What Makes A Happy & Loving Home?

Recently, I spoke with a P.E.T. Instructor who says that she has been coming across more parents these days who claim to already have a well-balanced and happy lifestyle with their children and therefore are not in need of Parent Effectiveness Training. This of course, is great news to be heard, although it leaves some skepticism.

When elaborating more upon what it meant to them to have this loving family dynamic, parents explain that their kids are kept extremely busy with multiple sports, music lessons, college prep., etc. Not only are the kids busy with their own extracurricular activities, but so are the parents. In fact, everyone was so preoccupied with other things, that their schedules left little time to even have meals together, let alone get into any arguments. Their case stands that a happy home is one in which there is no conflict at all.

I couldn't help but wonder: If there is no time for conflict, how is there any time for intimacy?

This left me feeling sympathetic for those parents and children who were so busy that they had no time left for each other.

In all close relationships, conflict is inevitable. Never have I heard anyone in a marriage, long-term friendship, a sibling, or the like who could honestly say, "We have never gotten into an argument." Yet at the same time, many of these people would also say that they these very same relationships have been fulfilling, loving and rewarding.

With this in mind, the conclusion that I came to is that the true test of any good relationship isn't whether or not conflict arises, but it is how the conflict is handled.

P.E.T. not only provides ways for families to deal with conflict, but teaches ways to prevent conflict from happening in the first place, when at all possible. This is the reason why we don't offer the P.E.T. skills to be taught "a la carte." Just as you would need more than a hammer to build a home, P.E.T. is an entire set of tools that can be used everyday in every personal interaction. And that's the other beautiful thing about P.E.T. - the principles that P.E.T. teaches can be used in ALL relationships in our lives.

By: Selena Cruz George, Program Manager

Most Embarrassing Dad in America?

There might not be anything more humiliating for teenagers than their embarrassing parents. Even as an adult, I still have a few of those mortifying memories like "that one time when Dad started line-dancing in the parking lot."

Today on ABC's "Good Morning America", I couldn't help but smile when watching their segment on a Utah father who embarrassed his teenage son every weekday morning by waving goodbye to him and his schoolbus ... decked out in a different costume!

For an entire school year, this father dressed up in costumes like The Little Mermaid, a Firefighter, Superman, Michael Jackson, and so on.

I wonder what P.E.T. parents and their teens would think about this prankster -- Did he go a little too far or is this fun-loving dad just too hilarious to be upset at?

You can watch the video here: http://www.youtube.com/watch?v=KYpLgdzp64A

Let us know what you think!

The Teen Years

I am now convinced that most theories about the "stress and strain of adolescence" have focused incorrectly on such factors as adolescent' physical changes, their emerging sexuality, their new social demands, their struggle between being a child and an adult, and so on. This period is difficult for children and parents largely because adolescents become so independent of their parents that they can no longer be easily controlled by rewards and punishments. And since most parents rely so heavily on rewards and punishment, adolescents react with much independent, resistive, rebellious, hostile behavior.

Parents assume that adolescent rebellion and hostility are inevitably a function of this stage of development. I think this is not valid - it is more that adolescents become more able to resist and rebel. They are no longer controlled by their parents' rewards because they don't need them so much; and they are immune to threats of punishment because there is little parents can do to give them pain or strong discomfort. The typical adolescent behaves as she does because she has acquired enough strength and resources to satisfy her own needs and enough of her own power so that she need not fear the power of her parents.

An adolescent, therefore, does not rebel against her parents. She rebels against their power. If parents would rely lesson power and more on nonpower methods to influence their children from infancy on, there would be little for children to rebel against when they become adolescents. The use of power to change the behavior of children, then, has this severe limitation: parents inevitably run out of power, and sooner than they think.

- Dr. Thomas Gordon, Parent Effectiveness Training

What Type of Anger Personality Do You Have?

In P.E.T., Instructors teach many valuable tools to communicate more effectively, specifically when it comes to expressing your own feelings. In the workshop, we practice the use of sharing our positive or negative feelings via I-Messages. The funny thing is, some parents tend to have a longer list of those negative ones!

Anger and frustration are emotions commonly shared among most (if not all) parents. From time to time, your kids, spouses, co-workers and relatives will drive you nuts!

How do you express your anger?

Hidden Styles: Some keep their anger to themselves almost entirely. You may have met these people who are commonly referred to as a "push-over" or a "Yes man." These are the types who are so afraid of confrontation that they avoid it by any means necessary. They don't want to hurt the other's feelings, escalate the disagreement or have that uncomfortable "we need to talk" conversation. The inward-anger personality does this act of holding it in at a pretty high cost to themselves: stress, tension and anxiety.

