage of this and resort to behavior know as "buttering someone up," "getting to be teacher's pet," and other terms less acceptable in polite society.

Unfortunately, while children may become quite skillful in winning adults over, this is usually strongly resented by other children; the child who "butters up" people is often ridiculed or rejected by her peers, who suspect her motives and envy her favored position.

Family Connection: Can you become more accepting of yourself?

Studies show that a direct relationship exists between how accepting people are of others and how accepting they are of themselves. A person who accepts himself as a person is likely to feel a lot of acceptance for others. People who cannot tolerate a lot of things about themselves usually find it difficult to tolerate a lot in others.

A parent needs to ask himself a penetrating question: "How much do I like who I am?"

If the honest answer indicates a lack of acceptance of himself as a person, that parent needs to reexamine his own life to find ways to become more fulfilled from his own achievements. Persons with high self-acceptance and self-regard are generally productive achievers who are using their own talents, who are actualizing their own potential, who accomplish things, who are doers.

Parents who satisfy their own needs through independent productive effort not only accept themselves but also needn't seek gratification of their needs from the way their children behave. They don't need their children to turn out in a particular way. People with high self-esteem, resting on a firm foundation of their own independent achievement, are more accepting of their children and the way they behave.

On the other hand, if a parent has few or no sources of satisfaction and self-esteem from his own life and must depend heavily on getting satisfaction from the way others evaluate his children, he is likely to be unaccepting of his children--especially those behaviors that he fears may make him look like a bad parent.

Relying upon this "indirect self-acceptance," such a parent will need to have his children behave in certain specified ways. And he is more likely to be unaccepting of them and upset with them when they deviate from his blueprint.

Producing "good children"--high achievers in school, socially successful, competent in athletics, and so on--has become a status symbol for many parents. They "need" to be proud of their children; they need their children to behave in a way that will make them look like good parents to others.

In a sense, many parents are using their children to bring themselves a feeling of self-worth and self-esteem. If a parent has no other source of self-worth and self-esteem, which is unhappily true of many parents whose lives are limited to raising "good" children, the stage is set for a dependency on children that makes the parent overanxious and severely needful that the children behave in particular ways.

Submission, Obedience, Compliance

Some children choose to submit to the authority of their parents for reasons that are not usually well understood. They cope through submission, obedience, and compliance. This response to parental authority often occurs when the parents have been very severe in their use of power. Particularly when punishment has been strong, children learn to submit out of a strong fear of the punishment. Children may react to parental power just as dogs become cowed and fearful from severe punishment. When children are quite young, severe punishment is more likely to cause submission because a reaction such as rebelling or resisting may seem to risky. They almost have to respond to parental power by becoming obedient and compliant. As children approach adolescence, this response might change abruptly because they have acquired more strength and courage to try resistance and rebellion.

Some children continue to be submissive and compliant through adolescence and often into adulthood. These children suffer the most from early parental power, for they are the ones who retain a deep fear of people in power positions wherever they encounter them. These are the adults who remain children throughout their lives, passively submitting to authority, denying their own needs, fearing to be themselves, frightened of conflict, too compliant to stand up for their own convictions. These are adults who fill the offices of psychologists and psychiatrists.

Forming Alliances, Organizing Against Parents

Children whose parents control and direct by authority and power learn, as they grow older, yet another way of coping with that power. This is the all-too-familiar pattern of forming alliances with other children, either in the family or out of it. Children discover that "in union there is strength"--they can "organize" much like workers in America have organized to cope with the power of employers and management.

Children frequently form alliances to present a common front to parents by:

• Agreeing among themselves to tell the same story.
• Telling their parents that all the other kids are permitted to do a certain thing, so why can't they?
• Influencing other children to join them in some questionable activity, hoping that then their parents won't single them out for punishment.

Today's crop of adolescents feels the real power that comes from organizing and acting in union against parental or adult authority--witness the growing numbers of kids doing drugs with thier friends, not doing homework, ditching school with friends to go to the mall, and the proliferation of cliques and gangs.

Because authority has continued to be the preferred method of controlling and directing the behavior of children, parents and other adults bring about the very thing they most lament--adolescents forming alliances to pit their power against the power of adults. And so society is polarizing into two warring groups--young people organized against adults, or, if you will, the "have-nots" against the "haves." Instead of children identifying with the family, they are increasingly identifying with their own peer group to combat the combined power of all adults.

