It’s easy to get into a pattern of saying things like, “Stop!”, “No!” or “Don’t do that” with kids.  They’re constantly experimenting with both the physical world and with social boundaries.  As a result they have a tendency to do things we don’t approve of or enjoy at least some of the time (and often a LOT of the time).

How we handle these moments can make a huge impact on a child and on what they’ll choose to do the next time.  Because their subconscious mind is actually more developed than their conscious mind, kids have a hard time hearing negatives. Instead, they tend to focus on the real content of what we’re saying, rather than the positive or negative we’ve tacked on to it.  So for instance, when we say, “Don’t pee in your pants” kids hear “Pee in your pants” and when we say “Stop hitting your brother” kids hear “Hit your brother.”

When we realize that kids hear and understand differently than adults do, it’s much easier to have compassion for their behavior.  Often times, they’re not consciously intending to be defiant, they simply aren’t processing all of what we’re saying and they’re compelled to do the very thing that we’re putting so much energy and attention toward.

So while we try to focus on the positive in our everyday lives, it’s all the more crucial that we do so with young people.  Rather than, “Don’t fall” try saying, “Be careful” or “Watch your step” and instead of “Stop hitting” try “Remember to be kind to others” or “Let’s use our hands for loving kindness.”

Children respond incredibly well to positive reinforcement of the behaviors we most want.  When we can remember to let them know that we appreciate and enjoy what they’re doing, kids are easily able to do even more of those things.  But when we forget and begin to tell them about all the things they do that frustrate and upset us, young people are compelled to do more of those things, simply because that’s where the focus and attention is. If you want to find out more about the power of your attention, check out my former blog on just that subject.

Now I’m not saying you shouldn’t address big instances of behavior that concerns you.  You certainly can talk to your child about hitting, lying or other behaviors that don’t work for you.  Just remember to put a positive spin on things, letting your child know exactly what he or she can do in the future that you will enjoy and appreciate.  And then, be sure to notice those efforts and offer some positive feedback.  “Wow, I see you’ve cleaned up that milk you spilled without me even asking!  Thank you so much!”

You can absolutely talk with your child about your concerns about her lying, letting her know that you’re worried and you really want to be able to believe her and trust that she’s telling you the truth.  Just remember to put more emphasis on what you want than on what you didn’t enjoy.  And be sure to really let her know that you appreciate her efforts when you do notice a change in behavior.

One more note about lying, the earlier you can catch it and the more levity you can have about it, the more likely your child is to give it up.  So, rather than having a stern conversation about a little white lie, you might choose to joke with her, saying, “Are you SURE that dog was purple?  I don’t know, I think it might have been green.”  Try your best to save the stern conversations for the lies that deeply concern you and then be sure to tell her exactly how she can rebuild any trust that was damaged.

A few more examples of ways you can turn things around:

Instead of “Stop fighting with your brother!”, try “Remember loving kindness” or at a time when your kids are getting along great, “Wow, I love it when you two take such good care of each other.”

Instead of “No grabbing!” try, “Hmmm, let’s practice sharing…what can I share with you?  What can you share with your sister?”

Instead of “Don’t fall!” or “You’re going to hurt yourself!” try, “Listen your body and take good care of yourself, I trust you.”

I hope these examples are helpful for you and I’d love to hear about your own experiences of focusing on what you DO want.  How is it working for you?  Please leave me a comment below.

Have a fantastic day, Shelly

The “find it” game is a fun game for times when you don’t have a lot of attention to give but you want to help stimulate your child’s mind and have fun together even while you’re busy at other tasks.

This game can be modified for ages 1-7.  For the youngest kids you can ask your child to find something familiar like his favorite stuffed animal or blanket.  Then, you can ask your child to put it in an unusual place (like in the dry bathtub) and then go find it again.  The ability to remember where something is and go retrieve it even when it’s out of sight is a useful skill for young children as it requires memory and visualization.