Explosive Styles: Others erupt. Their anger comes out in strangely short-lived but intense bursts. This might come out as physical aggression, yelling, shouting and making your presence and anger be known within a five-mile radius. These types see inconveniences and injustices as threat to themselves, often taking things personally whether something was directed at them or not. Exploders tend to also be the kinds of people who internalize most of there frustration only to let it build up and eventually, to erupt.

Chronic Styles: Chronic anger personality styles are individuals who have developed a long-term general emotional state of being bitter and resentful. Their triggers are common, frequent and habitual. Similar to the explosive style, these are the types who take things personally more often than not and usually have some way of moralizing the reasoning for their frustrations. Cases like these are extreme, and likely fall under the umbrella of having an "anger disorder."

Whether justified or not, your tendency to get angry is directly influenced by your level of acceptance or in-acceptance with your childrens behavior. Upon first being introduced to the Confrontive I-Message, some parents go home eager to confront their children, feeling entitled to spew out their pent-up frustrations. It can be difficult to discern a Confrontive I-Message from what might actually be a hidden You-Message. It's hard for children not to feel as though they are the cause of your anger, no matter how you word it.

But taking a closer look at anger, we see that it is only the "tip of the iceberg" of other more primal emotions. Although our anger can be very real and very unpleasant, what's really going on beneath the anger are feelings of helplessness, fear, anxiety, hurt and sadness to name a few.

P.E.T. teaches us an effective alternative to letting our anger and blame out on our children.

Dr. Thomas Gordon put it best:

"Parents learn in P.E.T. that if they frequently vent angry You-Messages, they had better hold a mirror up to themselves and ask, "What is going on inside me?" "What needs of mine are being threatened by my child's behavior?" "What are my own primary feelings?" One mother courageously admitted in class that she had so often been angry at her children because she was deeply disappointed that having children prevented her from going on to graduate school to become a schoolteacher. She discovered that her angry feelings were actually resentment because she was disappointed at having her own career plans interrupted."

-P.E.T. Book p. 146, F.E.T. Adult Resource Book Session 3, p. 45

With a good amount of self-awareness and asking ourselves these questions, we will all be able to decipher our most primal emotions and take a step back before reacting in unproductive ways.

by Selena Cruz George, Program Manager

Our Big News - Now on Kindle!

Greetings to all of our P.E.T. Fans and Followers!

Gordon Training International is proud to announce our first eBook publication, available on Kindle and Amazon now!

Author of the best-selling "Parent Effectiveness Training" (P.E.T.), Dr. Thomas Gordon's "Teaching Children Self-Discipline" is known to be one of his best works.

Dr. Gordon addresses the number one concern of parents and teachers today - disciplining children. He shows why traditional disciplining doesn't work at home or in the classroom, and how to change children's behavior effectively using skills of cooperation instead.

A truly enlightening read for parents and teachers alike - and a perfect Summer read!

http://www.amazon.com/Teaching-Children-Self-Discipline-ebook/dp/B004P8K5HG/ref=sr_1_4?ie=UTF8&qid=1305749886&sr=8-4

Should Mom & Dad Uphold a "United Front"

One of the most popular parenting theories debated is whether or not both parents need to be "coming from the same place." According to this stance, both parents should always back each other up so that that their child is led to believe that their two parents have one voice and that they both feel the same way about a particular behavior.

In the words of Dr. Thomas Gordon: "This is nonsense."

Yet this approach remains to be widely accepted.

The underlying message with this theory is also this:

Two Parents vs. One child = Parents Win

...And the power struggle cycle begins

Despite the fact that this is clearly unfair to the child, it may also require a sincere amount of effort for one parent to create falseness who might not actually feel the same way that the other does. This breeds resentment for the odd parent out who is having to go along with being untrue to their feelings.

No parent ever feels accepting toward all the behavior of a child. But what are the effects on the child when one parent is being falsely accepting?

Children are rather uncanny in sensing their parents' true feelings and parents also send "nonverbal messages" to their children - cues that are percieved by the children, sometimes consciously, sometimes unconsciously. Children will hear their parent telling them one thing, while noticing other signals that would lead them to believe that their parent really isn't telling the truth. Putting a child in such an inner conflict can seriously affect their psychological health.

Children, like most people in this dilema, will experience confusion and begin to struggle between wanting to be loved (accepted) by their parent as well as wanting to behave or "be allowed to" act in a certain way. This child is in a bind.

There is a serious by-product of being falsely accepting and in the long run this may be even more harmful to the relationship between parent and child. When a child receives "mixed messages," they may begin to have grave doubts about the honesty or genuineness of her parent. She learns from many experiences that Mother often says one thing when she feels anbother. Eventually the child grows to distrust such a parent.

This can bring on frequent "testing" on the part of the child, can cause children to carry around a heavy dose of anxiety, foster in children feelings of insecurity, and so on.

