Save the Words for the Happy Times, Part II: Circling Back

We looked last time in Part I at what you might do right in the moment in the moment to avoid the flood of words that can come during difficult situations with your child. We could think of there being two phases to saving the words for the happy times. There's the not sayin' much phase during the difficult moment, and then there is the second phase, which is what you do say and do during the "happy times". Or as I like to say, when you circle back.

Note: As it it turns out this has morphed into a four part series rather than the two I originally planned. The second phase has a few different directions it can take and I think at least three of them deserve a closer look so they're detailed enough for you to use.

"Save the Words..." Origin
Incidentally, the title to this two parter is a mnemonic phrase used by Jim Fay of the Love and Logic Institute. I think by "Save the words for the happy times' Jim largely meant to communicate the concept I'm calling the Attention Principle. If you're doing lots of talking when things are aren't going well, you are inadvertantly reinforcing behaviors you would like to see less of, but that because you're pouring on the words, you are going to see more of.

I like his phrase because it is brief and easy to remember. It sticks. But it does elide the fact that you can save the words not only for the happy times, but also for "neutral" or even just "more neutral" times. Beyond the avoiding inadvertent reinforcement the attention principle predicts, it also give the brain a bit of time to cool off. And finally and just as importantly as the others, it gives you time to think. When we make decisions in the heat of the moment as parents we're going to see painful, smoking bullet holes through our shoes more often than we'd like.

Finding Out What Happened and Re-Connecting (Empathy)
So assuming we manage to keep our words brief and not do a lot of talking when our kid is acting in a challenging way, what are we going to do when we circle back?

Your first best bet, however you decide to proceed is find out more about what was going on. Let's say the situation was that your tween was on the computer and when you asked her to get off. She did, but started screaming at you about how mean you are and slammed a couple of things around on her way to her room.

That is done best with a bit of empathy. "Looks like you were pretty ticked at me when I asked you to get off the computer," can be a nice way to start off. Asking your child to tell you about what was going on with her is a good idea. Sometimes if she's reluctant, we can provide a little help by taking a guess or two about how she experienced it. "So was part of it that you were frustrated that what you were focused on was being interrupted. You were really into your game?"

Checking In

Check in with your child to see if they think you've got the gist of how they experienced the interaction. If they don't think you've got it, I'd suggest a couple of repetitions. Ask them to explain again, and then see if you can communicate back to them what it was that they said. Most kids soften considerably when they get the sense that you are are really trying to understand. I've seen many kids go from completely withdrawn and angry to genuinely talking about what was going on with them.

Usually when she sees that you really get what was going on with her at the time, she is willing to hear out what you have to say with a lot more willingness. And sometimes after hearing what was going on with our kids, we legitimately see things differently than we did at the moment when all that seemed to be in our field of vision was disrespect and insolence. This isn't too surprising when it happens because when we're not in the heat of the moment, our frontal cortex comes back online.

Where to Go From Here

Often though even when we do see what the incident or interaction was like for our child, there is more to talk about, and some instances where something needs to be done. These options can range from you just letting them know what the interaction was like for you; to doing some preventative collaborative problem solving; to applying a consequence. Often the best solutions end up being blends of the three.

So in Parts III and IV we will look at some of the common options for the second phase of Saving the Words for the Happy Times after we've done the initial reconnecting. Don't miss out on these. They've saved my hide as parent, teacher and as a parent coach more often than I can count.

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Beyond Lectures, Part 2

We looked last time at how lecturing, though it comes to us easily, isn't all that helpful to helping kids along the path to responsibility. In fact, I would agree with several folks in the business of working with families that kids who receive a lot of lectures actually tend to be less responsible. We also looked one of the best ways to avoid lecturing when we're frustrated with our kids' behavior, which is to wait until a time when we're both feeling calmer. Jim Fay's mnemonic suggestion for this is "Save the words for the happy times." I would add that just going for a more neutral time is often enough. Once you've used a little shared control to set up a time to talk, there are lots of alternatives on how to have a helpful conversation.

We know that it usually helps and almost never hurts to use some empathy. When someone has demonstrated that he can see our situation the way that we experience it, it is a human tendency to be more open to accepting influence from that person. This makes a good deal of sense. When we're pretty sure that someone has next to no idea what an experience is like for us, it simply wouldn't make a lot of sense to take advice from that person. Some empathy might sound something like this:

I'm guessing that getting chores done isn't one of the things that you look forward to when you get up...not one of the highlights of your day.

It probably isn't much fun having me getting cranky with you about your not getting them done.