Blaming Others, Tattling, Cheating

In families with more than one child, the children are obviously competing to get parental rewards and avoid punishment. They soon learn another coping mechanism: put the others at a disadvantage, discredit the other children, make them look bad, tattle, shift the blame. This formula is simple--"By making the other guy look bad, maybe I will look good." How defeating for parents; they want cooperative behavior from their kids, but by using rewards and punishment they breed competitive behavior--sibling rivalry, fighting, ratting on brother or sister:

"She got more ice cream than I did."

"How come I have to work int he yard when Joe doesn't?"

"He hit me first--he started it all."

"You never punished Ericka when she was my age and did the same things I'm doing now."

"How come you let Eddie get by with everything?"

Much of the competitive bickering and mutual blaming among children can be attributed to the parents' use of rewards and punishment in child-rearing. Since no one has the time, temperament, or wisdom to dispense rewards or punishments fairly and equally at all times, parents are inevitably going to create competition. It is only natural that each child wants to get most of the rewards and see her brothers and sisters get most of the punishment.

Dominating, Bossiness, Bullying

Why does a child try to dominate or bully younger children? One reason is that her parents used their power to dominate her. Therefore, whenever she is in a power position over another child, she too tries to dominate and boss. This can be observed when children play with dolls. They gernerally treat their dolls (their own "children") as their parents treat them, and psychologists have known for some time that they can find out how a parent treats a child by watching that child play with dolls. If the child is dominating, bossy, and punitive to her doll when she plays the role of a mother, she has almost certainly been treated the same way by her own mother.

Parents, therefore, unwittingly run a high risk of rearing a child who will be authoritarian with other children if they use their own authority to direct and control their child.

Needing To Win, Hating to Lose

When children are reared in a climate full of rewards and punishment, they may develop strong needs to look "good" or to win, and strong needs to avoid looking "bad" or losing. This is particularly true in families with very reward-oriented parents who rely heavily on positive evaluation, money rewards, gold stars, bonuses, and the like.

Unfortunately, there are many such parents, particularly in middle- and upper-class families. While I do find some parents who philosophically reject punishment as a method of control, I seldom find parents who even question the value of using rewards. The American parent has been inundated by articles and books advising frequent praise and rewards. Most parents have bought this advice unquestioningly, with the result that a large percentage of children in America are daily manipulated by their parents through commendation, special privileges, awards, candy, ice cream, money, and the like. It is no wonder that this generation of "brownie point" children is so oriented to winning, looking good, coming out on top, and above all, avoiding losing.

Another negative effect of reward-oriented child-rearing is what generally happens to a child who is so limited in ability, intellectually or physically, that it is difficult for her to earn brownie points. I refer to tehc hild whose siblings and peers are genetically better endowed, which makes her a "loser" in most of her endeavors at home, on the playground, or at school. Many families have one or more such children, who are destined to go through life experiencing the pain of frequent failure and the frustration of seeing others get the rewards. Such children acquire low self-esteem, and build up attitudes of hopelessness and defeatism. The point is: a family climate heavy with rewards may be more harmful to children who cannot earn them than to those who can.

Lying, Hiding Feelings

Some children learn early in life that if they lie they can avoid a great deal of punishment. On occasion lying can even bring them rewards. Children invariably begin to earn their parents' values--they get to know accurately what their parents will approve or disapprove of. Without exception, every child I have seen in therapy whose parents used a heavy dose of rewards and punishment, revealed how much they lied to their parents. One adolescent girl told me:

"My mother won't let me go out with this one guy, so I have my girlfriend pick me up and tell Mom we're going to the moview or something. Then I go meet my boyfriend."

Another said:

"My mother won't let me wear low-cut shirts, so I wear another shirt over the low-cut one, and when I leave the house, I take it off a few blocks away and then put it back on before I come home."

While children lie a lot because so many parente rely hevaily on rewards and punishment, I firmly believe that the tendency to lie is not natural in youngsters. It is a learned response--a coping mechanism to handle the parents' attempts to control by manipulation of rewards and punishment. Children are not likely to lie in families where they are accepted and their freedom is respected.

Parents who complain that their children do not share their problems or talk about what is going on in their lives are also generally parents who have used a lot of punishment. Children learn how to play the game, and one way is to keep quiet.

Aggression, Retaliation, Striking Back

Because parental domination by authority often frustrates the needs of the child, and frustration so often leads to aggression, parents who rely on authority can expect their children to show aggression in some way. Children retaliate, try to cut the parent down to size, are severely critical, talk back nastily, employ "the silent treatment," or do any one of the hundreds of aggressive things that they feel may get back at the parents or hurt them.