What do you think? Please share your thoughts with us here, on Facebook or Twitter.

Posted by: Selena Cruz George, P.E.T. Program Manager

Permissive Parents and Children

We often discuss in depth the effects of parents using their power to control behaviors and situations. For those parents and children who are on the opposite end of the spectrum, here are some reasons why we believe permissiveness doesn't work:

Sending I-Messages or "Talking Straight" can be hard.

We sometimes hide our true selves - our thoughts, feelings and opinions. We're afraid of disapproval, disagreement, criticism or rejection by others.

The need to be liked and accepted can be very strong. But when we keep our real thoughts and feelings to ourselves, we lose touch with what our true feelings are. We later become resentful because we didn't speak up. Others don't know what we really think, feel and need so they can't help us get our needs met.

What are the benefits of Talking Straight?

You may learn how similar or different you are to others. You may become more aware of your thoughts, feelings and needs so you can be the real you.

When other people know how you feel and what you need, they can often help you get your needs met.

Communicating clearly is a way of taking responsibility for yourself. It's important in relationships because it helps each person know how the other one feels - how the situation appears from the other's point of view.

The goal of talking straight with I-Messages is to keep your relationships in the No Problem Area of the Behavior Window where everyone is getting their needs met.

an excerpt from the Youth Effectiveness Training workbook, by Linda Adams

Do You Really Like Children - Or Just A Certain Type of Child?

I have known parents who profess a liking for children, but who by their behavior clearly demonstrate that they like only certain kinds of children.

Fathers who value athletes often tragically reject a son whose interests and talents are nonathletic. Mothers who value physical beauty can reject a daughter who does not fit the cultural stereotype of female beauty. Parents whose lives have been enriched by music often show a non-musical child how deeply disappointed in him they are. Parents who value academic and scholastic competence can cause irreparable emotional damage in a child who does not have this special type of intelligence.

Fewer behaviors will be unacceptable to parents if they realize that there is an infinite variety of ways in life for them to go. The beauty in nature, and the miracle of life, is this vast variety in the living forms.

I often tell parents, "Don't want your child to become something in particular; just want him to become." With such an attitude parents will inevitably find themselves feeling more and more accepting of each child and experiencing joy and excitement watching each become.

An excerpt from Chapter 15 of the P.E.T. Book, by Dr. Thomas Gordon

Your Children's Safety and P.E.T.

A common question arises from parents regarding how to use the P.ET. skills when it comes to the safety of their children.

"What about when my kids start fighting and hitting each other?"

"I saw my son about to ride his bike in the middle of the street into oncoming traffic. I ran out to grab him but felt confused about using my power to stop him."

"I see that P.E.T. is against setting limits. What do I do when my kid is endangering himself? Isn't it my job as a parent to keep her safe?"

In P.E.T., the one exception to using your parental "power" is when your children are putting themselves in clear, present and immediate danger. By all means possible, parents should save their child from injury (or worse). No exceptions.

But parents should also be able to distinguish the fine line between their children being in "danger" versus their children doing something that the parents feel is "best" for them. We often see the word danger misused; i.e. not doing homework, not finishing vegetables but eating ice cream instead, playing games on the computer for hours on end, etc. Of course, there are rare and extreme cases in which their physical or mental health does become a serious concern. These are not the cases we're talking about.

Another aspect at play here takes us back to our favorite question: Who Owns the Problem?

If your child decides to do homework at the very last minute but it doesn't cost you any time, extra energy and/or money, then the problem is ultimately theirs. The same goes for many of the questions and concerns that parents ask us.

As a parent, you want to see your child succeed in making the right choices and turn out to become a well-adjusted and responsible adult. But getting your child to adopt your values and beliefs is done best through giving an effective three-part I-message.

As we said on the P.E.T. Facebook Page earlier this week: Cooperation is never fostered by making a child do something.

"One of the most universally accepted myths about child-rearing is that if parents force their young children to do things, they will turn out to be self-disciplines and responsible persons. They usually turn out to be persons who depend upon external authority to control their behavior. Each and every time they [parents] force a child to do something by using their power or authority, they deny that child a chance to learn self-discipline and self-responsibility."

-- Dr. Thomas Gordon, P.E.T. Book

Think about it...

We hope that this post in particular breeds more questions and comments from our readers. Please feel free to comment directly in this blog or email us at family@gordontraining.com. We will do our best to respond to each and every person.

by Selena Cruz George, P.E.T. Program Manager

Learning Stages and Your P.E.T. Skills

Learning any new skill takes time and practice. P.E.T. is no different from learning a new sport, language or work procedure.

P.E.T. teaches skills and concepts that are foreign to most people. Each person has a feeling about which "stage" of learning you are in. These are the four basic stages that participants find themselves in during and after going through the P.E.T. course, reading the P.E.T. Book or completing the F.E.T. Program.