As your child grows older and needs a more complex “find it” game, you can ask her to find a blue crayon, a red triangle, or a specific item from a specific drawer.

So let’s say you’re busy cooking and your child seems bored.  You can offer, “Hey, do you want to play the ‘find it’ game?”  You’ll usually hear an enthusiastic yes from your child.  “Great!  Can you go into the bathroom and look in the far right drawer and find me a brown hair tie?”  When they’ve brought it, “Thanks!  Now let’s see, can you find your baby brother’s favorite book?  The one about the white mitten?”

Another tack is to ask something like, “Can you find something on the living room floor that doesn’t belong there?” and when they bring it, “I wonder where that belongs…”

If you have letter or number magnets on the refrigerator, “Do you see a blue letter R?” and if you don’t, “Can you find a butterfly magnet?”

When your kids are even older, “Can you find the ¾” wrench? I think it’s in the tool box in the garage” or “Can you help me find the oregano?” or even, “Can you find a toy mammal with hooves?”

When kids play the “find it” game, they feel joyful because they’re able to contribute in some way.  They also often feel proud because they were able to find the specific object you’ve asked for or because they figured out a puzzle (in the case of “find an orange circle” or a similar task).

I would love to hear about the find it games at your house.  Is this something you already play with your child or is it a new idea for you?  Please share your thoughts below.

Have a fantastic day, Shelly

First of all, I’d like to introduce my newest audio program:

8 Steps to Connected Parenting

For those of you who want a quick, easy guide to some of the most important aspects of creating connection with your kids, I’ve recorded 8 Steps to Connected Parenting, my audio guide to Conscious Parenting 101.  You can check out this audio program (only available in MP3 download) here: http://www.awakeparent.com/8steps/

Although this 45 min. audio program is easily worth $20, I’ve decided to offer it for just $8 because I’m hoping you’ll love it, find it very useful, and tell all your friends about AwakeParent.com.

To give you a taste of what this audio program is about, I’ll share one of the steps with you now…Step 5: Check in and Get Curious

Getting curious is one of the most effective ways to invite people to share their inner worlds with you.  When we’re genuinely curious we ask interested questions and people (including children) are compelled to talk with us about what’s going on inside them.

One question to avoid when you want to start a dialogue is “why”.  “Why” puts children into conceptual thought and doesn’t get to the heart of the matter.  Now besides their initial problem, they’re being asked to figure out the reasons for their discomfort and that only leads to more anxiety and upset.

Instead of asking why, try asking questions about what happened, how she’s feeling, or what sensations she’s noticing in her body.  Repeat back what she tells you and ask her to confirm that you’ve gotten it right.   This reflection allows kids to correct you if you’re off track and lets them know that you’re really listening and understanding what they’re telling you.

After you’ve repeated and gotten confirmation that you’re hearing your child accurately, ask, “what else?”  This phrase is an invitation for whatever else your child wants to share.

Here’s an example of a conversation between John and his mom who is curious and reflective.

M:  “So John, how are you feeling?”

J:  “I don’t know,” looks away.

M:  “Are you feeling upset?”

J:  “Yeah, I guess”

M:  “So, you’re feeling pretty upset, huh?”

J:  “Well, actually, I’m mad at Tom”

M:  “Oh, you’re mad at Tom. Is that right?”

J:  “Yeah.”

M:  “What else?”

J:  “Well, he said he’s not my friend anymore and that hurt my feelings.”

M:  “Oh, so when Tom said he’s not your friend anymore, your feelings were hurt.”

J: “Yeah.”

At this point Mom might acknowledge John’s feelings, letting him know that it’s OK to feel what he feels and she’s glad he’s shared his inner world with her.  This lets John know that his feelings matter and it’s OK to feel exactly what he does. He learns that his mom cares about him and is available to empathize with him.  She may ask more questions about what happened with Tom, but she’s careful not to push John or to be overly invasive. She maintains her genuine curiosity throughout the exchange, but is able to let go when John is finished sharing.