Initially when we think about using empathy as a parent, it can arouse some resistance on our part. "Why should I be empathetic? He's being whiny and irresponsible. I work all day, and I get my share of the housework done. Why should I be having to come up with empathy?" My main response is that it is important to keep your goal in sight. If the goal is to get the chores done, equip your child with the skills to be responsible, and to maintain a sense of connection with your child, it is useful to begin with empathy. If Dr. Phil agreed with my suggestion on empathy and he were to respond to our natural resistance to this idea, I could just hear him say in his drawl, "Look someone's got to be the adult around here. Looks like you're the only likely candidate"

In addition to empathy, something else that can be helpful is to use questions that elicit how our kid sees the situation. "So what are some of the challenges in getting your chores done?" This can help kids to become involved in the conversation. Instead of feeling criticized for their lack of responsibility they might be more likely to help identify what they problem is, which by itself will make it more likely that you'll be able to come up with some sort of workable solution.

Now that you've got your kid closer to being on the same wavelength, one way to proceed is to use collaborative problem solving. This sort of approach to finding solutions actually works much better if it is done visually on paper, or ideally on a big white board or butcher paper up on the wall. Step 1) Define the problem. Step 2) Brainstorm a lot of possible solutions to the problem, with everyone involved contributing ideas. It important at this stage not to edit ideas. We come up with much more creative ideas when we aren't simultaneously editing or critiquing thoughts as we're coming up with them. Step 3) Circle the solutions that seem most helpful. Step 4) Identify one or more possible solutions and give them a road test. Finally, Step 5) evaluate how it went and revisit the process as necessary.

So when you're tempted to lecture, wait to have the conversation until you're calmer, use some empathy and give collaborative problem solving a try. This is certainly not the only way to avoid the erosion that lectures can have on responsible behavior and on your relationship with your child, but it can be one effective route.

Couples, Part 2, Inside Look at the Way a Top Couples Therapist Works

In Part I of this post, I looked last time briefly at the work of couples counselor Dan Wile, whom John Gottman has said he believes is the most effective marital therapist on the planet. What I want to do in Part II of this post here is to get across the essence of the statements that Wile uses in his work..

Wiles statements on behalf of his clients tend to communicate two pieces. The first is describing something with positive intent. It could be what you would like to do, or what you hope for that would support your partner or that would show that your connection with them is important to you.

I really wish we did more things together like we did before the kids were born. We used to go for walks, get coffee together, go to movies. I miss that...

The second part is about why it is that you feel stuck, what your worry is about how things will go if you make yourself vulnerable and go for what you identified in the first part of the statement.

...and I'm reluctant to bring up that I want to, because when I do it seems that you experience it like I'm nagging you or blaming you that we don't do it more often.

Again, the first part (positive intent):

I have something that is bothering me, and I want to talk about it, because I want us to enjoy the time we spend together, and instead I'm tense and probably not much fun to be around...

And the second part (the worry):

... but I feel like if I do bring it up, we're just going to get into a fight, which feels even worse than feeling annoyed at what I want to talk with you about.

In describing his method, Wile says that he tries to say something on behalf of one member of the couple (at a time) that gets everyone in the room empathizing.

From looking at the examples above it is probably easy to see how just altering them a little can throw change their character altogether. The second part of the statement (the worry) can easily shift into blaming the other. "But I feel like if I do bring it up, we're just going to get into a fight," can easily shift into, "But I know you're not going to listen. You always just get defensive," which is unlikely to get anyone empathizing and more likely to backfire.

Wile's strategy is to get your partner to see your positive intention, and put into words how despite your intention for things to go well for you as a couple, you're in an uncomfortable position. He tries to do this in such a way that your partner can picture what it is like for you, to get them empathizing. And then, of course, he moves to the other side and tries to do the same on behalf of your partner.

It is worth pointing out that Wile is the first to say and understand that most of the time, as a member of a couple, we're not going to come up with this sort of statement in the heat of the moment, and he's right. We're not, which is why he does this in therapy sessions. On the other hand, there are times when we've got something on our mind that we'd like to get across and we give it thought before we raise it. It is at these times that I'm proposing that thinking about how you could form your concern in the manner described in this article that might make the difference between just another evening of mutual irritation (or worse) and getting your partner to see what it is that you are getting at that is important to you.

Also note that Wile's work is not the common version of "teaching communication skills". It involves communication skills, but is more subtle than simply teaching "I messages" for instance. So next time you find that you've got something that is bothering you about your spouse, boyfriend, etc., instead of swallowing it, which usually ends up coming out in some other manner anyway, give one of Wile's statements a try. You might be pleasantly surprised by how your partner responds differently.