Stage 1: Unconsciously Skilled:

You don't know what you don't know. You interact with your children and others in your relationship network unconscious of the fact that there are P.E.T. alternatives to your usual ways of communicating and solving problems.

Stage 2: Consciously Unskilled:

You know what you don't know (and can't do). Sometimes there are feelings of guilt as parents understand the negative effects of their non-P.E..T. behaviors on their children. The desire to learn and use P.E.T. skills grows.

As you start using your new skills, parents can feel extremely awkward and even phony. At this stage, not only does it seem phony to the parent, but also to the child or other person who is the recipient of their efforts. Using your new skills may sometimes elicit comments like "What's wrong with you?" "You don't usually talk like that!" "Don't try to be my shrink!"

Stage 3: Consciously Skilled:

At this stage in your skill development, parents are conscious about what they are doing. They make clear decisions about when and how to Active Listen and send I-Messages. Even though you are consciously using the skills, in most situations they come across as natural to the child or recipient.

Stage 4: Unconsciously Skilled:

At this stage, using the P.E.T. skills is done with little or no thought - the skills are not turned on and off depending on the situation. Active Listening and I-Messages have become the normal way the parent communicates. This stage is equivalent to Mastery Level learning in education.

However, even when this level has been reached by an individual, there are still times and circumstances, such as extreme stress or difficult conflicts, when you revert to consciously thinking about how and when to use the P.E.T. skills.

Being unconsciously skilled also does not mean that a person has "arrived" and has no more room for improvement. Ongoing refinement and mastery of the P.E.T. philosophy and skills continue on as a part of a person's life-long learning process.

So what stage are you in? As always, questions and comments are encouraged! Feel free to post a comment or question here on the blog or email family@gordontraining.com.

You can also find regular updates, interesting facts, quotes, skill reminders and more on Facebook and Twitter.

Like us on Facebook here: http://www.facebook.com/pages/Parent-Effectiveness-Training-PET/38886197254

Or Follow us on Twitter here: http://twitter.com/#!/P_E_T

This month's Family Connection Newsletter is going out tomorrow, so if you haven't already signed up, you can do so by filling out your name and email address on the lower right side of this page: http://www.gordontraining.com/parent-programs/

Posted by Selena Cruz George, P.E.T. Program Manager

Families Need Dialogue

Dialogue is to love what blood is to your body. When dialogue stops, love dies and resentment is born.

Dialogue has risks, unfortunately. However, when two or more people decide to do it and accept their fear of the risks, dialogue will bring important rewards.

This is the miracle of dialogue: it can bring relationships into being, and it can bring into being once again a relationship that has died.

(Reuel Howe, 1963)

Newborn infants and their parents begin a lifesaving series of dialogues. The infant communicates his/her needs and Mom or Dad responds by feeding, bathing, cuddling, talking or singing. These behaviors communicate the message that the parent loves him/her. Should the parent be rough, irritable or neglectful, the child will feel unloved and unaccepted. To speak the words of love in a dialogue is to be loved as well as to love.

The relationship between a man and a woman can communicate such mutual love by means of dialogue. The marriage vows are a first commitment to this kind of love-producing dialogue. In fact, Dr. Gordon's Credo promises that each will share their needs "openly and honestly, trusting you will listen with empathy and understanding." And every aspect of the marriage relationship needs dialogue: planning together, sharing individual experiences, choosing agreed-upon responsibilities, discussing their sexual relations, conveying both their joys and problems.

An excerpt from the F.E.T. Adult Resource Book

14 Benefits of Active Listening

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

1. Is it your check on the accuracy of your listening
2. It shows the sender that you are interested in him or her
3. It proves to the sender that not only have you heard, you have understood
4. It tells the sender you can accept him/her as a troubled person NOTE: The keyword here is accept (i.e., the sender's behaviors are in the top of the Behavior Window), not agree with. You can accept his/her having a feeling you might not have or a thought you don't agree with.
5. It gives the sender a chance to ventilate, to feel relieved, to have catharsis. When feelings are expressed and accepted, they lose their grip on the person and become less disabling. when held in, feelings tend to remain strong and fester (as opposed to a popular fear that is one listens to and accepts another's feelings, those feelings will get out of hand).
6. Active Listening fosters others doing their own problem definition and problem solving. It keeps the responsibility with the sender, yet the listener remains involved. The sender holds onto the ball.
7. It relieves "emotional flooding" and frees the intellect to get back to work.
8. It fosters the sender moving from a superficial to the deeper, more basic problem.
9. It avoids fastening onto and "solving" the "presenting problem".
10. It helps the sender deal with feelings, not just the facts.
11. Active listening frequently fosters the sender's insights - new ways of seeing things, new attitudes, new behaviors, new understanding of self.
12. It fosters the sender being more open and honest with you - more willing to use you as a helping agent.
13. It promotes a more intimate and warm relationship. The sender feels warm and positive toward the listener. The listener better understands the sender and feels more positive toward him or her.
14. It helps the sender grow toward being an internal problem solver, toward being less dependent on others for solutions, toward being more self-responsible, more self-directing; master of his or her own fate or destiny.