Sometimes it’s challenging to remain curious.  For instance, if we already think we know what happened, we might assume a child is being deceptive if her story doesn’t match up with what we think we know.  But if we can remain curious, and really try to understand her point of view, rather than asserting our own, we become a LOT more available for connection and kids naturally feel more safe, secure, and willing to share.  Letting go of our assumptions is a huge key to getting in touch with genuine curiosity.

I’m super curious about your own experiences with checking in and getting curious and how it has created connection (or not) for you.

Please share some of your experiences, or ask follow up questions below.  I read every single comment and try to respond to most of them.  I really appreciate you being here and hope to see you here week after week.

Have a wonderful day, Shelly

In his Seven Habits of Highly Effective People, Stephen Covey enjoins us to “Seek first to understand, then to be understood.”

As hard as this may be to remember to do with other adults sometimes, I find it even harder to remember to do with my son.

Recently I got my son and his stepbrother reading and math workbooks based on movie characters. My son got a Cars (as in the Disney movie) workbook for Chanukah, while his stepbrother got a Spiderman workbook. My son wailed and hollered for days…”It’s not fair! It’s not fair! Why did you give him that?”

I explained that I knew Canaan (my son, and that’s his new chosen spelling of his name) liked Cars, so I got him that, and I knew Taebin (his stepbrother) liked Spiderman so I got him that. Completely logical.  Meanwhile I was kicking myself for not remembering to get them identical gifts.

Canaan’s dad explained to him that if he kept reacting like this, people wouldn’t feel like giving him gifts anymore. Turning on my best earth mother tone, I imparted a deeply meaningful spiritual lesson about how gifts are expressions of the heart, and the giver wants joy and gratitude in response, and how the gesture of giving the gift is an act of love, far beyond the gift itself.

We also reminded him to focus on himself, and not pay so much attention to what other kids were getting.

Well, sure.

And…blah, blah, blah.

What does any of this mean to a six-year-old with a bruised heart?

Maybe something sunk in. I hope it did.

But what dawned on me was that I had completely skipped over the step of seeking first to understand him. And in so doing, missed the chance to really connect with him, build trust, and show him I was on his side. And how much more valuable would that be than trying to “convince” him of something when he plainly knows otherwise?

I stopped mid-lecture.

“Are you feeling really sad, because when you saw Taebin’s gift you wanted his more than yours?”

Immediately his energy relaxed.

“Yyyeeeeahhhh….”

Of course it did–I was showing him that I was with him, not against him.

So I continued.

“And you really wish you had that present, so you could feel like things were equal?”

Tiny whimper.

“Uh-huh.”

Oh, my sweet little puffin.

I felt myself soften, too.

I noticed that I can feel afraid, sometimes, when I take this approach, that I’m somehow reinforcing “irrational behavior,” or teaching him that it’s “Ok to be upset about little stuff.”  I’m also just wanting peace, and wanting his tirade to end, which fuels my strategy of explaining why it “should” end.

I need to remind myself that empathizing with him doesn’t mean I’m agreeing with his story–it just means I’m taking a moment to seek first to understand, before trying to get understood. This works pretty well with adults. How much more mileage can we get from this technique with young people, who don’t even have the advanced brain development most adults do? But boy, do they know when someone is genuinely trying to understand them.

Please tell me your experience–what happens when you seek first to understand (and check out with the other person whether you got it right), before seeking to be understood?

Oh, and happy Chanukah!

Young people are discovering their world and constantly coming up with strategies to meet their needs.  Sometimes these strategies cause pain and upset in others and are experienced as destructive.

The most common examples of destructive behaviors in 1-5 year olds are hitting and biting.  Older kids often use their words to destructive means.  And teenagers do all sorts of behaviors that we adults see as destructive and dangerous.  But what if we were able to see the beautiful needs behind these behaviors and redirect kids in a way that helps everyone experience more peace and joy?