The formula for this way of coping seems to be "You hurt me, so I'll hurt you--then maybe you won't hurt me in the future." Its extreme manifestation are cases, frequently reported in newspapers, of children who kill their parents. No doubt many acts of aggression against school authorities (vandalism), against the police, or against political leaders are motivated by a desire to retaliate or get back at someone.

Effects of Parental Power: Resentment, Anger, Hostility

Children resent those who have power over them. It feels unfair and often unjust. They resent the fact that parents or teachers are bigger and stronger, if such advantage is used to control them or restrict their freedom.

"Pick on someone your own size" is a frequent feeling of children when an adult uses his or her power.

It seems to be a universal response of human beings at any age to feel deeply resentful and angry toward someone on whom they are, to a greater or lesser degree, dependent for providing gratification of their needs. Most people don't respond favorably to those who hold power to dispense or withhold rewards. They resent the fact that someone else controls the means for satisfying their needs. They wish they themselves were in control. Also, most people crave this independence because it is risky to depend on another. There is the risk that the person on whom one is dependent will turn out to be less than dependable--unfair, prejudiced, inconsistent, unreasonable; or the person with the power may demand conformity to her own values and standards as a price of her rewards.

This is why employees of highly paternalistic employers--those who are generous in giving "benefits" and "bonuses" (on condition that the employees will gratefully acced to management's efforts to control by authority) are frequently resentful and hostile "to the hand that feeds them." Historians of industrial relations have pointed out that some of the most violent strikes hit companies where the management had been "benevolently paternalistic." This is also why the policy of a "have" nation giving handouts to a "have-not" nation so frequently results in the dependent nation's hostility toward the stronger one, much to the consternation of the "giver."

Effects of Parental Power: Resistance, Defiance, Rebellion, Negativism

A parent recalled this typical incident with her father:

PARENT: If you don't stop talking, you're going to get my hand across your face.

CHILD: Go ahead, hit me!
PARENT: (Hits child.)

CHILD: Hit me again, harder. I won't stop!

Some children rebel against parents' use of authority by doing exactly the opposite of what their parents desire them to do. One mother told us:

"There were three main things we used our authority to try to get our daughter to do--be neat and orderly, go to church, and refrain from drinking. We were always strict about these things. Now we know that her house is a mess, she doesn't set foot in church, and she has cocktails almost every night."

An adolescent revealed in one of his therapy sessions with me:

"I won't even try to get good grades in school, 'cause my parents have pushed me so hard to be a good student. If I got good grades it would make them feel pleased--like they were right or like they won. I'm not going to let them feel that way. So I don't study."

Another adolescent talked about his reaction to his parents' "hassling" him about his long hair:

"I guess I might cut it if they didn't hassle me so much. But as long as they try to make me cut it, I'm going to keep it long."

Such reactions to adult authority are almost universal. Children have been defying and rebelling against adult authority for generations. History suggests little differences between today's youth and those at other times. Children, like adults, fight furiously when their freedom is threatened, and there have been threats to the freedom of children at all stages in history. One way for children to cope with threats to their freedom and independence is to fight against those who would take it away.

The Effects of Parental Power On The Child

Despite all the serious limitations of power, it strangely enough remains the method of choice for most parents, no matter what their education, social class, or economic level.

P.E.T. instructors invariably find that parents in their classes are surprisingly aware of the harmful effects of power. All we have to do is ask parents to draw from their own experience and tell us how they were affected when their parents used power over them. It is a strange paradox that parents remember how power felt to tehm as children but "forget" when they use power with their own children. We ask those in each class to list what they did as children to cope with their parents' use of power. Each class develops a list of coping mechanisms not too dissimilar from the following:

1. Resistance, defiance, rebellion, negativism
2. Resentment, anger, hostility
3. Aggression, retaliation, striking back
4. Lying, hiding feelings
5. Blaming others, tattling, cheating
6. Dominating, bossing, bullying
7. Needing to win, hating to lose
8. Forming alliances, organizing against parents
9. Submission, obedience, compliance
10. Apple-polishing, courting favor
11. Conformity, lack of creativity, fear of trying something new, requiring prior assurance of success
12. Withdrawing, escaping, fantasizing, regression

Watch the blog this week for more in-depth descriptions of what these coping mechanisms look like, and what's going on behind them.

Praise is a good thing...right?

“I think you did exactly the right thing!"
“You did such a good job!"
"What a nice friend you are."