These are only a few of the many benefits that Active Listening can do for your relationships. Thought of another one that isn't listed here? Leave a comment!

Understanding "Authority"

In P.E.T., the use of flexing your parental power to "control" your children is something we strongly oppose. Many parents have a hard time accepting this concept and ask things like:

"But don't I need to show them who's boss? Or else my kids will walk all over me and not learn to respect me."

Proponents of parent "authority" fail to recognize that there are four very different kinds of authority as explained here.

I. Authority P (Power)

This authority is based on power, which is derived from possessing rewards and punishments and using them to try to control others. We refer to Authority O as the "authoritarian" approach. This kind of authority has serious deficiencies and destructive effects on both the controllers and controllees.

II. Authority E (Expertise)

This authority is derived from expertise - knowledge, experience, training. Possession of Authority E can strongly influence (not control) others to accept direction, advice, council, and change their behavior. People who have and use thiis kind of authority are often called "authoritative". Children usually accept their parents' Authority E. The Gordon Model of effective relationships certainly approves of Authority E.

III. Authority J (Job Definition)

This is authority derived from one's job definition and people's acceptance of the legitimacy of that job definition. For example, police officers and citizens, coaches and players and doctors and patients. This is often called "legitimated authority" because people usually feel the influencer has a legitimate right to influence. The Gordon Model certainly approves of Authority J.

IV. Authority C (Contract)

This authority derives from a contract between two or more people - a mutually acceptable agreement or decision. It can be formal and legal written document) or a "gentlemen's agreement" (handshake). This kind of authority is often called "contractual." The key to this source of influence is that both parties have reached a mutually acceptable agreement (or contract). Do you smell Method III here?

Authority E,J, and C are influence methods, while Authority P is a control method. Influence methods rarely provoke defensive and reactive coping behaviors, simply because one can either accept or reject another's influence. However, they cannot always reject another's power-based control.

What do you think?

Changing the Environment to Reduce Unacceptable Behavior

There are a number of ways you can modify the physical environment of your home to prevent or minimize behavior that would cause you a problem, cause your child a problem, or result in a parent-child conflict. Changing some part of the household environment can be especially helpful in modifying the unacceptable behavior of very young, pre-verbal children.

While most people think of Modifying the Environment as something you primarily do with infants and toddlers, it can also be used very effectively with older children, teens, adults and even in companies and organizations to save hours of frustration, prevent or end conflict, and save individuals and organizations money.

For example:

• A mother was frustrated by paper on the floor from her son who routinely missed the small wastebasket when throwing away discarded paper from homework and computer printing. She did a quick brainstorming with her son; the solution, a larger wastebasket with a small basketball backboard and hoop attached. Result, paper ended up in the basket and the end of that frustration for Mom.

What You Can Do

There are three major schemes for altering your home environment to prevent or insulate a child's unacceptable behavior. These principles apply to any age:

Adding to the Environment

• Introducing activities or materials that interest the child.
• Broadening work and play areas to increase some behavior

Removing from the Environment

• Reducing stimulation or the physical means to the undesired behavior
• Designating work and play areas to limit certain behavior

Changing the Environment

• Making the home easier for the child to function independently and effectively
• Displaying, storing and placing elements in the home to eliminate or encourage certain behaviors

It is important to understand that the concept of modifying the environment does not sanction parents to impose physical changed upon unwilling children. This would clearly be a form of Method I problem-solving. Instead, parents should seek mutual acceptance of physical changes in the home, especially if they get resistance from their children. Moreover, it is likely that the best possible modifications can be made if all family members put their heads together - and certainly the commitment to supporting the changes will be higher if the process used is Method III, not Method I.

An abbreviated excerpt from the P.E.T. Participant Workbook

How to Open the Door and Get Your Children Talking

By Selena Cruz George, P.E.T. Program Manager

Many parents feel that after a certain age, their children simply stop talking to them about what is going on in their lives. After years of unresolved conflicts, hostility, punishment and "You-Messages", teens in particular will sometimes "fire" their parents and cease communicating on a deeper level during those very important adolescent years. When the conversation between children and their parents stops, the growing divide created between them causes damaging effects to the health of their relationship and to the child.

The remedy for this doesn't need to include years of therapy and psychoanalysis.

In his book, the Miracle of Dialouge, Reuel L. Howe says: Indeed, this is the miracle of dialogue: it can bring a relationship into being, and it can bring into being once again a relationship that has died.