Redirection is a wonderful tool that will help you help your child.  When we can offer another option that’s less destructive, kids will often gladly take our suggestions.  After all, they’re usually not trying to hurt others, they’re just trying to meet their own needs.

When I was a nanny one of my charges began to bite his brother, other kids at the park, and even me and his mom.  Ouch!  I’ve heard all sorts of stories about what to do with a kid who’s biting from ignore it to bite him back.  But I knew that biting a baby or young child was not going to work for me.  I would certainly feel sad and guilty if I were to retaliate against such a young child (or any child for that matter).  And ignoring a destructive behavior can just help it grow and become ingrained.  So we tried another strategy­–redirection.

First, we began to watch him closely and after some observation we discovered that there was a look in his eye just before he tried to bite.  Next, we tried to understand what need he was trying to meet and we determined that when he needed space, he bit.  He would usually try to bite in a situation when he was in a confined space, had another child touching his body, or when another child took the toy he was playing with.

So for starters, we tried to anticipate any situations that were likely to result in his desire to bite and diffuse the situation before he even got the idea.  But we weren’t perfect, and sometimes he still got the look in his eye, opened his mouth, and tried to bite someone.  We acted swiftly, removed him from the person he was about to bite and REDIRECTED his aggression toward his blanket.  “It’s not OK to bite people, but if you need to bite, you can bite your blanket.”  After a few weeks, John began to go and get his blanket whenever he had the urge to bite!

If you think about it, the urge to bite has helped us out immensely when it comes to eating.  If we didn’t have a need to bite, we might never have discovered some of the delicious foods we eat today.  So, ultimately, biting is a beautiful need, it just sometimes gets generalized to people and things that aren’t safe for biting.

A friend recently shared that her young son had begun to bite his bed frame and was damaging his bed and eating wood!  She decided to redirect her son’s behavior so they found a heavy plastic fork and deemed it his “special biting fork”.  Now when he has the urge to bite he asks his mom for his special biting fork, then he gnaws on it for a few minutes and hands it back to mom.  I was talking to his mom on the phone the other day when he said, “Mom, can I please have my special biting fork?” and I found myself grinning from ear to ear.  I’m so happy that he gets to bite something that’s safe for him!

There are lots of other behaviors that can be redirected into more constructive choices for kids.  What have you tried?  Which redirections have worked for you?  I’d love to hear about your experiences with redirection.  Thanks for being here!

Sometimes the best and simplest solutions are the hardest to remember. I’m not sure why that is. Back in the days when Shelly and I lived in the same city and taught classes “real-time,” one of the things we brought up frequently was that in real life, you don’t really get “rewinds,” where you can go back and start over. So we’d replay challenging situations and get to try out new behaviors so we could become comfortable with them.

However, you *can* start over in real life. Well, not really, in the sense that the past is still there. But you can “rewind,” if both people agree.

The other day, I talked to my girlfriend in a way neither of us really liked. It took us in an uncomfortable direction. On a lark, I said, “Let’s start over.” All four of our shoulders fell several inches in relief.

And you know what? The new beginning was just as good as if the old beginning had never happened.  Why is that?

I think it’s because, most of the time, when we head down a path that feels like it just isn’t working, everyone involved can feel trapped. So starting over gives the opportunity to pick a different beginning point, which most people want anyway if where they are isn’t working.

This trick can work with grownups, kids, and everyone in between. You can offer it to young people as a way to have a “second chance,” in a warm and playful way. Not as if they were somehow bad or wrong, but as an offering of another option. “Ooh, that didn’t work for me so well–would you like to start over?”

When we feel scared, hurt, angry, or a whole host of other emotions, we can default into  ways of being that don’t help connect or get us where we want to go.  Try playing with this technique of starting over, and see if you can’t create more beautiful pathways–let us know how it goes!

Warmly,

Jill

We don’t blog much about, and certainly don’t advocate much for, demands. But sometimes a seemingly rash move like a demand can really shake things up–in good ways.