Couples, Part 1: Inside Look at the Way a Top Couples Therapist Works

It goes without saying that being part of a couple is hard work at times. Even when things are going smoothly, studies show that each member of the couple will estimate that their success as a pair is due to their doing relatively more for the relationship than their partner. How about when things are going less smoothly? John Gottman, the kingpin of research on couple interactions and author of Seven Principles for Making Marriage Work has found that of the problems that are a source of continuing disagreement for couples, 69% of them fall into the category of irresolvable problems. That is a sobering statistic. While Gottman is the premiere researcher on couples, one of only two couples therapists whose work Gottman gives a nod of approval to, is Dan Wile, the author of After the Fight: Using Your Disagreements to Build a Stronger Relationship. Wile's take on these perpetual problems is that it is not having the problem that is the problem, but rather each member of the couples inability, when things aren't going well, to recruit the other as a resource for dealing with that problem. Gottman is in complete agreement with Wile on this. One factor that makes a big difference between couples whose relationship is headed for the rocks, and ones that end up together years down the road is their ability to talk about those problems that aren't ever going to be completely resolved.

Dan Wile believes that the key to dealing with these problems is very elusive for us in those times when things aren't going smoothly. His entire approach to couples therapy is about helping each person to express what it is that is eating at them in a way that enables their partner to experience empathy for them. Wile's approach is similar to other couples therapists in taking turns trying to understand each person. Where his approach becomes unusual is that he then tries to speak to the other partner on their behalf, putting their concern, and their dilemma into words that might help the other see the difficult position their partner is in.

His version of speaking for them varies greatly but it might sound something like this. Picture Wile kneeling beside one partner speaking to the other on their behalf, saying, "There is a big part of me right now that wants to reach out to you and comfort you, but I'm afraid if I do, you're going to push me away again, and I just don't think that I can risk that right now." He then checks in with the person he's speaking for and asks how close he was, and what they might add or delete from what he said. When Wile does this with his clients, on those occasions that he gets it right, clients experience this as being very powerful, really capturing how it is that they are feeling stuck and misunderstood. When they have something to clarify, to add or something that they'd would take out altogether, they end up bringing the discussion closer to what the issues really are. One way to put this together is to say that Wile sees the goal as connecting around the difficulty rather than focusing therapy on solving the problem. Given Gottman's finding that 69% of ongoing couple problems are irresolvable, this makes a lot of sense.

Now hiring Dan Wile as a therapist would be a nice luxury that hopefully some Awareness * Connection readers will experience. But what about those of us who won't be able to, or who might not even have the opportunity to see a therapist trained in his approach? In the next installment of this post, I'll break down how and why Wile's statements work, and I'll show how in our better moments we can tap into them to connect with our partner when a perpetual problem comes up and those familiar feelings of tension creep back into our lives.

Thought: Learning How to Make Decisions is Like Learning a Language

Learning how to think about choices and make decisions is also a lot like learning to play a musical instrument, like learning how to do woodworking or how to ride a bicycle. The common connection with all of these is that we don't learn them primarily by having someone lecture us or tell us about them. We learn decision making skills by actually doing the messy work of making decisions...and then by enjoying, or coping with the results.

Mark Twain wisely said, "Good decisions come from experience. Experience comes from bad decisions."

It can be hard for us to let our kids have experiences that result from us supporting their developmentally appropriate decision making. We badly want our kids to do well. This can be a very tough world. We have tons more experience than our kids do. It is hard not to want to jump in and do the decision making for them so we can ensure that it gets done right.

The trick is to find things that our kids can handle making decisions about on their own and can handle living with the consequences of. We, of course, can't in good conscience give kids decisions about whether or not to go to school or whether to have vegetables or Skittles as a side dish. An appropriate decision for a four year old might be, "Would you like to wear your coat or carry it?" For a teen it could be "Would it better for you to have your chores done by Wednesday night or by Friday night each week? For all kids above four years old, it can be about how they spend their weekly allowance. Allowance is a wonderful teacher about decision making. You can see how this concept overlaps nicely with shared control.

Another important piece is how we respond when they've gotten themselves into a problem with a decision they've made. Here we can link back to a previous idea. This is a great time for us to show some empathy. The bigger the problem, the more important that our empathy has some depth. A big help here is reminding ourselves that even though the better decision looked like a no-brainer to us, our kids have at least a couple decades less of life experience. Also they are different people with their own profiles of strengths and challenges. So things that might have been easy for us to decide when we were our kids' age might be tougher for them.

Give it a try. Make sure to begin with choices that are going to be easier for you to let your child live with. If we give them the power to make the decision, and then swoop in and rescue them, we send a powerful message that we don't believe that they are capable. And these unstated messages have a way of being far more persuasive than the ones we say directly. The good news is that whenever we are able to provide empathy and support to help them cope with the results of their decision, we send an equally powerful message that they are the sort of kids who can handle making decisions and who can learn from their mistakes. That is one of the irreplaceable gifts that we can give to our kids.