One of the most productive and beneficial ways of listening and responding to your child's feelings, is coming from a place of acceptance and inviting them to say more, otherwise known as a "door-opener". These invitations to talk are responses that do not include any judgement, feelings, questions or advice. They are simply a way to get them to share more of their feelings with you.

Some examples of "door-openers" are:

• "Interesting!"
• "Mm-hmm."
• "I'd like to hear more about it."
• "Sounds like you've got something to say about this."
• "This seems like something important to you."
• "Tell me more.

These types of responses are encouraging words to get your child start or continue talking. It's important to put your Active Listening skills into action here and steer clear of giving any Roadblocks. Your thoughts and feelings should not be included in this communication process.

Careful not to "slam the door shut" once you have opened it, which can leave you worse off than where you started! Particularly when first trying Active Listening, some parents give it up too soon in the conversation because they don't like what they are hearing. Allow your child to feel completely accepted by you by giving them the chance to work through their own problems.

This will create a stronger and more loving relationship between parents and their children as well as optimize your child's problem-solving skills and build self-esteem.

What do you think? We'd love to hear your feedback!

Watch a short video on how the Gordon Model skills can improve all of your relationships

What exactly will I learn in PET?

P.E.T. Core Competencies - after participation in the P.E.T. course, it is expected that parents will have the ability to:

1. Determine who “owns the problem” in a given situation.

2. Identify the 12 Roadblocks to Communication.

3. Distinguish between Roadblocks and Active Listening.

4. Avoid the Roadblocks that cause most helping attempts to fail.

5. Recognize when their child needs their help as a skilled listener.

6. Use silence, acknowledgments and door-openers to help their child with a

problem.

7. Active Listen to hear their child’s feelings.

8. Active Listen to clarify information.

9. Distinguish between Acceptable and Unacceptable Behavior.

10. Determine what to do when a child’s behavior is interfering with the parent’s

meeting their needs.

11. Develop a three-part Confrontive I-Message.

12. Confront their child’s unacceptable behavior with an I-Message.

13. Shift gears between I-Messages and Active Listening when appropriate.

14. Acknowledge others’ efforts with Appreciate I-Messages.

15. Prevent problems and conflicts using Preventive I-Messages.

16. Recognize conflict situations.

17. Distinguish between Conflicts-of-Needs and Values Collisions.

18. Avoid the use of Method I.

19. Avoid the use of Method II.

20. Set the stage for Method III Conflict Resolution.

21. Use Method III to resolve a conflict between the parent and child.

22. Use Method III to mediate a conflict between others.

23. Handle Values Collisions.

Getting Fathers to Parenting Groups (without really trying)

How Parent Effectiveness Training (P.E.T.) brings them in!

By: Larissa Dann

Introduction

The author has been teaching Parent Effectiveness Training in Canberra for the past 13 years. Over that time she has noted a relatively high attendance rate (3

5%) of men (fathers, step-fathers and foster parents)

Lundahl et al, 2008 suggest that the attendance rate of fathers at parent education courses is around 20%. They imply that titles such as Parent Effectiveness Training indicate inadequacies in the

parent, thus discouraging father participation.

The aim of this study was to examine possible reasons for the high attendance rate of men at P.E.T. courses in Canberra, and to look at some outcomes for participants.

A preliminary sample of the results is presented in this poster.

Background – P.E.T.

Parent Effectiveness Training (P.E.T) was developed in 1962 by American psychologist, Dr Thomas Gordon. The course has been taught in Australia since the early 1970s.

P.E.T. takes a Rogerian, relationship-based, democratic approach to parenting. The course teaches relationship skills in the form of respectful communication, emphasising mutual respect.

P.E.T. differentiates itself from other parenting courses be

cause it does not use rewards and punishment (such as time-out or star charts) to change child behaviour. Instead, there is an emphasis on win-win conflict resolution. P.E.T. aims to see a change in child behaviour because of consideration of others, rather than compliance with parental power.

The course systematically takes participants through the skills needed to resolve conflict. Beginning with Dr Gordon’s unique ‘who owns the problem’ model, parents are practically introduced to the skills of active listening, I-messages, dealing with resistance (shifting gears), no-lose conflict resolution and values conflicts.

Two important aims of P.E.T. are to:

• help parents understand and empathise with their children, resulting in a change in attribution of intent; and
• help develop emotional intelligence and resilience in both parent and child

P.E.T. is highly practical and experiential , and is generally run over eight weeks, with one 3 hour session per week.

Method

A 10 question survey was designed on the internet survey tool “Surveymonkey”. An explanatory email, which included a link to the survey, was sent to 69 men who had participated in P.E.T. courses from 2008 to 2010. Eight of the emails bounced back, so it is assumed that 61 men received the request. A reminder email was sent two weeks before the closing date of the survey. The survey was anonymous, and responses could not be linked with participants.