Last week a good friend of mine back east quit his job. His boss, who rarely had anything but criticism and sarcasm for him said, “I didn’t think you’d have the guts to do what’s best for yourself.” Then the two of them sat down and had a heart-to-heart that lasted over two hours!

This got me thinking–it seemed like the boss, too, was caught in some kind of pattern that was harmful even to herself. She experienced a kind of relief, too, when my friend quit–essentially, did the only thing in his power to demand the behavior stop. She also expressed some sadness and regret that things had gone the way they did. Once my friend unilaterally changed the terms of their relationship by walking out, the boss also got freed up to be more herself–got more access to her full humanity.

Which got me thinking about how sometimes we get stuck in patterns we don’t want, or might not even be aware of.  And how we–or our kids–can feel stuck in a pattern, even as we defend our behavior in that pattern. And how making a unilateral decision–in this case, a demand–can turn things around.

Last night, my son tried repeatedly to hit me. I restrained him and told my son in very clear terms that trying to hurt people isn’t a way we deal with feelings in this family. Once he stopped fighting me, he seemed to feel some relief that he didn’t “have to” resort to this behavior that he didn’t feel entirely good about. There’s no real way to sugar coat this–it was a demand. I insisted that he stop hitting, and I restrained him until he stopped and agreed not to try to hurt me. (I am hoping he grows out of this before he becomes too big to restrain…)

I dislike making demands. I would much rather request what I want. But for myself, when it comes to hitting, I have a bottom line–I do demand that it stop. At the same time, I also wanted to maintain my sense of connection with my son.

So, as I held his swinging arms, I explained some reasons I was preventing him from hitting. I was concerned that no one would want to be his friend if he treated them that way. I also told him that when he got older, if he treated people this way, he could wind up in jail, and I didn’t want that to happen. Both true, both seemed to impact him. So it wasn’t just a battle of wills, it was a boundary with a reason attached.

When I was a kid, my parents set rules but rarely enforced them. This gave me an ungrounded sense, that I could somehow float away and not be noticed. I also lost respect for my parents, and felt more powerful than I was comfortable with. So I guess I’ve gone the other direction and now want to make sure my son knows that I am in charge, he has safe boundaries to thrash around in and that I mean what I say.

I also feel pretty clear that hitting is one of the only areas where I feel myself move into “demand” space. Much of the rest of our day-to-day feels like it has more wiggle room.

But I wanted to raise the issue of making demands because I feel like it’s gotten a bit of a bad rap (and maybe I’ve even contributed to that) and I wanted to look at demands in a different light, as something that can bring relief to all parties concerned.

What do you think? Do you make demands, and if so, when? How do you feel about them? How does that work out?

The other day I was chatting with a friend and she was complaining that whenever she sees her niece all she remembers from the experience is lack of cooperation and a seeming mantra of “No! No! No!”  Her sister follows her niece around asking questions like “how about this?” or “what about that?”  And the constant refrain is, “no, no, no.”

Wow, can I relate.  I do not enjoy hearing “no” so in my work with kids I’ve learned some great strategies to avoid and get around the “no.”  And then at other times, I’ve chosen to accept the no by tuning in to the yes behind the no.  If you think about it, there’s always something we’re saying yes to, and often it’s related to the thing we’re saying no to.  For instance, when I say no to a candy bar, I’m saying yes to my health and well-being.

On the other side of the spectrum I just visited some friends who do their best to say yes as much as possible and refuse to even use the word “no” with their son.  I think that’s a fantastic practice since “yes!” often produces much more connection and excitement than “no.”  How can you translate your no’s into yeses this week?

When I remember that kids are constantly trying to figure out the rules of life, the boundaries of those around them, and their own sense of autonomy and power I can understand why they would start using a powerful “no” just about as soon as they turn 2 years old.  By remembering what kids are up to developmentally, I’m able to connect with those underlying needs, and I immediately have more compassion for the little one crying “NO!” with all her might.