Back to School, Temperament and Emotion Coaching

After today, only one day of summer left for my daughter. Hard to believe it's already slipped by. New beginnings are always a bit of a challenge for her, as they were for me. I've done much better as an adult with work that fluctuates according to the seasons than I did with an on/off schedule like school was. So for me seeing what going back to school is like for Hannah isn't all that big a jump empathy wise. Any of us with two kids, or who've closely observed kids, understands what the research has to say. Children are very different from one another from day one on at least nine different measures of how they react to stimuli and how they regulate their emotions (before learning or parenting has a chance to affect the measures). When our kids have temperaments profiles that are quite a bit different from ours, it can take a bit more work to see things from their perspective.

Having someone "get" who we are and what we are experiencing is one of the most important things to us in life. If we are surrounded by people who "get" us, our lives tend to be much happier. We also need at least one supportive relationship in our history in order for us to be relatively psychologically healthy.

It can be a good exercise to think back to a time when we went through something emotionally difficult as a child where our parents or caregivers weren't able to give us the empathy that would have been helpful. Can you remember what that was like? Experiencing a difficult emotion and feeling like you were on your own with it? What could the adult in your life have done or said that might have been helpful? All of us had those experiences where the adult was unable to be as helpful as we could have used. Fortunately, children don't need perfect parenting to do well in life. It is about what the pediatrician and psychoanalyst D.W. Winnecott called good enough parenting. Our children don't need a completely supportive environment to turn out okay, just enough of one.

On the practical side, what we can do if our child expresses some reservation about school is 1) Listen, 2) Clarify and 3) Run by them your understanding of their experience. Then repeat steps one and two until they feel like you've more or less got it. The easy mistake for us to make is to respond to our children's reservations or distress by giving advice right off the bat. "You don't need to worry. After the first couple days you'll be used to your new teacher." Even if the advice is good advice, if our kids don't sense that we understand how they're feeling, the advice can feel dismissive.

If you've ever had a friend do this to you, you know that's usually not what we hunger for when we're having a hard time with something in life. If you do run through those three steps with your child though, when you do have any practical suggestions for how they might cope, they will be much more able to hear the suggestions and maybe even use a couple of them. What it boils down to often is our being able to be with them in their distress for a moment. See Our Most Important Job post a couple of posts back about this being one of our central challenges as parents.

Remember we don't always need to get this right, but it is worth shooting for an increase in how often we can meet our kids emotionally this way. It is one way to keep the connection open with them that at times can their lifeline.

When in Doubt...Empathy

One thing that is clear in doing a lot of parent coaching and counseling with parents is that it is hard to figure out when to respond in what way with your child. Should I empathize? Should I set a limit? Should I offer a choice? Certainly we can find books that would advice any of the three, and dozens more. As parents we can’t be blamed for feeling baffled, especially at the end of a long day (whether at work or at home) when it feels like we'd be lucky to have two brain cells to rub together.

Rather than several approaches to sort through, it can be nice to have a single fall back option. One that can almost always draw on, and one that would very rarely cause more of a problem. Lots of parents find it helpful in these situations to go back to having/showing empathy for the child. Keep in mind that empathy is not an all or nothing proposal. If something has happened that is big, our child flunking a test, hearing that a friend is really peeved at them (and for good reason), it is important in those circumstances to dig deep and come up with some actual heart-felt empathy. But we don’t need to do this for smaller everyday sorts of occurrences. For these run of the mill issues, a simple, “Bummer,” seasoned with bit of empathy can suffice. In other words, the empathy is most helpful when it is commensurate with the context.

Sometimes our gut tells us that it isn't a good time to say anything. Empathy can even come in handy during these times. We can do this just by doing nothing more than noting that we need to come back to the situation. And before we do that'll give us a bit of time to give it some consideration from the child’s point of view. I’ve yet to see a situation where the parent took the time to consider how the situation might look from the child’s viewpoint (through their temperament, preferences, developmental abilities, and areas of challenge) that this hasn’t proven helpful to the parent or to the relationship in the longrun.

The author of Verbal Judo: The Gentle Art of Persuasion, George Thompson, made the statement that empathy is the most important word in the English language. And this is a guy whose gig is helping to train police officers around the country how to handle the aftermath of burglaries, and the guy who is refusing to step out of the car for the breathalyser. Situations where people aren't known to be their most flexible. I thought when I first read Thompson's book back when I was teaching that he was onto something important. Knowing how whomever we are working with sees the situation, whether an angry driver who is being verbally combative with a police officer or with our 11-year-old whose attitude we’re finding hard to tolerate. After a bit of practice, on our better days, getting there can come relatively easily. On other days…not so easy. I'll have plenty of posts coming up to address how to deal with ourselves on these more difficult days.