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."