So let’s start with what to do when you have the most capacity for compassion and we’ll move toward situations that are more challenging.  When you’re well rested, well fed and feeling great, you can actually enjoy your child’s “no.”  You might offer some empathy, “Wow, you feel really strongly about that, huh?” Or provide a new perspective, “I see, so you’re saying ‘no’ to getting in the car because you’re saying ‘yes’ to playing with your toys.  What else can we say yes to right now?”

By pointing out the yes behind the no, you can help your child recognize what he’s saying yes to in a given moment.  And that’s a great skill because it encourages a positive outlook and the ability to focus on what he’s enjoying rather than ruminating about what he doesn’t want.

Then again, sometimes you’ve got to get to the grocery store or to her sister’s soccer game.  So in cases where there’s really no choice and you want your child to comply, try a more directive phrase rather than asking a question.  “It’s time to get in the car now.  Let’s go.” Works better than, “Are you ready to go?”  This is especially effective with younger kids, but it works with older kids too, and here’s why.

When you ask a question, you’re implying that there’s a choice.  But when it’s just a habitual way of reminding your child to comply with your implicit demand, it comes off as false and kids end up feeling frustrated and forced.

Here’s a challenge for the coming week:  Every time you want your child to do something consider whether it’s a demand or a request.  If it’s a request, then ask and accept your child’s answer even if it’s “no.”   A great phrase to use for a true request is, “Would you be willing to…?” If on the other hand it’s actually a demand, use more directive language without asking a question.

If you practice this over time, your children will begin to recognize that sometimes there are true requests and it’s OK to say no, and the no will be respected.  Other times there are demands and even if they protest you’ll follow through because you’re in charge and this is what’s best for your family. By having a balance of the two, you’ll help create feelings of satisfaction and autonomy through your true requests and a deep sense of safety at the times when they know it’s best to defer to your decision.

Try to remember to be engaging and inviting, even when you’re making a demand though.  Children ultimately want peace and safety in the parent-child relationship.  So making lots of demands and having little compassion for your child’s protests will not build the trusting connection you most want.  But tuning in to their needs and desires can go a long way to building that trust and connection.  “I see that you really want to stay at the park and play and I wish we could stay longer, but it’s time to go now.  Wanna race me to the car?”

Another great way to handle a “no” is to bring your sense of humor to the interaction.  You can pretend that you’re devastated or inept, “Oh no!  What will I do without your help?  I’m not sure I’ll be able to do it all by myself.”  Or pretend to be a servant, “May I take your plate to the sink my liege?”

Now for the yeses, in order to create a new habit of “yes” to replace the habit of saying “no” to everything, it’ll take some practice.  I recommend taking some time every day to ask your child questions that she’s bound to say yes to.  “Is your favorite color yellow?” or “Do you love it when Buster licks your face?” and even, “Want some ice cream for desert?”

Even more important than asking questions that will produce a yes, modeling an enthusiastic “YES!” to life whenever you can will change the culture of your home.  After all, there’s always something to say yes to, don’t you think? …I thought so

It’s finally hitting my son—he has two homes now. He’s struggling to make sense of it, and sometimes lashing out at me. I mean really lashing out—hitting, telling me he doesn’t live with me any more, and that I’m not part of his family. I’ve been thrown for more loops than I can count in a very short period of time. And it’s always like a surprise kick in the gut.

I realized I was kind of going victim about it all. I was seeing these scenario’s as something that was “happening to” me—I was not helping create them, but just reacting to them—in very knee-jerk, disempowered ways: impotent rage, fighting him in petty power struggles, taking it personally, and giving up and getting depressed.

Finally it dawned on me: I could create exactly the scenario I wanted. Not in terms of controlling his behavior, but in terms of choosing my own state of mind and being. I started to envision ahead of time how I would respond to him when he next “acted out.” I would hold a space for him, listen for his feelings and needs, and not let him hurt himself or me.