We often think that a positive evaluation or agreement will help others feel better, keep talking and get over their problems. Contrary to the common belief that such support is always beneficial, it often has very negative effects on a person with negative feelings and problems. A positive evaluation that does not fit the other’s self-image may also evoke denial. People also infer that if we can judge them positively, we can just as easily judge them negatively some other time. Also, if praise is frequent, its absence may be interpreted as criticism. Praise is often felt to be manipulative, a subtle way of influencing others to do what you want them to do. And if you praise a lot, you run the risk of making people so dependent on your praise that they cannot function without constant approval from you.

Is Your Primary Relationship With Your Spouse?

Is your primary relationship with your spouse? Take a look at the following excerpt from P.E.T. to see why putting your spouse first can be important for your children:

"Many American parents look to their children for their primary relationship, rather than to their spouse. Mothers, particularly, rely heavily on their children to give them satisfactions and pleasure that more appropriately should come from the marriage relationship. Frequently this leads to “putting the children first,” “sacrificing for the children,” or counting heavily on the children “turning out well,” because of the parents’ heavy investment in the parent-child relationship. Their children’s behavior means far too much to these parents. How the kids behave is too crucial. These parents feel that children must be constantly watched, directed, guided, monitored, judged, evaluated. It is very difficult for such parents to allow their children to make mistakes or stumble in their lives. They feel their children must be protected against failure experiences, shielded against all possible danger.

Effective parents are able to have a more casual relationship with their children. Their marriage relationship is primary. Their children have a significant place in their lives, but it is almost a secondary place—if not secondary, at least no more important than the place of the spouse. Such parents seem to allow their children much more freedom and independence. These parents enjoy being with their children but only for limited times; they also like to spend time alone with their marriage partner. Their investment is not solely in their children; it is also in their marriage. How their children behave or how much they achieve, therefore, is not so critical to them. They are more apt to feel that the children have their own lives to live and should be given more freedom to shape themselves. Such parents seem to correct their children less frequently and monitor their activities less intensely. They can be there when the children need them, but they do not feel strong needs to intervene or push into the lives of the children without being asked. They generally do not neglect their children. They certainly are concerned about them but not anxious. They are interested, but not smothering. “Children are children” is their attitude, so they can be more accepting of what they are—children. Effective parents more often feel amused at their children’s immaturity or their foibles, rather than devastated.

The parents in this latter group obviously are inclined to be much more accepting—fewer behaviors will upset them. They will have less need to control, limit, direct, restrict, admonish, preach. They can allow their children more freedom—more separateness. Parents in the first group are inclined to be less accepting. They need to control, limit, direct, restrict, and so on. Because their relationship with the children is the primary one, these parents have strong needs to monitor their behavior and program their lives.

I have come to see more clearly why parents who have an unsatisfactory relationship with their spouse find it so difficult to be accepting of their children: They are too needful of their children bringing them the joys and satisfactions that are missing in the marital relationship."

Active Listening Quiz Answers Explained

Last week, we had an Active Listening quiz up featuring the two questions discussed in this blog post. Here are the questions, the answers, and explanations behind the answers!

Child: I wish I could get a cold once in a while, like Katie. She's lucky.

Parent: 

A. You feel you're sort of left out.

B.  Oh! Don't wish you were sick!

C.  You're jealous of Katie.

The correct answer is: C. You're jealous of Katie. Of the three choices, this is the most congruent, accurate response. It reflects back what the feeling that the child expresses in his/her statmement, and allows the child to run with his feeling and solve his own problem.

The first choice, A. "You feel you're sort of left out" does not directly address the underlying feeling in the child's statement. While the child's jealousy may lead to feeling left out, jealousy is the most underlying, immediate feeling.

The second choice, B. "Oh! Don't wish you were sick!" does not reflect anything back. This is the ordering/directing roadblock. This communicates unacceptance of the child, takes responsibility away from the child, and can even cause resistance.

Child: Yes. She gets to stay out of school and I never do.

Parent: 

A. You wish you could stay out of school more too.

B. You should want to be in school.

C. You never get anything you want.

The correct answer here is: A. You wish you could stay out of school more too. This statement again most accurately reflects the child's feelings. 

Answer B, "You should want to be in school," is another Roadblock. This is the moralizing/preaching Roadblock. This response can create guilty feelings in the child, can cause the child to "dig in" and defend his or her position even more, and it can also lead to withdrawal or alienation.

Answer C, "You never get anything you want," lacks congruency. This statement reflects feelings that are far more extreme than what the child is expressing. When the degree of feeling is understated or overdone in Active Listening, you risk coming off as fake or phoney to the child/other.

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