Results

Thirty two (32) of the 61 men surveyed returned their survey for

m. This is a response rate of 53%. Not all questions were answered by all participants.

Some of the survey questions, and a sample of the main response themes, are listed in this poster.

Time elapsed since attending a P.E.T. course

90% of the respondents had attended the course more than six months previously, with 29% having attended in 2008 or before.

"I have completed other parenting courses but they concentrate on discipline and gaining compliance of the children. A generalisation, but I believe discipline is not something men tend to have trouble implementing so the 'tools' taught on other courses are not relevant to most men (ie - fathers). On the other hand, PET improves families by improving relationships, this is an area (another generalisation) that men DO need help with in their lives.” (quote from a father who completed the P.E.T and Men survey, 2010)

Family Type

72% of the men were partnered (with children of the partnership).

19% had shared care of their children, and 9% lived in a blended family. One respondent was a non-resident father.

P.E.T Skills retention

72% of the men were partnered (with children of the partnership). 19% had shared care of their children, and 9% lived in a blended family. One respondent was a non-resident father.

90% of respondents continued to use active listening as a parenting tool, and 77% relied on defining ‘who owned the problem”.

Education level

A large number of respondents had tertiary degrees or higher (82%), with 47% having post-graduate qualifications.

Why did the respondents attend a P.E.T. course?

• to improve their parenting skills.
• to be on the “same page” as their partners when parenting their children.

Two outlying reasons for attending a P.E.T. course included trying to avoid angry reactions to children, and finding a course that matched the respondent’s personal philosophy.

• “I want to have a loving and respectful relationship with my children now and in the future. "
• “The desire was there but not the skills – I was making my father’s mistakes and I knew it was up to me to change. "
• “it would help me learn to listen to her [child’s]needs as she was going through the separation of her parents."

What difference did attending the P.E.T. course make for the respondents?

1. They reported they had better communication with their children, through active listening and conflict resolution.

2. A better understanding of the other’s perspective/behaviour.

Two father’s noted they were ‘less authoritarian”

• “my children are much more willing to share their problems with me. I use much less authoritarian force.”
• “Change of attitude about a child's motivations.“

What difference has attending the P.E.T. course made for the respondents’ family?

• Calmer, more peaceful, cooperative and harmonious households.
• There was a benefit of a consistent P.E.T. approach to parenting with their partner..
• A better relationship with their children,
• Greater empathy and understanding of their child’s perspective.

“It has brought my wife closer to me as for the kids we have this understanding that we never had before – I listen to their problems and they listen to what I want of them. “

A relatively high percentage of men attend Parent Effectiveness Training courses. What did the respondents think a) attracted men to the courses;

Respondents felt that men may see how effective the P.E.T. approach was when mothers attended the course first. Other reasons included: wanting to be better Dads, breaking the pattern from their own fathers, and an acknowledgement of the expectation of an increased role of fathers in their children’s lives.

and b) men found valuable about the P.E.T. course?

The most frequently theme was that men wanted to break the parenting pattern – that they wanted a different or better relationship than that with their father. This was followed by improvement in relationships, with both children and partner; and a third theme was the skills learnt in P.E.T.

• “It [P.E.T.] helps break the paradigm that fathers are supposed to be authoritarian and disciplinarian”
• “That it's not about being permissive or strict, and that we don't have to hide our true emotions from our children."

Conclusion

• Men want an alternative to being, or being seen as, authoritarian or the ‘disciplinarian’
• That men value the P.E.T. approach, with the emphasis on relationship skills and listening skills
• The respondents retained many of the communication skills taught in P.E.T.
• That relationships with their children (and partners), are important to fathers
• the high response rate may reflect the value the respondents felt they gained from attending a P.E.T. course
• That fathers were not discouraged from attending a parenting course if it was called Parent Effectiveness Training, and in fact may be attracted to its name, skills and philosophy.
• Although the education level of respondents was greater than the Australian average, (reflecting Canberra’s demographic), there was still a desire and/or need to attend a parenting course such as P.E.T. Such courses must therefore be universally available, to help families throughout Australia.

Reference:

Lundahl, BW, Tollefson, D, Risser, H, Lovejoy, M. 2008. A Meta-Analysis of Father Involvement in Parent Training. Research on Social Work Practice.

Silence Speaks Volumes

By Linda Adams, President of GTI

Silence can mean many things in interpersonal relationships. It's ambiguous. It can express lots of different emotions ranging from joy, happiness, grief, embarrassment to anger, denial, fear, withdrawal of acceptance or love. What it means depends on the context.

When Silence is Golden

Silence can be a very powerful way to "be" with another person, especially when they are troubled. It can communicate acceptance of the other person as they are as of a given moment, and particularly when they have strong feelings like sorrow, fear or anger.