This gave me confidence—the next time he “threw a tantrum,” I was prepared. What a difference it made! He tried repeatedly to hit me—I held his arms so he couldn’t. He shouted blood curdling screams that he was in danger. I told him calmly that he was safe, and that I would not let him hurt himself or me. This went on for about twenty minutes.

After he moved through his big feelings, he became alert, loving, and connected—he just wanted to lie in my arms and rest and chat. I felt so grateful that I had found a way to feel loving toward him during and after this enormous expression of feeling. As recently as the day before this scenario, I would have been too triggered myself to really be there for him, and would have wanted to take space, or put him away from me to “cool down.”

After trying my trick—visualizing the scenario, and imagining myself exactly as I wanted to be—I was able to give him my presence instead of my absence during his worst moment. Instead of making his difficult moment worse, I could be there for him even when he was fighting me with all his might—and stay close to him until the bitter end. At least this time.

As part of launching our Perspectives on Feelings audio program, Shelly and I asked for your questions related to feelings, so we could get a discussion going around the topic. You might have seen our video blogs the last few weeks.

I’m giving the camera a rest and going back to the old familiar keyboard this week. One of you asked, “My son’s a wiggler. Sometimes I need to use force to put him in diapers, into a car seat, or other places. What do you recommend?”

 Here are some things to keep in mind:

 As the parent, you are in charge. As much as we try to create opportunities for autonomy, ultimately, you need to get the family from Point A to Point B. Your child relies on knowing this, and even if they fight you, they get a sense of comfort from you knowing that you’re in charge—this is probably even part of why it seems they’re testing you—to find out if they’re really in a stable container.

 There are many ways to be in charge.  What happens before, during and after you exert force to make something happen, makes all the difference in how your child experiences it, and how your connection is impacted.

 Before:
If you can think of it and remember to do so, giving your child two or three heads-ups before something happens will help them shift internally to prepare for it, so it’s not as much of a surprise. For example, “In five minutes, we’re going to get in the car to go to Grandpa’s, and I’m going to need to put you in the carseat.”

 If you encounter resistance when it’s time to make the transition, here’s one trick that even works with my especially willful child:

 “Do you want to go now, or in two minutes?”
(They’ll probably answer “in two minutes!”)
“Okay, we agree–yay! I’ll be back in two minutes to collect you”

 This gives them a measure of autonomy. Remember, when they fight you, it’s not you they’re fighting—they’re fighting for their sense of autonomy, and to test the boundaries. It’s through this back-and-forth that they develop a feeling for who they are, and a sense of self-confidence. The more you can weave contained opportunities for autonomy into your everyday activities, the more cooperation you’ll get, because your child will pick up on your respect of him, and respond accordingly.

 Okay, but what about when they’re all out, full-on fighting you? And you need to get out the door? Here are some more ideas:

 During:

Here’s how to make the most of a situation where you need to exercise your will over theirs:

1)      Give the heads-ups, as above.

2)      Say what you need, what exactly what you’re going to do, and offer one last out: “I really need to get out the door because…I’m going to give you until three to come with me, then I’m going to pick you up and take you.

3)      DO IT LOVINGLY!!!  This is the most important. I understand you might feel frustrated and powerless—I often do! And we’ll address expressing your own big feelings to your kids soon. There are times when you might need to sound authoritative to get a response—just try to remember the love if you can.

4)       

As you begin to interact, however, pay attention to your tone. There’s a huge difference between, Get in this car or I’ll haul you away with a crane! And Okay, sweetie, here we go, up, up and away, my little airplane! With the latter, you might even get a giggle.

After

Once you’ve decided on a course of action and enforced it, your child may have a lot of feelings: frustration, fear, anger, relief. If you can at least acknowledge and reflect back those feelings, you’ll add to the trust and connection between you.

Here’s the secret: You can listen to your child’s feelings without giving in. Conversely, you can be in charge and set the limits you feel comfortable setting, and still lovingly allow your child to have their feelings about how things are.

Let us know how it goes!
Warmly,

Jill