This kind of silence means being willing and able to give the other person your full attention. This includes appropriate eye contact, and gestures like nodding, leaning forward, smiling, frowning, and other facial expressions which let the other person know you really hear them.

Being quiet and not saying anything gives them the space and uninterrupted time to talk about whatever is on their mind. When another person has a decision to make, a problem to solve or simply a need to express themselves, silence can often provide the opportunity for them to have time to talk, reflect and decide without outside pressure.

This is not the same as the "bite your tongue" kind of silence when you want very much to jump in and offer advice or reassurance, ask questions or give your opinion, but you restrain yourself. That kind of silence is full of judgment and indicates that you aren't really listening to them, but instead are focused on your own reactions about what they're saying.

It is essential that the silence be experienced as accepting; people pick up on judgments and evaluation (negative or positive) even when they're communicated silently. If you don't accept the other person as they are, that will most likely be quite apparent to them. And they will be less likely to share their feelings and problems with you at other times.

It goes without saying that silence as a helping skill has a limitation--while it can help others get started talking and help them feel accepted, it doesn't prove that the listener has understood. For that, you'll need Active Listening.

When You Silence Yourself

"Our lives begin to end the day we become silent about things that matter."
Martin Luther King, Jr.

Sometimes we need to speak up and don't do it.

Too frequently, we silence ourselves when we have feelings we think or feel sure the other person won't want to hear. We often do this because we value the relationship and are afraid that it will worsen or even end if we say how we really feel. Ironically, without honest and open dialogue, there is no possibility of a deeper and better relationship. Silencing yourself contributes to the very thing you want to avoid. Further, if it's anger, resentment or another strong negative feeling that you have, keeping silent doesn't make that feeling dissipate. Just the opposite happens--the unspoken problem remains, distancing occurs and the relationship suffers as a result.

At other times, you feel hurt, angry or upset by something another person says or does. Because letting them know how you feel makes you vulnerable, you decide to keep those feelings inside and withhold them from the other person. Sulking, pouting, pursed lips, not answering, abrupt answers, ignoring the other person, giving them the "cold shoulder" are signs of this kind of silence, otherwise known as "the silent treatment." Invariably, the silent treatment is hurtful to everyone involved. Even so, many of us have a tendency to withdraw and withhold when we're in emotional pain, especially from the person we perceive is causing it.

The alternative to the silent treatment doesn't have to be lashing out in anger at the other person. That just causes the problem to escalate and become an even bigger issue than it started out to be. A far better approach is to be willing and able to talk to them honestly about how you feel and why--without blame. For example, let's say your spouse/partner forgot your anniversary (or birthday) which was very hurtful to you. Instead of giving them the silent treatment or lashing out at them, a better alternative would be to say: "I'm so hurt that you didn't remember our anniversary." Or that your boss didn't give you a promotion you thought was a "done deal". Instead of saying nothing and suffering in silence (and resentment), say "I feel very confused and disappointed that I didn't get the promotion that I expected and I'd like to talk with you about it."

When we drop our pretenses and defenses and are authentic in our significant relationships, we experience relief, heightened self-worth and a deeper sense of meaning. It is one of the joys of existence.

Are There Active Listening Guidelines?

Active Listening Guidelines

Know when to use Active Listening. Use it only when you're free enough of your problems to feel accepting and want to help other people with their problems.

Know when not to use Active Listening. It won't work when you're feeling unaccepting of the other person - when you own the problem. Nor will it work to influence them to change some behavior you don't accept.

Avoid pushing or imposing your Active Listening on the other person. Listen for clues that the other doesn't want to talk or has finished talking.

Use the other listening skills: silence, acknowledgment responses, and door openers. Every response of the other person does not need feedback. Use Active Listening primarily when feelings are strong and the other person's need to be heard is apparent.

When the other person needs information, give it. Just make sure you first know what the real problem is, and be sure your information is wanted by the other person. Give your information briefly and effectively. And, of course be prepared to have your ideas rejected - they might not be appropriate or helpful.

Don't expect the other person to arrive at your preferred solution. Remember, Active Listening is for helping other people resolve their problems - a tool for helping them find their own solutions. Be prepared for times when no solution surfaces - the other person might not even tell you how they later solved the problem. They will know, but you won't.

Don't give up too quickly. It takes time for other people to realize you really do want to understand and that you are accepting of their problems and feelings.

Competence comes only with practice. You won't become competent at Active Listening without lots of practice. Practice with your spouse/friends/children.

Accept that Active Listening at first will feel artificial. It undoubtedly feels more gimmicky to you than to the other person. With practice, you'll feel more natural and less clumsy.*

*Excerpt Dr. Thomas Gordon's programs